2228 Educators providing Courses

sprawling buds icse school (best school in jammu)

We are delighted to have this opportunity to introduce SPRAWLING BUDS ICSE SCHOOL, THE FIRST CISCE AFFILIATED SCHOOL in J&K, to you and thank you for expressing an interest in our school. We believe we provide a very special environment in which both our pupils and staff grow and develop, and I hope what you see here will convey a small sense of what we have to offer. Our purpose is simple: We want to develop confident, articulate young men and women, who are interesting, balanced and independent people who care for each other. Our school provides an outstanding learning experience, but we are so much more than just our examination results. Although we do pride ourselves on our academic success, the outcome of a school should never be measured only in statistical summaries, but rather it is the journey, as well as the destination of our pupils, that is key to our success. This means we focus on every aspect of the development of our young people – their cultural, physical, moral and social development. We recognise the importance of developing a strong sense of belonging and believe in educating the whole person and teaching traditional values. This is reflected in our diverse and full extra-curricular programme and we expect our pupils to embrace the opportunities offered to them. By encouraging pupils to take part in the wide variety of activities available, we can nurture their leadership qualities, promote high moral values and encourage excellent communication skills. We want our pupils to be simultaneously competitive, co-operative and caring, as this will ultimately prepare them for life. At Sprawling Buds we have high standards, and we expect the same of our pupils; we want them to be ambitious for their own development, and apply themselves to their studies with intellectual curiosity and academic endeavour. The celebration of success is important to us and we take every opportunity to commend our pupils for their achievements, whether they be at house, school, regional or national level. Our pupils are an inspiration to others around them. Education is a lifelong journey, and we have the privilege of being able to prepare young men and women for the next part of that journey. If you share our values and aims and are interested in learning more about Sprawling Buds, then we invite you to pay us a visit, meet some of our inspirational pupils and spend some time with us in school.

af academy

Private support of the Air Force Academy provides so much more than a margin of excellence, a higher education phrase used to describe the role of private philanthropy. Your impact is, in fact, immeasurable. Our focus on “More than a Margin” is a celebration of the generous individuals who make our mission possible. It more adequately describes the true impact of private support. We believe strongly, as many do, that our Academy is a vital national resource — one that is deserving of our emotional and financial support. The Academy's mission is simply too important to leave to the vagaries of federal funding alone. As a result, the Air Force Academy Foundation (formerly the USAFA Endowment) will work actively to identify and to cultivate key relationships with current and potential Academy donors to support the superintendent's strategic priorities. We also believe that a foundation, singularly charged with the abiding stewardship of donated funds and constituted in such a way as to ensure the permanency and efficacy of the gift, is the most effective structure for providing this support to the Academy. As a result, the founders of the Air Force Academy Foundation chose to establish a new type of foundation and to memorialize a number of unique Founding Principles into the organizational bylaws. Founding Principles Our board of directors is stable and independent. The structure of the Air Force Academy Foundation is such that donors can have confidence that their gifts will be stewarded carefully and consistently over time by other donors. We are committed to a positive and supportive approach. The singular role of the Air Force Academy Foundation is to provide financial support for vital Academy programs. We will not make any public pronouncements on the policy decisions of the Academy or the Air Force. We are fully transparent. Our operations have complete audit and donor visibility annually. Annual reports are provided to each donor — both for the Air Force Academy Foundation as a whole, and for each donor's individual gift. Our Commitment to Donors We hold donor service first and foremost. We commit to integrity and transparency in all our dealings. We will recognize our donors' contributions while respecting donor-requested privacy. We seek perfection in every written communication and report we produce. We under-promise, over-prepare, and over-deliver. We get the job done regardless of who gets the credit. We welcome constructive criticism. We seek continuous improvement in every aspect of our operation. Cooperation and respect characterize our interactions with each other and the outside world. Quality preempts quantity. Execution supersedes intention.

