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2325 Educators providing Communication courses delivered Online

CommunicationOnline
The Plan B Alternative Provision

the plan b alternative provision

GOSPORT

Working with young people from Hampshire and surrounding South East areas of the UK, the organisation will support young adults who are, for whatever reason, unable to engage with mainstream education. The organisation’s philosophy is simple. Plan A (mainstream education) is not working, so Plan B (alternative provision) must be different. The highly experienced, caring and empathetic staff offer the students a ‘place to belong’ by delivering vocational education as a route to employability based around the diverse local marine industry, with transferable skills into other industries. In addition, it also supports curriculum based core subjects such as Maths and English by applying them to every day life through good communication and applied applications, all with a vision to help support the young adults as they transition into ‘the real world’. As the students grow with Plan B, so does the reach into the community, spreading the ethos exponentially, ensuring no child is left behind

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Thinking Talking

thinking talking

Thinking Talking is a collaboration between two experienced Speech and Language Therapists, Anna Branagan and Stephen Parsons. We focus on what works in the classroom to support children’s development of speech, language and communication. steveStephen Parsons has worked as a Speech and Language Therapist for over 30 years, including over 20 years in Hackney and the City of London where he was Speech and Language Therapy Service Manager. He originally trained in Australia. He has a long term interest in vocabulary and has published research in the area. He is Chair of NAPLIC, the UK organisation for professionals working with developmental language disorder, and UK representative of RADLD, the international campaign to raise awareness of developmental language disorder. annaAnna Branagan has over 25 years experience as a Speech and Language Therapist. Anna trained in the UK and now practices in Gloucestershire and Worcestershire. In her specialist role she supports schools to develop inclusive practice. She also works within a Youth Support Team working with vulnerable teanagers.

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Neuro Linguistic Programming - Vitality Living College

neuro linguistic programming - vitality living college

Bangalore

Experience a whole new level of empowerment and self-discovery at Vitality living college, where we use Neuro Linguistic Programming [https://vitalitylivingcollege.info/what-is-nlp-neuro-linguistic-programming-2/] (NLP) to its fullest. Our specialized methods and coaching enable you to rewire your mental and behavioral processes in order to reach your greatest potential. Gain a deep understanding of yourself and others via good communication, which will open the door to long-lasting success and transformation.

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Lighthouse School Leeds

lighthouse school leeds

4.6(15)

Leeds

Welcome to our inspirational school that is delivering a unique, quality and individualised High School education to autistic students. Lighthouse School came about through five families with children on the autistic spectrum who had identified a great demand for a school that specifically met the needs of students on the autistic spectrum. Our vision was to create a school where students can thrive, where their needs are fully understood and met, where learning is individualised and aligned to their destination, and where the environment supports their specific learning styles. We want to enable our students to develop independence, a true sense of their own self-worth and the capacity to contribute to society and live a full and happy life. The Government’s Free School Programme gave us the ideal vehicle to turn the vision into reality and we were fortunate to be the first Special Free School in the country to open its doors in September 2012.

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Lancaster Aikido Club

lancaster aikido club

5.0(4)

Lancaster Aikido Club is a not-for-profit martial arts club which has been teaching martial arts in Lancaster since 1976. We train in a friendly atmosphere, focusing on daily practice of Aikido as a pragmatic and functional martial art for self-defence, while endeavouring never to lose sight of its ultimate aim: the cultivation of human beings capable of sharing a peaceful world. Aikido is just as applicable to our daily lives, in our relationships with our family, communication with friends and work colleagues, and most importantly our relation with ourselves, as it is to a situation requiring self-defence. Training will develop you physically and mentally, but neither great strength nor high levels of fitness are required to begin. Wellbeing is an essential part of a healthy lifestyle, and our goal is to assist in your development; providing encouragement, education, and emotional support throughout the collaborative learning process. Aikido 'toughens the body and polishes the spirit'. Aikido is available to all ages and many lifetime practitioners continue to train into their 70s or 80s. We have senior practitioners training regularly at Lancaster who did not begin training until their 40s. We are affiliated with the Aikikai Hombu Dojo (Japan) and a network of Dojos in Europe (Traditional Aikido Europe) through Lewis Bernaldo de Quiros (6th Dan) who serves as Technical Director and Examiner granting Aikikai dan ranks according to Hombu regulations.

