35 Drawing courses in Corsett

Commission an original, traditional and quirky Portrait in oils, acrylics or digital sketches

PROGRAMMING IN HTML5 WITH CSS COURSE DESCRIPTION This course provides an introduction to HTML5, CSS3, and JavaScript. It is an entry point into both the Web application and Windows Store apps training paths. The course focuses on using HTML5 / CSS3 / JavaScript to implement programming logic, define and use variables, perform looping and branching, develop user interfaces, capture and validate user input, store data, and create well-structured application. WHAT WILL YOU LEARN * Create and style HTML5 pages. * Use JavaScript. * Style HTML5 pages by using CSS3. * Use common HTML5 APLs in interactive Web applications. * Create HTML5 Web pages that can adapt to different devices and form factors. * Enhance the user experience by adding animations to the HTML5 page. PROGRAMMING IN HTML5 WITH CSS COURSE DETAILS * Who will benefit: Website developers. * Prerequisites: HTML5 development fundamentals. * Duration 5 days PROGRAMMING IN HTML5 WITH CSS COURSE CONTENTS * Overview of HTML and CSS Overview of HTML, Overview of CSS, Creating a Web Application by Using Visual Studio 2012. Hands on Exploring the Contoso Conference Application. * Creating and Styling HTML5 Pages Creating an HTML5 Page, Styling an HTML5 Page. Hands on Creating and Styling HTML5 Pages. * Introduction to JavaScript Overview of JavaScript Syntax, Programming the HTML DOM with JavaScript, Introduction to jQuery. Hands on Displaying Data and Handling Events by Using JavaScript. * Creating Forms to Collect and Validate User Input Overview of Forms and Input Types, Validating User Input by Using HTML5 Attributes, Validating User Input by Using JavaScript. Hands on Creating a Form and Validating User Input. * Communicating with a Remote Data Source Sending and Receiving Data by Using XMLHTTPRequest, Sending and Receiving Data by Using jQuery AJAX operations. Hands on Communicating with a Remote Data Source. * Styling HTML5 by Using CSS3 Styling Text, Styling Block Elements, CSS3 Selectors, Enhancing Graphical Effects by Using CSS3. Hands on Styling Text and Block Elements using CSS3. * Creating Objects and Methods by Using JavaScript Writing Well-Structured JavaScript, Creating Custom Objects, Extending Objects. Hands on Refining Code for Maintainability and Extensibility. * Creating Interactive Pages using HTML5 APIs Interacting with Files, Incorporating Multimedia, Reacting to Browser Location and Context, Debugging and Profiling a Web Application. Hands on Creating Interactive Pages by Using HTML5 APIs. * Adding Offline Support to Web Applications Reading and Writing Data Locally, Adding Offline Support by Using the Application Cache. Hands on Adding Offline Support to a Web Application. * Implementing an Adaptive User Interface Supporting Multiple Form Factors, Creating an Adaptive User Interface. Hands on Implementing an Adaptive User Interface. * Creating Advanced Graphics Creating Interactive Graphics by Using Scalable Vector Graphics, Programmatically Drawing Graphics by Using a Canvas. Hands on Creating Advanced Graphics. * Animating the User Interface Applying CSS Transitions, Transforming Elements, Applying CSS Key-frame Animations. Hands on Animating User Interface Elements. * Web Sockets for Real-Time Communications Introduction to Web Sockets, Sending and Receiving Data by Using Web Sockets. Hands on Implementing Real-Time Communications by Using Web Sockets. * Creating a Web Worker Process Introduction to Web Workers, Performing Asynchronous Processing by Using a Web Worker. Hands on Creating a Web Worker Process.