pauline daley

We also offer a range of other courses not related to first aid, please look under the 'other courses' tab. We are an approved centre for both Qualsafe Awards and Pro--Trainings UK, Awarding organisations recognised by Ofqual to offer regulated qualifications. Group bookings of 12 people receive over 40% discount and we are able to price match to most companies upon sight of a written quotation and can come along to your premises to minimise disruption to your workforce. Emergency First Aid at Work - This is a one-day course, suited to the lower risk working environment and covers the following: Aims of the First Aider, AED Training, Amputation, Anaphylaxis, Asthma, Bleeding, Broken Bones, Burns, Choking, CPR, Diabetes, Eye Injury, First Aid Kits, Fractures, Heart Attack, Nosebleed, Poisoning, Primary Survey, Recovery Position, Resuscitation, Secondary Survey, Seizures, Shock, Spinal Injury, Stroke, Unconsciousness, and Record Keeping. First Aid at Work - A three-day course, suited to the higher risk working environment and covers the following: Aims of the First Aider, AED Training, Amputation, Anaphylaxis. Angina, Asthma, Bleeding, Burns, Chest Injury, Choking, CPR, Croup, Crush Injury, Diabetes, Drowning, Epilepsy, Eye Injury, Fainting, Febrile Convulsions, First Aid Kits, Fractures, Frostbite, Head Injuries, Heart Attack, Heat Exhaustion, Heat Stroke, Hyperventilation, Hypothermia, Internal Bleeding, Poisoning, Recovery Position, Resuscitation, Seizures, Shock, Spinal Injury, Sprains and Strains, Stroke, Unconsciousness and Record Keeping. Paediatric First Aid - A two day course, suitable for people working with children and babies, in any working environment including schools, nurseries, after school clubs, day care etc. The course covers the following: Allergic reaction, Amputation, Asthma, Bleeding, Broken Bones, Burns and Scolds, Choking, CPR, Croup, Diabetes, Drowning, Electric Shock, Epilepsy, Eye Injury, Febrile Convulsions, Head Injury, Heat Stroke, Hypothermia, Meningitis, Nosebleed, Poisoning, Recovery Position, Resuscitation, Seizures, Shock, Sickle Cell, Smoke Inhalation, Spinal Injury, Sprains, Strains, and Unconsciousness. Defibrillation (CPR and AED) - A half day course, many more public areas, supermarkets, clubs and businesses now have these devices. To attend this course delegates do not have to be first aid trained. The course covers: Abnormal Heart Rhythms, Angina, Chain of Survival, Children AED usage, Choking, CPR, CPR with an AED device, Heart Attack, Heart Rhythms, Hygiene during CPR, Post Traumatic Stress, Recovery Position, Resuscitation with an AED, Safety using an AED, Survival Rates, Unconsciousesness, Ventricular Fibrillation, Reporting AED Usage. Basic Life Support - This course is a half day course and suited to delegates who want basic knowledge of actions to take in any emergency and how to deal with major accidents and injuries. The course covers the following: Adult Child and Infant Resuscitation, Communication and Casualty Care, Looking after yourself and the Casualty, Treatment of Severe Bleeding and Chest Pain, Treatment of Choking in Adults, Children and Infants and Treatment of an Unconscious Casualty. Requalification - The course is a two day course and suited to those candidates who require to renew their nationally accredited award in First Aid at Work. Covering two units the course content covers: Bones Muscles and Joints, Suspected Head and Spinal Injuries, Suspected Chest Injuries, Burns and Scolds, Eye Injury, Sudden Poisoning, Anaphylaxis and Major illnesses (Heart Attack, Stroke, Epilepsy, Asthma and Diabetes). Automated External Defibrillator training now included on this course. Care Home First Aid - This is a one day course based on Emergency First Aid structured for use in a Care Home. Consisting of: Recovery Position, Bandaging, Assessing Dangerous situations, Heart Attacks, Diabetes, First Aid Kits, Unconsciousness, CPR, Choking, Falls and Fractures, How and When to Obtain Help, Epilepsy and Seizures, Fainting, Dementia, Shocks, Burns, Bleeding. Stroke and Poisoning. First Aid for Foster Carers – A one day course based on Emergency First Aid structured for use by foster carers, consisting of: First Aid Kits and other Responsibilities, Primary Survey and Recovery Position, CPR, Choking, Seizures, Asthma and Hyperventilation, Anaphylactic Shock, Shock, Bleeding, Bone, Joint and Muscle Injuries, Burns and Meningitis, Poisoning, Unresponsive Casualty, Assessing an incident and Dealing with minor Injuries. Equestrian - Basic