1673 Educators providing Courses delivered Online

woodford county high school

Essex

What first strikes visitors to our school is a palpable sense of community. The atmosphere is vibrant, purposeful and very friendly. Relationships are strong and supportive. There’s always a lot going on and, to an extent which is perhaps unusual, girls of different ages work unselfconsciously together, collaborating on the colourful range of events and activities that make up the fabric of the Woodford school year and contribute to the distinct ethos of the place. What first strikes visitors to our school is a palpable sense of community. The atmosphere is vibrant, purposeful and very friendly. Relationships are strong and supportive. There’s always a lot going on and, to an extent which is perhaps unusual, girls of different ages work unselfconsciously together, collaborating on the colourful range of events and activities that make up the fabric of the Woodford school year and contribute to the distinct ethos of the place. It’s a happy and cohesive community and an environment which liberates young women to take the risks and embrace the challenges that will prepare them for their future roles and responsibilities as leaders in tomorrow’s society. Woodford’s success is the result of striking a fine balance between tradition and innovation. Our values are traditional ones and we offer an unashamedly academic curriculum. We are keenly aware, however, that we are preparing our students for a working life none of us can yet anticipate. Our focus, therefore, is on developing the skills, attributes and habits of mind that will equip them as life-long learners. Woodford leavers are articulate, self-confident and skilled in the use of modern technologies. Our aim is to launch them into the world as self-starters, focused but flexible, armed with the courage to grasp opportunities and the resilience and humour to negotiate setbacks along the way. Above all we want them to be equipped to lead happy, fulfilling and useful lives, wherever and however they choose to lead them. Woodford enjoys an enviable reputation for intellectual, artistic and sporting achievements. In all of these domains, and others beside, we encourage and support our students in exploring their own potential, nurturing existing talents and interests and discovering new ones along the way. Our community, of course, is made up of individuals. To ensure we enable each and every girl to fulfil her potential, an emphasis is placed on personalisation, on proactive mentoring and on pastoral care. And the academic curriculum is complemented by a wide and stimulating range of extra-curricular activities. There is something for everyone. Our students will embark upon adult life conscious of their worth, ambitious for their futures and aware that they are lucky indeed to have been educated here. Woodford is a very special school. If you want to see how special, you are warmly invited to pay us a visit.

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peacock mosaics

Joss Hughes is a self-taught mosaic artist working from her studio in a beautiful rural setting near Romsey, in Hampshire. When not working on commission, she creates mosaics for sale at local outlets or plans her next adult “Mosaic and Cake” workshop. She marvels at the natural creativity of children taking part in her “Make a Mosaic” parties or in after-school and holiday camp mosaic sessions. Mosaic creations in stained glass and mirror dominate her portfolio however, she also particularly enjoys working with beach-combed sea glass and driftwood. The latter are mainly sourced from her beloved South Cornwall. Other materials she occasionally uses include 'found' objects from the garden or beach, and the commercially available glass tiles and nuggets. After a crafty childhood Joss focused her mind to pursue a career in Paediatric Medicine. Six university years and a further seventeen, mainly working for NHS England, left little time or energy for creativity! Job rotations and RAF deployments (her husband) necessitated living at fourteen different addresses (in the UK and in Australia). Retrospectively she realises that the repetitive home-and-garden making was expressing a hidden natural creativity. Five years ago she made the life- changing decision to say 'goodbye' to Dr J Hughes, Neonatal Doctor, and to say 'hello' to Joss Hughes, mosaic artist. A birthday gift of a two day beginners’ course (Clare Goodall, Oxford) in 2009 had sown the seed of the addictive nature of mosaics. Following up on two chance sightings of the same incredible huge floating mosaic ball, she tracked down the artist and a second two day course (Sue Smith, Devon) in 2014 reignited Joss's passion and introduced her to the media of stained glass and mirror. There followed lots of trial and error at the kitchen table with glass shards flying everywhere before she finally produced a mosaic she felt able to show anyone! Slowly amassing the prerequisites of a basic studio she moved into her own working space and, in May 2017, she decided to officially launch her own business: Peacock Mosaics. In 2018 Joss attended a 5 day residential mosaic course at West Dean College of Arts and Conservation, learning from the fabulous Sonia King. The emphasis was on developing artistic expression. In 2019 Joss became the Editor (a voluntary role) for "GROUT", a thrice yearly publication by the British Association of Modern Mosaic for its members. This has been a superb networking and knowledge-boosting opportunity. She also attended the 2018 and 2019 BAMM Forums, in London and York respectively, furthering her contact with the UK mosaic community. She has had mosaics accepted for exhibition in Penzance, York and Andover during 2019. In 2020 Joss will attend a short course at the London School of Mosaic, with tutor Debra Collis, exploring further her preference for abstract design, and practicing colour studies and andamenti.