* What is Person Centred Planning? * How is it different to any other kind of meeting or planning? On this day all will become clear… Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think ’vision’ is the top leader’s job. In schools, the ‘vision task’ usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable. Making inclusive action plans using full participation and graphic facilitation Drawing on the planning tools MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] and PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] (Pearpoint, Forest and O’Brien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid. Jack Pearpoint, Marsha Forest and John O’Brien developed these innovative approaches in North America and they are being used successfully in many parts of the UK. The planning can focus on an individual, group or organisation and provides a powerful problem solving opportunity, which is flexible and robust enough for many occasions. Tell the story, find the dream, touch the nightmare, and explore who you are, what are the gifts and strengths of the person or group, what are the needs of those present and what is the action plan for the future? LEARNING OBJECTIVES  * Participants understand Person Centred Planning and its values and applications * Participants have skills and confidence to facilitate PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/]/MAP [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] processes * Participants learn graphic as well as process facilitation skills * Strengthens practitioners inclusive practice * Provides additional tools for those involved in inclusive work in schools and the community * Further develop problem solving and planning skills COURSE CONTENT The course answers the questions: * Need to find new ways to bring Pathway Planning alive? * Bored with annual reviews, transition plans and review meetings? * Want to find a way of making meetings and planning feel more real and engaging? * Need an approach, which engages a young person respectfully together with his or her family and friends? * Want the ultimate visual record of the process of a meeting, which will help everyone, keep track? * Want to problem solve and plan for the future of a small or large group, service or organisation up to the size of an LA? Inclusive Solutions offer an introductory day to person centred planning or a 3 – 10 session course which is practical as well as values based. Participants will receive direct individualised coaching and training. We will cover: * The person being at the centre * Family members and friends being full partners * Planning reflecting the person’s capacities, what is important to the person and specifying the support they require to make a full contribution to their community * Planning building a shared commitment to action that will uphold the person’s rights * Planning leading to continual listening, learning and action and helping the person get what they want out of life. * Essential Lifestyle Planning, * PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] * MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] * Personal Futures Planning.

A sales manager's role has more to do with the ability to lead, mentor, and motivate a sales team to achieve or exceed an organisation's sales goals. This programme concentrates on these skills and behaviours enhancing their existing skills to new levels through the sales management process.

Getting the design and implementation of your recruitment and selection process right is the first critical step to attracting great people into your business.

Dialectical Behaviour Therapy (DBT) Package: Master Emotional Regulation and Forge Lasting Connections Miss Date Doctor’s Dialectical Behavior Therapy (DBT) package is designed to help you navigate emotional turbulence, improve interpersonal effectiveness, and cultivate mindfulness. Drawing from cognitive-behavioral therapy and mindfulness practices, DBT equips you with the skills needed to manage distressing emotions and develop healthier relationships. Our expert therapists will guide you through practical exercises that promote emotional regulation, effective communication, and self-awareness. You’ll learn to identify and change negative behavioural patterns while building skills to manage challenging situations. By mastering emotional regulation and interpersonal effectiveness, you’ll forge lasting connections and create a life filled with meaning and joy. 3 X 1 HOUR SESSIONS https://relationshipsmdd.com/product/dialectical-behaviour-therapy-package/ [https://relationshipsmdd.com/product/dialectical-behaviour-therapy-package/]

This half day course is designed for new treasurers, general trustees and management committee members or staff who work in smaller organisations to understand the basics of how to manage the finances within a voluntary or community organisation. It covers all the essential issues ranging from drawing up a budget to ensuring that the organisation has sound financial procedures.

NPORS Rigging and Fleeting Loads Lift Planner (N046)