One Day Equestrian First Aid - One day course: Aims of the First Aider, AED Training, Amputation, Anaphylaxis, Asthma, Bleeding, Broken Bones, Burns, Choking, CPR, Diabetes, Eye Injury, Electrocution, Fears of First Aid, First Aid Kits, Fractures, Heart Attack, Heat and Cold Emergencies, Horse Safety, Helmet removal, Nosebleed, Poisoning, Primary Survey, Recovery Position, Resuscitation, Secondary Survey, Seizures, Shock, Spinal Injury, Stroke, Unconsciousness and Record Keeping. Equestrian First Aid at Work - A three-day course: Aims of the First Aider, AED Training, Amputation, Anaphylaxis, Angina, Asthma, Bleeding, Burns, Chest Injury, Choking, CPR, Croup, Crush Injury, Diabetes, Drowning, Epilepsy, Eye Injury, Electrocution, Fainting, Fears of First Aid, Febrile Convulsions, First Aid at Work Rules and Regulations, First Aid Kits, Fractures, Frostbite, Head Injuries, Heart Attack, Heat Exhaustion, Heat Stroke, Hyperventilation, Hypothermia, Heat and Cold Emergencies, Horse Safety, Helmet removal, Internal Bleeding, Poisoning, Recovery Position, Resuscitation, Seizures, Shock, Spinal Injury, Sprains and Strains, Stroke, Types of Wounds, Unconsciousness and Record Keeping First aid courses. First Aid for Mental Health Course Level 1 - Awareness course: This ½-Day course is run in a fun and engaging way, and is aimed at providing learners with the knowledge to identify suspected mental health conditions and the skills to start a conversation and be able to signpost the person towards professional help. (4.5 hours) First Aid for Mental Health Course Level 2 - This 1-Day course covers the content of the Level 1 course aimed at providing learners with the knowledge to identify suspected mental health conditions and the skills to start a conversation and be able to signpost the person towards professional help) but also expands on the effects of drugs and alcohol, incorporates the First Aid for Mental Health Action Plan and covers ways in which a positive mental health culture can be supported within a workplace. (7 hours) First Aid for Mental Health Course Level 3 - A 2-Day course goes into detail on a wide range of mental health conditions and the support and help provided by healthcare professionals. It covers the content of both the Level 1 and Level 2 qualifications but is aimed at Trainer/Assessors and/or supervisor level within the workplace. (7 hours each day). Pet First Aid – A half day course : Aim of the course, The vet and your role in first aid, keeping your pet safe in an emergency, car accidents, pet proofing your home, communication and care of your pet, how pets show pain, checking your pet’s health, restraint of a pet in need and the use of a muzzle, breathing and respiratory problems including choking, dog CPR , drowning , shock , pet first aid kits, broken bones , spinal injury and moving an injured pet , controlling bleeding , dressings and bandages , paw problems , ears, eyes and mouth , Illnesses , poisoning , bite and stings , burns and temperature related problems , the older dog , cats , small dogs care , puppies and young animals , travelling with your dog abroad. Canine First Aid – A half day course : Aim of the course, The vet and your role in first aid, keeping your pet safe in an emergency, car accidents, dog proofing your home, communication and care of your pet, how pets show pain, checking your dogs health, restraint of a pet in need and the use of a muzzle, breathing and respiratory problems including choking, dog CPR , drowning , shock , pet first aid kits, broken bones , spinal injury and moving an injured pet , controlling bleeding , dressings and bandages , paw problems , ears, eyes and mouth , Illnesses , poisoning , bite and stings , burns and temperature related problems , the older dog , small dogs care , puppies and young animals , travelling with your dog abroad. Security Dog First Aid – Full day course. This course is approved by NASDU for the requirement of pet first aid in their standards. First aid is important to know for your security dog not only to comply with associations and local authorities but also for animal welfare and to help a dog in need. The nature of working with dogs will pose a risk that they may be harmed in the course of their work or transport. The course has been designed to meet the NASDU learning outcomes and added a few extra modules to ensure full understanding. The courses will give a 3 year nationally recognised certificate, CPD time credit conformation, weekly video refreshers, evidence-based training certificate.