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the nursery school company

At The Nursery School Company we have play at the very heart of our ethos. Our settings have been thoughtfully designed to allow children the opportunity to enjoy learning. We designed our innovative and exciting curriculum to give children the widest range of opportunities. The success of our approach can be measured in the children’s high level of achievement. Our Approach Our educational approach has been brought together using twenty years of experience in the early years. We use the Forest School approach to inform and underpin our outdoor curriculum. We also take influences from other early years philosophers including High Scope, Reggio Emilia and the Montessori method. Whilst we draw on these methods, we are constantly evolving to ensure that the latest scientific findings reflect the modern world and the educational experiences the children are exposed to. For example working to provide STEM (science, technology, engineering and maths) influences whilst also ensuring that we put emotional well-being at the heart of early years practice. Maria Montessori Children are given the freedom to work at their own pace making their own choices and correcting their own mistakes. Montessori method allows children to learn the way they learn best, by doing things for themselves. During independent activities children are encouraged to choose work that appeals to their interests. The teacher will also introduce new work to the children according to their abilities and stage of development. High Scope High Scope is an approach to early years education that has at its core the belief that children gain confidence, initiative and a lifelong love of learning when involved in well-supported activities of their own choosing. A consistent and flexible daily routine which provides for child and adult initiated activities. Opportunities to choose, plan, carry out and reflect on their activities Opportunities for children to engage in the active participatory learning process Adults who value and appreciate children and provide a creative and supportive learning climate Forest school Forest School is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions. Forest school supports play, exploration and supported risk taking. It develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting. Its roots reach back to the open-air culture seen as a way of life in Scandinavia where Forest School began. Reggio Emilia The Reggio Emilia sees children as curious individuals with the power and potential to develop and learn from their environment and the relationships they build with others. Children are viewed as strong and intelligent individuals who should be given every opportunity to reach their potential. Children are viewed as having unlimited potential and being eager to interact with and contribute to the world. The learning process is considered to be of much higher importance than the final product. Teachers create in-depth projects based on observations, information from parents and the interests of the children.

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hammersmith community gardens association

