293 Educators providing Courses in London

international curriculum association

By teachers, for teachers, the International Curriculum for learners aged 2-14 years old is learnt and taught in over 1,000 schools and more than 90 countries. The International Curriculum is complemented by the ICA’s school Accreditation and Professional Development services, that support over 15,000 teachers and leaders globally. APAC regional office Tel: +65 6909 7623

decolonise the curriculum

Decolonizing the Curriculum Project (DCP) at UoK (funded by Teaching Enhancement Award and led by Dr Suhraiya Jivraj, Senior Lecturer in Law) Students are increasingly demanding a ‘liberated curriculum’ that represents their diversity as we see from #liberatemydegree, ‘Why is My Curriculum White?’ and other movements mentioned above as well as Kent Student Union campaign ‘Diversify My Curriculum’. Also at UoK law and politics students on the Race, Religion and Law module (convened by Dr Suhraiya Jivraj) have relished the opportunity both in workshops and through their assessment to explore both historical and contemporary issues that enable them to acquire ‘consciousness of their own position and struggle’ in society and education. The UoK EDI Project phase II strategy acknowledges this need in affirming that the ‘white curriculum acts as a barrier to inclusivity’ including because ‘it fails to legitimise contributions to knowledge from people of colour’. Phase II therefore seeks to ensure that ‘our curriculum reflects and addresses a range of perspectives’ and asks how this can be operationalised specifically at UoK. Modules like RRL and others in KLS are already operationalising a more inclusive curriculum requiring students to engage with key works from critical race/religion and decolonial studies which offer alternative perspectives to those heteronormative and euro-centric perspectives of white, able-bodied men dominating the western canon. This project will go one significant step further by placing students of colour as well as knowledge produced by people of colour at the centre. Being a student led project is crucial as it empowers them to become change actors and co-producers of knowledge, shaping the agenda and curriculum that seeks to include them. Moreover, it enables them to be ‘assets’ rather than see themselves represented as quantitative data in University diversity reports which does not capture the nuance and complexity of their lived realities. Empowerment for self-determination at the grassroots level is key as is apparent from student led movements that have already effected change in the curriculum. The desire for self and culturally intelligible knowledge is now well documented including in the University of Kent, Student Success (EDI) Project, Phase I:Report 2 ‘Theory and research on race and attainment in UK higher education’ by Hensby and Mitton (2017). This project seeks to operationalise this further and more broadly through the following three interlinked activities: 1) Focus groups: · Up to five stage 3 students will lead focus groups of five to ten BAME students from across the KLS UG programme. · The focus group leaders will form a research team and design the format and questions collaboratively, under the supervision of Dr Jivraj, using naturalistic methods and going through the KLS ethics approval process. 2) Publication of findings: · The data from the focus groups will be collated by the research team and will produce an accessible output such as a ‘manifesto of suggestions’ on making the curriculum more inclusive and a co-authored e-book. · The research team will also be supported in publishing findings via a blog and social media. 3) Student led conference · The workshop committee will organise a half day student led conference to discuss the findings and invite speakers from campaigns such as the NUS #liberatemydegree campaign; Why is My Curriculum White? (based at UCL); Decolonising our Minds SOAS; and the #Rhodesmustfall student movements and at least one academic speaker. Watch this space for further details.

customised curriculum ltd

Would you like to improve your information and communication technology (ICT) skill set and achieve ECDL/ICDL qualifications? Or learn Microsoft Office applications like Word, Excel, PowerPoint, Access or Outlook to the point where everything you do looks polished and professional? And if you are a senior citizen, would you like to be able to use your Smartphone's, Tablet's or Laptop's functionality in a way that really makes your life easier? Whether it's to help you, or your children grow and develop by improving their mathematics, science or English Language skill set and doing well in their GCSE, A Level or International Buccelerate exams, Customised Curriculum specialise in delivering training that empower, enrich and enhance people's lives. In addition we also deliver accredited and non-regulated fully funded courses such as digital skills, ICT, customer service, retail, hospitality, finance and accounting to name a few for organisations with available government funding. We assist and support customers into sustainable employment, apprenticeship or further education. Like to know more? Speak with a qualified consultant to organise a meeting, book a training session, or simply to ask a question.

the black curriculum

As a social enterprise committed to the teaching and support of Black history all year round, our aims include: 1. To provide a sense of belonging and identity to young people across the UK. 2. To teach an accessible educational Black British history curriculum that raises attainment for young people. 3. To improve social cohesion between young people in the UK.

curriculum for cohesion

Curriculum for Cohesion is a research programme based at SOAS, University of London. We believe that well-researched ideas can be applied to develop minds to heal a fractured world. We also believe that the world is suffering at present from the presence of unhealthy, outmoded ideas about religion and the absence of healthy, forward-looking ones. Therefore, we are producing a systematic theological philosophy of Islam in multi-faith societies and applying it to address the educational needs of researchers, the judiciary, the prison service, the media and schools.

real life curriculum

The Real LiFE Curriculum is a new style of teaching and learning that is based on the latest global educational research and aims to equip our learners with the knowledge, skills and values they will need to thrive in the 21st century. It is designed to make learning relevant and more engaging by bringing topics to life, and by coaching students with the skills they need to take more control of their own learning so that they can really learn to make a positive difference not only to their own lives, but also to the world around them.

international curriculum and assessment network

The Manipur International University (MIU) is the regulatory body for the International Curriculum and Assessment Network. The MIU regulates the activities of International Curriculum and Assessment Network, which are as follows: Qualification Accreditation Qualification Endorsement Curriculum Development CPD course development and Professional Development activities industrial Awards Development Awarding membership to Educational Professionals Benchmarking International Qualifications to reflect UK Standards

innovate my curriculum

premier right answers

Premier Right Answers Consultancy for HR, Health and Safety, Curriculum modelling and timetable construction and event management.

product marketing alliance

The most comprehensive curriculum to understanding the tools, techniques, frameworks, and language successful and confident PMMs use. PMMC is the gold standard of product marketing.