queen's university belfast

university of exeter

At the University of Exeter we combine teaching excellence and high levels of student satisfaction with world class research at our campuses in Exeter and Cornwall. We are a member of the Russell Group of leading research-intensive universities. Our success is built on a strong partnership with our students and a clear focus on high performance.

lux theatre arts

Eleanor’s career path has been firmly rooted within the disciplines of Drama, Dance and Music. Having initially trained as a ballet dancer at the Royal Academy of Dance, London, under the instruction of June Mitchel, Eleanor went on to gain a degree in Music, specialising in the voice. Post degree, Eleanor’s work has taken her into the film industry, television productions, modelling, a singing residency in Mayfair and even a record deal. Eleanor has also been lucky enough to explore dramatic performance through many platforms including: Film The Imaginarium of Dr. Parnassus (as Lily Cole’s body double/stand in) Inkheart Bourne Ultimatum Batman – The Dark Knight National Treasure – Book of Secrets Robin Hood A Long Way Down Get Him To The Greek Inception The Other Man Advertisements Compare The Market Heinz Sky Head & Shoulders Marks & Spencer Christmas Commercial Vodafone Television Come Fly With Me Sense and Sensibility Love Soup Made in Chelsea Rev White Heat Above Suspicion Echo Beach Plus One Secret Diary of a Call Girl The Hour Holby City New Tricks Spooks Music Videos The Goodbooks – ‘The Illness’ Pixie Lott – ‘Broken Arrow’ KT Tunstall – ‘Made of Glass’ 15 years ago, Eleanor was headhunted to teach ballet at Heathfield School in Ascot, and teaching quickly became what is now a lifelong passion. Equipping pupils with the skills to build self-concept through communication and expression became a driving force for Eleanor. She was among the first group of postgraduates to be awarded the Royal Academy of Dance’s Diploma in Dance Teaching Studies, and Eleanor is currently completing her MA Education (Drama). Alongside her pedagogical studies, Eleanor taught Drama, Dance and Musical Theatre at a further four independent schools in Ascot for over a decade. She and her wonderful team currently deliver the co-curricular Performing Arts provision at 7 schools and colleges within Surrey and Hampshire. “I have an immense passion for teaching and feel privileged to have such an enriching career. Through my teaching, I strive to make the studio a fully inclusive, inspirational environment in which students can develop and have their talents nurtured. Continued professional development is critical in the evolving world of performing arts education. I recognise and embrace the importance of reflecting upon current teaching strategies and adapting to the needs of students, and I am a great advocate of Dance, Drama and Musical Theatre in a child development capacity.” Eleanor Bowyer BA (Hons), HND, RAD DDTS, PGDip Ed. (Drama), RAD RTS Eleanor holds enhanced DBS clearance and is a Registered Teacher of the Royal Academy of Dance. Lux Theatre Arts family is very fortunate to include a hugely talented staff with a wealth of professional and teaching experience, all of whom hold enhanced DBS clearance.

