78 Teaching & Training courses in Caerphilly

This course aims to give the learner the understanding of what autism is and how it affects a child or adults daily life, we will discuss the typical behaviours and how to offer support. We will identify a range of interventions and approaches improve the quality and daily lives of individuals with these conditions

TOPOGRAPHICAL MAP ROUTE PLANNING TRAINING You will use the appropriate software to learn how to plan map routes. We will train you on the routes that you will most likely be tested on in your assessment. Most of our training is provided one to one, so as to give you our undivided attention and prepare you to the best of your ability, thereby giving you the best chance of passing this test. TOPOGRAPHICAL MOCK TEST We will provide you with topographical multiple choice questions mock test based on the actual test questions, to best prepare you. You will use the actual ’Master Atlas of Greater London’ which TfL uses in their test, to best prepare you to answers the multiple choice questions.

Give your staff market-leading delivery skills and intercultural communication techniques with our unique course. TILT has been delivered to military and commercial clients and is seen as best-practice for those training internationally.

Give staff the basic skills to understand how and what to train, and to use learner-centred techniques to boost the effectiveness and impact of their training courses.

£ Enquire * Highfield Level 3 Award in Delivering Training (RQF) * Three day course

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Our organisations are increasingly diverse and a cultural mix in training brings a fantastic variety of learning styles and sometimes barriers, too. Help managers and trainers understand the impact of different cultures and nationalities in the training room and make simple adjustments to ensure training is effective for all. Who are you training? Culture and its impact on learning Breaking down cultural learning barriers Intercultural communication Cultural competency and its importance in the training room Training techniques for the diverse classroom Effective questioning and concept checking Having a global mindset

This ilm recognised programme builds on the coaching fundamentals to focus on enhancing the coach’s self-awareness and coaching techniques, refining both practice and skill to develop a coaching style of leadership.

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At some point in your life you will have attended a training course or workshop, but what happens when you are asked to deliver one? Some people relish the opportunity while others are challenged by it. Whatever you feel about training others, it is a skill that is admired and can be studied and learned. With the trainer you will be learning the techniques, skills and understanding you need and you will have the chance to deliver a short training session to others, receive feedback and having the confidence to deliver it for real in your job. The training will comprise one day followed by a half day when all those able to attend will deliver and have feedback on a 20 minute training activity. * To be able to create and maintain an environment conducive to learning and engagement * To understand basic learning theory and practice and the difference between training, facilitating and learning * To understand how adults learn and how to apply it as a trainer * To be able to plan and deliver a training activity using the appropriate set of skills and behaviours * To be able to review and evaluate learning and identify how outcomes are met * To manage the learning process and the participant engagement in the training environment * To be able to present effectively and appropriately to a variety of audiences * To deliver and receive feedback on a short delivered training activity with peers * To review and evaluate learning and have an action plan to take back and put into practice DAY ONE (full-day) 1 WELCOME, HOUSEKEEPING, HOW THE DAY WILL BE RUN * Introductions (and making the most of them) * Warm up - breaking the ice followed by review and feedback * Creating an environment conducive to learning and engagement; managing expectations well as a trainer * Group task with feedback and review in plenary 2 WHAT IS TRAINING AND HOW DO ADULTS LEARN? * Trainer input: David Kolb's Learning Cycle * Group tasks 3 HOW TO PLAN A SESSION AND WHAT TO INCLUDE - TRAINER INPUT * Starting at the end and working backwards * Linking outcomes to purposeful activities * Practice task and planning time for day two using a template 4 THE SKILLS AND BEHAVIOURS OF A BRILLIANT TRAINER * Modelling skills and behaviours * Creative task and discussion 5 MINI REVIEWING TASK * De-brief - using reviewing in training 6 HOW TO MANAGE THE PROCESS * Trainer input followed by practice * Paying conscious attention to language (verbal and non verbal), feelings and responses in the room and managing yourself as a trainer 7 THE TRAINER'S TOOLKIT #1 * Key tools, materials and templates * Choosing different tools and approaches with different audiences * Know your audience 8 THE TRAINER'S TOOLKIT #2 * Key tools, materials and templates continued * Addressing trainer good practice 9 REVIEW, EVALUATION AND ACTION PLANNING ACTIVITIES * Why and what should we be evaluating and why it's important * Action planning task * Group review task DAY TWO (half-day) The day will comprise a series of 30 minute timed sessions where each delegate will present and deliver a training activity with the group. The training activity will be prepared and planned in advance and will take 20 minutes (+ or - 2 minutes) to deliver in real time. This will be followed by review and feedback from the trainer and peers to complete the total of 30 minutes as a time slot. Reiteration of the task and discussion can take place with the trainer if needed, and there is time included in Day One to support the training planning.