London

Hammersmith Community Gardens Association is a local environmental charity set up in 1984. We manage four community gardens in Hammersmith and Fulham. HCGA has a range of projects which include conservation training schemes, volunteer gardening sessions, health and wellbeing projects, environmental playschemes and environmental education in local schools. We assist local groups in the design, plan and management of their green spaces. We promote environmental sustainability within the borough and manage our sites to maximise biodiversity and encourage wildlife. To reflect the expansion of our working to neighbouring boroughs in 2016 the charity adopted the working name of Healthy Community Gardening Activities (HCGA) The gardens are used as an educational resource by local schools, a site for volunteer gardening groups and in the holidays there are environmental play activities. As well as creating space for people the sites have also been designed to encourage wildlife. We run the community food growing area in Normand Park and work with local ‘Friends of’ groups to manage and promote their sites. In Westminster we run weekly gardening sessions in Queens Park Gardens, Westbourne Park and Penfold Street Hub. We support the Fisherton growing project with regular gardening sessions as well as by providing plants. In Westminster and The Royal Borough of Kensington and Chelsea we deliver short Adult Education courses around gardening and herbal activities as well as a programme of walks. HCGA has a team of school gardeners who deliver environmental education sessions in schools on a weekly basis in three boroughs. These include formal curriculum-linked activities as well as lunchtime and after school clubs. We can also guide groups on how to make their premises more environmentally friendly and give technical growing advice. For more information about booking an educational visit for your group or for a member of our team to come to your site please contact us. Through the Grow Well project we work with local people across the Hammersmith and Fulham borough to provide therapeutic gardening sessions for people who need a bit of extra support hopefully leading to participation in our regular volunteering sessions. The Get Out There! project offers local unemployed or socially isolated people the opportunity to learn new skills in basic environmental management such as habitat conservation, tool use and wildlife identification. Participants get the opportunity to visit and work on a range of different habitats across London as well as local sites in Hammersmith and Fulham. We also run a Men in Sheds programme at Godolphin Gardens for socially-isolated men. Our Volunteers maintain our gardens and contribute hundreds of hours of their time each year. Many of them have physical or mental health problems which prevent them from working in paid employment. We also host around 20 companies each year on corporate volunteering work days. As well as completing several physical tasks the companies make a donation to HCGA which covers staff time and materials. This is extremely valuable to us as it then funds the upkeep of the gardens.

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ippo ippo japanese

Hello! My name is Elly and I've been learning Japanese since 2012, and teaching since 2018, officially founding Ippo Ippo Japanese in 2020. Find out more about me here. Through Ippo Ippo Japanese, I provide teaching for both individuals and groups, with a strong focus on providing a supportive and motivating environment for students. Learning Japanese is a long but exciting process, and I hope that I can help others enjoy it even a fraction as much as I still do! The majority of classes I teach are online, meaning that you can access Japanese lessons from wherever you are. However, if you're craving some in-person learning, I do occasionally hold events in Edinburgh (Scotland, UK), where I'm based. Sign up to the Ippo Ippo Newsletter, follow me on social media or simply get in touch to find out what's coming up soon. Why Choose Ippo Ippo? There are plenty of different options when it comes to choosing how, where and with whom to study Japanese, be it with a language school, an online tutoring platform or purely through self study. While you should always look for the option that is best for you, some of the benefits of studying with Ippo Ippo include: A variety of options to suit your needs and level Teaching built around you and your learning aims Support from someone who has made the the journey from zero knowledge to fluency as an adult learner A teacher who strives to create a safe, inclusive and supportive space for all students regardless of sexuality, gender, race/ethnicity, age, neurodivergency and/or disability An independent tutor with transparent pricing and excellent feedback Explore Japanese_group photo What Does Ippo Ippo Mean? In Japanese, Ippo Ippo is written as 一歩一歩。一 is the Japanese character for 'one'. 歩 is the character for 'step'. This makes 一歩一歩 literally 'one step one step'. In other words: 'step by step' or 'one step at a time'! The choice of name came about partly simply because of the nice, bouncy ring that 'Ippo Ippo' has to it. However, more important is the meaning. At Ippo Ippo, learning Japanese is less about sprinting to memorise every vocab item, grammar point or kanji, and more about the process of putting one step forward at a time, finding ways to have fun and explore through the language. While there are times when you may want to up the pace, in general, a more sustainable approach is encouraged, helping you to steadily build confidence and keep up motivation in the long run. 日本語の勉強、一歩一歩頑張りましょうね！ Nihongo no benkyō, ippo ippo ganbarimashō ne! Let's give learning Japanese our best shot, going 'ippo ippo' - one step at a time!