london school of biodanza

We are a School for Life. We believe we offer the most Emotionally Intelligent and Comprehensive Self-development programme you can experience. Curious? The best way to learn more about how to enrol for our third cycle is to contact us from this website. Whether you’re inspired by a personal call to grow and discover new possibilities for your life, or you want to develop a new professional vocation or you’re looking to widen your social connections our Biodanza school is ready to welcome you. Each training‘cycle’ lasts three years plus time to prepare a ‘Monography’ (final thesis). Attendance is approximately one weekend a month, usually for nine months of the year. You’re welcome to come either as a student or as a regular dancer to experience Biodanza at a deeper level. Our students come from all backgrounds and represent a wide age range. You can participate in Biodanza at any age throughout your life. We are certified by the IBF, International Biocentric Foundation, the worldwide governing body which is, at present in more than 36 countries and we abide by the code of conduct of the association of Biodanza teachers – http://www.biodanzaassociation.uk, the representative body of teachers here in the UK. The Rhythm of the School There is an organic rhythm to the school which is created by the beautiful music we use for the vivencias. To have four vivencias during each weekend is to dive deeply into yourself, with space to explore through movement and dance. You are enabled to deeply embody Biodanza within the safe environment of the school, discovering friendships and life affirming connections with the others in your group, During each weekend of the 3 years’ training time is given to the presentation of the theoretical bases of Biodanza, each of the first 20 weekends relate to the syllabus followed by all registered Biodanza schools. The theory sits alongside the vital experiential learning which comes from the vivencias. The last 8 modules focus on the practical training, giving those students who wish to become facilitators the tools to hold classes with confidence and who the Directors consider to be ready. The Saturdays and Sundays of the School usually take place over the second weekend of each month. Combined with your commitment to a regular weekly group the school weekends will amplify your experience. What you can expect Our training programme is an exploration of the poetry of movement, dance, expression and communication. You’ll be a valued member of a school which has an ethos of warmth, care, safety and a good measure of fun. You’ll experience the personal transformative process while enjoying and trusting the journey, supported along the way, and, in the final year, to develop the confidence and ability to create your own classes from a strong sound base.

kingsthorpe college

Kingsthorpe College is the kind of school which is dedicated to ensuring that we make a difference, in any way that we can, to both our community and our young people. We are passionate about providing opportunities for all our students to achieve artistic, athletic and academic excellence. We very much believe that our role is to help develop successful learners, confident individuals, and responsible citizens. In addition to ensuring that all our young people achieve their potential in these areas, there is also a genuine commitment to respect for individuals which is demonstrated in the daily life of the College. One of the first things you notice when you walk into the College is how friendly everybody is to each other – how frequently people smile, take an interest in other people, and find something positive and encouraging to say. We always take the time to celebrate success. For us, high quality relationships are at the heart of everything that we do. We want our young people to be happy, confident, curious, and resilient learners. We know that this can only happen if relationships, built on trust and mutual respect, are central to all aspects of our work. We believe that when young people feel safe and secure, everything is possible, and we promise to do our utmost to make sure that we unlock the potential in everyone. All we can ask from our students is that they do their best, and we value hard work, determination, and thoughtfulness highly. We want all our young people to ask themselves just one question at the end of every day – was I better today than I was yesterday? So whilst passing exams, and gaining the necessary qualifications to take that next step, is hugely important, we are equally committed to providing our young people with the space and resources to develop their character. We are proud of the extracurricular provision that we are able to offer, and we work hard to give our students plenty of opportunities to develop their confidence and creativity – both in and out of lessons. We also believe in clarity of communication, and the power of feedback. We always welcome open and honest dialogue between all those involved in and with the College. We are committed to a restless excellence which can only be achieved through regular feedback, and you will always find us receptive to this. We are excited and optimistic about what the future holds for the young people and community which we serve. Of course the best way to experience KC is by visiting us, and you will always find our doors open. If you would like to come and see us, please do get in touch - I look forward to sharing the College with you.