This is a workshop focused on getting the welcome right for children who are starting for the first time at a new school when we know the welcome will be difficult. Perhaps they have been excluded from elsewhere, they are new to this culture, they have complex needs or they are just very different or highly anxious? COURSE CATEGORY Meeting emotional needs Behaviour and Relationships Inclusion NOW AVAILABLE AS AN ONLINE COURSE https://inclusive-solutions-school.teachable.com/p/welcome-team/ DESCRIPTION This is a practical ‘non-medical’ day or half day workshop or twilight session for front line practitioners working with children and young people that will find starting at a new school or setting difficult.  Drawing from international research and literature, reports from inclusive schools and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like.  We explore: 1. Creating a welcoming team or ‘committee’ of young people 2. Training the team in effective ‘welcoming’ and supporting 3. Building a support circle around a new child and running this circle effectively 4. Auditing what makes for a successful welcome of any new child at the school 5. Facilitating the involvement of young people in successful welcoming activities and preparation 6. Links between this work and building ‘circles of friends’ and peer mediator training TESTIMONIALS Belonging and feelings are so important Definitely made me reflect a lot on the go-to behaviour management techniques we use! Excellent! Never thought of it like this before LEARNING OBJECTIVES * Increased confidence regarding developing inclusive practice for newcomer children in mainstream schools * The challenge of a good ‘welcome’ fully understood * Access to a wider range of practical strategies to impact on settling an individual’s social and behavioural needs on joining a new setting * Deeper understanding of core values surrounding inclusion of emotionally disabled children * Opportunity to reflect on involving children and young people in effectively welcoming and including new students * New skills, scripts and processes to make inclusion and relationships in school fulfilling and restorative  WHO IS IT FOR? * Practitioners working in schools and other settings with children and young people of all ages * Key workers * Teaching Assistants with support roles * Heads and deputies * SENCOs * Advanced skills teachers * Primary and secondary classroom teachers * Parents * Local authority support services COURSE CONTENT The course explores the questions : * What does it take for a child to: 1. 1. Feel safe and secure as they transition into a new school or setting? 2. Feel supported by their new peer group? 3. Understand how a new setting or school operates and to feel confident there? 4. What else can we do to go about including high profile children or young people with challenging emotional needs? 5. How can we best enlist the involvement of children and young people in the early work of inclusion with a new member of the school or setting?  This course also explores practical strategies, concepts and language for key adults building relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created. If you liked this course you may well like: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS [https://inclusive-solutions.com/training/behaviour-fresh-approaches-to-behaviour-and-relationships/]

Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. Using the PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] or MAP [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] processes of group facilitation and the creating of a large wall sized graphic we will provide a School Improvement Plan to be proud of!  COURSE CATEGORY Visioning and Problem Solving Person Centred Planning Strategic Work Team Building and Leadership DESCRIPTION There is an old Japanese proverb, “Vision without action is a daydream. Action without vision is a nightmare” > “There is no power for change greater than a community discovering what it > cares about” > > MARGARET WHEATLEY – ‘TURNING TO ONE ANOTHER’ (2002) Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think ’vision’ is the top leader’s job. In schools, the ‘vision task’ usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable. Drawing on the planning tools MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] and PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] (Pearpoint, Forest and O’Brien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid. ??Let us join you to explore your vision and the ‘roadblocks’ to your vision. TESTIMONIALS > “Thank you so much for the work you did with us yesterday – I have since been > in 2 schools today and have spoken to an number of other colleagues who were > present – all were totally overwhelmed by the session – they loved it.” > “I was totally blown away, so nice to reflect and realise what a long way we > have come” > “That was so powerful and motivational” > “Our Primary is now  an OFSTED rated ‘Outstanding School’ – we were in Special > Measures – the Visioning and Planning using the PATH > [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] process > for 3 years has seriously contributed to this”. LEARNING OBJECTIVES 1. To create a far reaching and shared vision of the future for the school team/group you are working with and ensure that each person present contributes to this 2. To create a visual representation (a graphic) of the vision and use this to plan future actions and to inform school improvement and development plans 3. To facilitate the group in thinking through what some of the barriers to achieving their vision are and to begin work on how these can be removed 4. To build a sense of commitment, common purpose and trust within the team/group WHO IS IT FOR ? * Headteachers * School managers * EIP Managers * Whole staff – including everyone COURSE CONTENT The facilitation of a shared vision can be delivered as a full or a half day but, unlike our other training days this day depends on your and your team’s needs and the time you have available The course will cover: * Creating the vision * The Story So Far * Headline Themes * Naming the Nightmare * A Year from Now * Naming Roadblocks and Barriers * Building strength * Who will we need to take with us on the journey towards the vision * Who are we? – Gifts, Strengths and Talents * Charting Specific Actions