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nexus human

London

Nexus Human, established over 20 years ago, stands as a pillar of excellence in the realm of IT and Business Skills Training and education in Ireland and the UK. For over two decades, Nexus Human has been a steadfast source of reliable and high-quality training solutions, catering to a diverse range of professional and educational needs. With a strong reputation in the Training Industry, Nexus Human has consistently demonstrated its commitment to equipping individuals and organisations with the skills and knowledge required to thrive in today's dynamic world. Our training programs span a wide spectrum, encompassing IT certifications, business skills, and much more. What sets Nexus Human apart is our unwavering dedication to staying at the forefront of industry trends and technology advancements. Our expert instructors, coupled with cutting-edge training resources, ensure that students receive the most up-to-date and relevant knowledge available. The impact of Nexus Human extends far and wide, helping individuals enhance their career prospects and aiding businesses in achieving their goals. This 20-year journey has solidified our institution's standing as a trusted partner in personal and professional growth, offering reliable, excellent training that continues to shape the future. Whether you seek to upskill, reskill, or simply stay ahead of the curve, Nexus Human is the place to turn for an educational experience marked by quality, reliability, and innovation.

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my kind of thinking

Westbourne

Vicki is a qualified teacher with over 20 years’ experience in schools, colleges and universities. She worked as a secondary school teacher for a number of years before working with students with additional needs. After several years running programmes for young people and adults in the FE sector, Vicki undertook a Masters in Education, specialising in Specific Learning Difficulties (SpLDs), along with additional training to assess for dyslexia. She is also a qualified SENCO and worked for several years as an Advisory Teacher for the local authority. Vicki currently works part-time in a HE setting assessing and tutoring individuals with specific learning difficulties. Each year she assesses over 80 students for Disabled Students Allowance and continues to offer advice and assessments to a number of local schools. Vicki is the current Chair of the Dorset PATOSS group. Vicki lives in Swanage and relaxes by walking in the Purbeck hills with her dog Poppy, pottering in her tiny garden and acting as roadie to her musical teenage sons. She helps out in the family bookshops whenever she can and has provided training on dyslexia to booksellers from across the UK. MEd. Equality and Diversity Associate Member of the British Dyslexia Association (AMBDA) Assessment Practicing Certificate BDA (APC 17/ APC09011) OCN L4 Workplace Assessor National Award for SEN Coordination (NASENCO) PGCE Geography and SEN BSc. (Hons) Geography Alice Humpheson fullsizeoutput_461d Alice has significant experience of helping adults and young people realise their potential, having worked in a range of educational settings including universities, colleges and adult community learning for nearly 20 years. Initially teaching IT, maths and English to a wide range of learners, Alice later trained to specialise in specific learning difficulties where she gained a Masters from the University of Southampton and qualified to both teach and assess individuals with dyslexia and other SpLDs. Alice is a keen advocate of assistive technology and strongly believes that individuals are far more likely to achieve when they are provided with the right tools, enabling them to use existing strengths to overcome challenges. As a current SpLD practitioner and study skills tutor for university students, Alice has plenty of opportunity to develop and maintain her understanding of the challenges that individuals with a SpLD face, and this insight helps inform her work as an assessor. Alice has 2 children and lives in Mudeford. When she’s not working, Alice enjoys paddle boarding and exploring the New Forest either by foot or on her bicycle. MSc Education (SpLD) Member of the Dyslexia Guild (MDG) Associate Member of the British Dyslexia Association (AMBDA FE/HE) Assessment Practicing Certificate BDA (APC 500002643-OF7999) BA (Hons) Post Compulsory Education and Training Certificate in Education JEB Teacher Trainer Diploma in ICT Skills We also work with a team of other fully qualified teachers and assessors who are quality assured by a range of professional bodies including the British Dyslexia Association (BDA), Professional Association of Teachers of Students with Specific learning difficulties (PATOSS) and The Dyslexia Guild. All our assessors hold full DBS certificates, indemnity insurance and belong to a professional body. All information is stored in line with GDPR recommendations.