sounds together

Sounds Together is a complete, systematic, synthetic phonics programme for use in Reception and KS1. The Programme is the 'step-up' from 'Letters and Sounds'. It provides a fresh, thorough and systematic approach to teaching and learning phonics that builds on previous professional experience and understanding, without requiring teachers to 'unlearn' the positive principles and methods of 'Letters and Sounds'. Sounds Together has its roots in 'Letters and Sounds', but has been extensively developed and creatively elaborated in the light of all the feedback and learning from the thousands of schools that used 'Letters and Sounds' in the national 'Communication, Language and Literacy Development Programme' (CLLD). Sounds Together is the only fully DFE approved phonics programme to draw on this knowledge base. Sounds Together, with its strength of structure, guidance and support, makes phonics teaching and learning consistent, engaging and effective from its beginning in YR, right through to KS1. Some key features Sounds Together sets out the complete sequence of all the phonic knowledge and skills that need to be taught to meet the requirements of the new National Curriculum. It provides strong classroom support for teachers because it includes fully detailed planning for each session of the Programme in Reception and KS1. The planning has been carefully designed to ensure that previous learning is progressive and cumulative and is repeatedly revisited and reinforced. The planning is completely integrated with a full suite of on-screen resources for the interactive whiteboard (Smart Boards only). It's easy to use because the planning fully describes each step of the teaching sequence for each day's phonics session. It's engaging for children because the teaching resources for each session include vivid interactive whiteboard materials that will capture children's attention and keep it focused on what they need to learn. It minimises the amount of time needed to prepare for each phonics session, because all the IWB materials needed are immediately ready for use for every single daily phonics session. The Programme includes an electronic library of decodable captions, sentences and other short texts that can be printed out as handy-sized reading cards. The Programme includes the materials children need to practise and apply their phonic knowledge and skills. There is also a wealth of extra IWB resources that can be used for additional practice, including materials for individual or group work. All the Sounds Together materials can be used with a complete class or smaller groups. The Programme is provided on disc, with an individual school licence that allows the school to make unlimited lifetime use of the materials, provided only that none of those materials are not shared, copied or passed on to a third party.

ysgol ar y traeth : school on the beach

Designed to suit the changing needs of the children, the days can include:OLYMPUS DIGITAL CAMERA Beach ecology, adaptation, habitats, food chains, using identification keys. Navigation with maps and compasses, using the wind, boat design and sails, making and flying kites. The weather, beach formation, waves and tides. Language associated with or inspired by the sea, myths and legends, storytelling Art on the beach, light, natural materials, modelling on sand and producing large scale pictures. Problem solving, teamwork, leadership, and emotional intelligence. Practical skills, knot work, building shelters, modelling sand. Water safety, hazards on the beach, survival, risk assessment. Innovative use of technology such as film making or recording and composing using the sounds of the beach. Numeracy, literacy, science and technology curriculum requirements. Opportunity to go on the water in boats or sit on kayaks or building their own rafts with qualified instructors. This course offers children the opportunity to get to know an environment in different conditions and see it change. They work closely with a beach school leader who has time to develop trusted relationships with the children and respond to both intellectual and emotional needs and offer challenges that inspire deeper learning. This is recommended in the Welsh Government guidance for educational opportunities of this type. Throughout the course we seek to develop emotional intelligence and offer plenty of adult supported and child led experiences that allow social skills, self-awareness, self-regulation, self-motivation and empathy to flourish. There will be the chance to problem solve, work as a team and independently and show leadership skills. Children will be encouraged to think creatively, to enquire and to reflect on their own learning. Beach Days Single days can meet a specific curriculum or school community need and can be planned with users. They can inspire a school project, add depth to a topic, offer a completely different and exciting experience and offer a chance for children to shine in a new environment. These days are planned to suit the needs of the group and could focus on: The beach environment with rockpooling, identification and animal adaptations. The development of a seaside town over time. An introduction to forces through a range of activities. A book, such as Kenzuke’s Kingdom by Michael Morpurgo, with activities inspired by the story. Outdoor pursuit challenges in line with the primary PE curriculum. Information and communication technology While on the beach we can use technology to capture the experience in pictures, words, sound, film or music. Back at school we can support the innovative use of technology to develop learning further. Our most popular day is “A Day at the Beach” which is often used by year 1, though has been adapted for preschool and years 2-5.