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dental team qualifications

Leamington Spa

DTQ awards post-registration qualifications to General Dental Council (GDC) registrants, who are working as part of the dental team and who wish to develop additional skills beyond the profession-standardised learning objectives and assessment criteria for GDC registration, and qualifications to non-registrant members of the dental team who are working in dental administration roles. Any dental care professional wishing to carry out additional duties must be able to demonstrate their competence to do so, and therefore undertake additional development of their skills, knowledge and understanding. The purpose of DTQ’s qualifications is to provide a structure for dental care professionals to develop additional skills on which they are assessed, and for non-registrants to learn and develop knowledge, understanding and skills relating to dental administration and gain qualifications and professional recognition for such development. Our focus is to develop and quality assure modern assessments and qualifications for the dental team, including apprenticeship end-point assessments; which are not only fit for purpose for 21st century dentistry, but follow evidence-based educational and assessment principles, which produce high quality members of the clinical and administrative dental team, following General Dental Council requirements. We have extensive knowledge and experience in dentistry, including expertise in examining and designing assessments, and have a thorough understanding of what training organisations want and need from an Awarding Organisation. The GDC’s Standards for Education and Scope of Practice documents underpin the development of any new DTQ qualifications. Working closely with training providers and other key stakeholders, we have created a range of innovative qualifications that are fit for purpose for 21st century dentistry and the wider dental team. Our qualifications are geared to supporting your day to day role in dentistry, whilst enhancing your personal development and that of your team. We have researched the provision of education for the dental team as part of a PhD study, and have peer-reviewed publications which continue to underpin our evidence-based approach to training and assessment for dental professionals. Our team members examine from dental nurse through to Royal College specialty assessments and include GDC and Royal College Education Associates. We aim for excellence in all that we do. Our Research DTQ have pioneered and examined the pedagogy of adult dental education and training for the integrated dental team. We have extensively researched interprofessional education as part of a PhD study. Our qualifications are evidence – based relating to our findings, enabling assessments geared to facilitating educational processes which not only focus on developing knowledge, but it’s application to enhance understanding. This allows dental professionals to maximize their potential and deliver enhanced patient care. We practice exactly what we preach and have proven results based upon work in our own centres. DTQ Mission statement DTQ aims to provide high quality end-point assessments and qualifications for the dental profession, which reflect contemporaneous dental practice, in collaboration with the GDC and under the regulatory guidance of the Qualifications Credit Framework. Our values are to deliver excellence in all that we do. To achieve this we engage expertise in the dental education and examination field, liaise with our partner organisations, listen to our learners and continually reflect and react to improve our qualifications and processes.

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nick constantine

Whitley Bay

I began my running coaching journey in 1976 when I ran in my green flash:) but kept on coaching, attending courses and qualifications/badges throughout my life. I also hold a post-grad degree in Physical Ed, with my first degree in Theoretical physics and Astrophysics. I have practised yoga for 25 years (recently qualified to teach in 2018). I also work in Adult Education as an associate lecturer with the Open University. After 12 years as a coach I decided to further integrate and develop my own running programmes and coaching with a much stronger focus on yoga knowledge and practice (attending professional development workshops from Leslie Kaminoff (https://www.yogaanatomy.org/) and Gary Carter (https://www.naturalbodies.co.uk/), A.G Mohan ( https://www.svastha.net/) ). We are all different, creating personalised programmes that allow runners to feel more relaxed, have a greater understanding of how they move and how they can improve their running form without an increase of injury. I have coached over 2000 runners, with a very mixed profile. From National runners to starting out and broken 'lost mojo' runners, all ages from 12-80! Running with awareness, running with ease, running with relaxation and stillness will set the conditions to allow you to run quicker, pain free and have a deeper sense of 'in the moment' focus when running or walking. I focus on developing a more mindful and holistic approach to movement (using much yoga training), allowing runners to recognise 'if it is somewhere it is everywhere' and 'don't think it, feel it'. We explore 'changing our relationship with gravity' allowing us to feel more relaxed and encourage a lighter and better feeling with the ground. For the BODY, for the MIND, for the BREATH The yoga practice complements and integrates into the running coaching, I don't teach a 'little bit of running' and a 'little bit of yoga'. They two disciplines connect and I hope folk get a sense of the power of combining the two practices. I have helped many people, from beginners to cross country runners to triathletes. Whether you are just beginning a running program or training for a marathon, race, triathlon, or general all-round fitness the soulinmotion running and yoga approach is one that builds a healthy body, instead of breaking it down from misuse or overuse. The background of runners vary from15min 5K female runners, 1h 3min half marathon runners to clients who could barely run/walk. Ages have varied between 12 to 85. I have coached yogi's, cross fit, martial arts, ultra runners, Ironmen and women, clubs, private groups.....jog scotland groups appear a lot as do some sport England. My own science, maths and sports background (BSc(Hons) Physics and Astrophysics, PGCE in Sport and Mathematics together with years of coaching means I always approach any idea with a critical and clinical eye. Find out more? Keep up to date with SoulinMotion via the Newsletter, subscribe here....or link to the Eventbrite site and follow my workshops/classes OR visit the soulinmotion FB page (https://www.facebook.com/soulsinmotion) and the list of events which gives all the free tasters and workshops in Scotland and the NE.

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sunshine sensory

Darlington

My name is Tracy and I am the founder of Sunshine Sensory. Sunshine Sensory was not something I ever envisioned in my life, but I feel so blessed to have been given the opportunity and want to share my journey with you. I began my work career working as a teaching assistant with mainstream and SEN children while studying part-time for my degree. This allowed me the opportunity to work in a wide range of settings and develop a greater understanding for what was available and the different types of support. After qualifying as a teacher, I spent over 10 years specialising in EYFS and the development of children from birth to five. I loved working as a teacher and being able to reach children through a wide range of resources and approaches. In 2001, at one year old, my daughter was diagnosed with severe learning difficulties suddenly teaching became a lot harder and my life begin to change beyond my imagination. I spent huge amounts of time researching special needs resources, training and activities, only to find that at the time it was very limited, that had to change. So, in 2019, after a lot of soul searching, I left teaching and set up Sunshine Sensory. My aim with Sunshine Sensory is to provide parents / carers / teachers and anyone else interested with the skills to support their child, mainstream or SEN, with the appropriate sensory experiences to allow them to reach their potential. Every child is unique and the classes I have created reflect that, there is a structure but if you child chooses to explore the resources in a way different than I had planned that is fine. We have to appreciate that each child will have different tolerances to sensory resources, some children might like the light touch of feathers, some may dislike it and that is also fine. Through the whole session I provide support, reassurance and model ways for you to interact with your child in a variety of ways. Ultimately having fun and creating that special bond with your child. Just as the classes were getting going, I was contacted by several adult centres (SEN and care homes) asking if the sessions would be appropriate to their residents. With some adaption over the use of the stories and music we use I was able to create sessions that supported the adults. Supported by the use of a wide range of sensory materials and songs that would be familiar to them and encourage active participation in the activity. Leaving teaching was one of the hardest decisions I ever had to make but as I see the children supported meeting their sensory needs and the adults developing more confidence and understanding about the area of development it is worth it. Parents, carers and key workers have gained confidence from attending session and seeing just what they can continue to use at home on in their setting to support their child/adult’s development. This mean that although I may no longer educate in a school, I am now able to educate a wider range of adults and children, continuing to positively impact on the lives of children/adult’s that need support. It is amazing and I feel so privileged to be part of all these people’s lives and I want to thank everyone that has supported me in this journey so far. I hope you come and join us on our journey and enjoy the magic that is looking at the world through a sensory perspective.

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