Prostars

prostars

5.0(76)

Gloucestershire,

Belief – We firmly believe that all schools have a duty to their children to develop their fundamental movement skills, whilst providing a fun and engaging environment and to ensure that every child leaves primary school physically literate. Aim – Recent studies have proven that a healthy body is a healthy mind and regular physical activity increases concentration, motivation and ultimately academic performance. Allied to this, we aim to educate children on the importance of physical activity and give teachers the knowledge and expertise to deliver engaging lessons so every child has a positive experience of P.E in their school. Objective – Our principle objective is to give all children a platform in which to realise their sporting potential in a safe and competitive environment, whilst inspiring them to remain active throughout their life. We provide children with the tools that will allow them to not only thrive academically and in sport but also socially, developing their life skills such as communication, listening, problem solving, leadership and decision making. Hassle Free – ProStars pride themselves on being hassle free. This means that you will consistently have the same coach throughout the year. This is not only important for child development but they will understand the schools policies, procedures and the day to day running of the school to ensure everything runs smoothly. We’ve never cancelled a session – On the rare occasion your coach is absent we will instantly find a replacement. The replacement coach will be of equal quality, briefed on policies and procedures, class management, how the day is run, know what the children have previously been learning and what they need to learn that lesson. We are local –We are based in The Dean Academy, Lydney and use local coaches that have been developed through our BTEC and HND programme. We are in daily contact with our team of coaches to ensure that all planning and assessments are done to the highest standard. We are also a very close group of colleges with immense job satisfaction and therefore have a very low turnover of staff, ensuring that you get consistency throughout each year. Staff qualifications – Not only do all P.E specialists have a degree or are working towards a degree in sports coaching and development, they also hold at least a level 2 coaching qualification in their chosen sport. Alongside this, they have undergone an enhanced DBS check, first aid, safeguard and child protection training. We won’t be beaten on price – We understand that schools in the local area come in different sizes and budgets can be tight, therefore we can tailor packages that suit each individual school. Why use ProStars? Where it has been reported that the general health and ability of children is in decline nationally we have seen a rise in the ability of children our coaches are regularly working with. When schools work with ProStars, they are able to offer a high standard of P.E that fits the curriculum expectations. With this they also receive planning, evaluations and assessments carried out by qualified and experienced P.E specialists. Schools are also able to offer more after school and lunchtime clubs, sport leadership awards, enter and run more tournaments which will benefit your OFSTED inspection and healthy schools award.

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Girls Under Construction

girls under construction

Girls Under Construction bridges the gap between young women career areas across the Built Environment and the Construction Industry. As an organisation, we provide relatable & accessible support for diverse young women into career areas across the Industry. We also host a number of initiatives and events to provide young women career insight opportunities. Our overall objective is to increase the number of young girls being enlightened about the industry and the number of diverse young women entering the Industry.  Through our platform we:  * Educate young women on what the industry is about, career roles and routes to get there. * Provide easy access for students and graduates to career skill sessions, training & work opportunities across various industry employers.  * Provide a vibrant diverse community for students, graduates and working professionals who share the same passion for disciplines within the industry.  * Break the current 'Male Dominated' stigma/perspective of the Construction Industry by creating a new one through our brand & platform.

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Bloodhound Education Centre

bloodhound education centre

4.0(1)

Berkeley

Bloodhound Education Ltd is a registered charity in the UK, No: 1167382, which provides exciting, hands-on science, technology, engineering and maths (STEM) activities for students aged 7 upwards, as well as resources for teachers and parents to support learning in the classroom. It takes the excitement of real engineering into schools through engineering challenges, projects and workshops, using links to projects like Bloodhound LSR (Land Speed Record).

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Lutterworth College

lutterworth college

3.3(51)

Leicestershire

Selecting a secondary school is one of the biggest decisions you will make as a family. I’ve been working at Lutterworth College since 2005. I live in the community, and my children attend one of our feeder primaries. In time, they’ll be attending the College. We know that your children are central to your life – and they carry just as much importance to us. I firmly believe that, if something isn’t good enough for my children, it certainly isn’t good enough for yours. I want Lutterworth College to be a great school, but without any tricks or stunts. We prioritise the things we believe matter the most: a broad and enriching curriculum that comprises both academic and practical learning; well-taught lessons that ensure students enjoy coming to school; exceptionally high expectations that prepare them for life beyond the classroom; and a wealth of opportunities for them to flourish. It is an honour to work at the College. We’re building a school for Lutterworth and its surrounding communities that delivers a high-quality education and helps shape our students into mature, responsible and respectful young adults. I hope you enjoy learning about the College and, if you decide that we are the right school for you, I look forward to working with you over the next seven years.

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Star Exeter

star exeter

4.9(66)

Exeter

At STAR Exeter, teaching is based on communicative principles. Teachers take account of students’ backgrounds, needs, learning styles, strengths and weaknesses. A variety of approaches are employed, ranging from more formal structured activities to freer task-based exercises. A big proportion of class time is devoted to genuine communication. Students are valued for the knowledge and experience they bring, and are encouraged to share this with each other, supported by the teacher. We find this is the key to building students’ confidence in communicating in English. Morning classes follow a recognised course book of the appropriate level. Supplementary materials are taken from a wide variety of sources, including authentic listening texts, newspapers and videos, so that each student’s interests and needs are catered for. Skills work is also an important part of the curriculum, giving students a balance between learning grammar and vocabulary, and practising the skills of listening, speaking (including pronunciation), reading and writing. Independent learning is encouraged, and students are given advice on how to continue their learning at home, when they are out and about in Exeter, and when they return to their own country. Homework is set regularly, checked by the teacher and remedial work is given if necessary. Each student has an Individual Learning Plan. Through weekly tutorials, the student is guided in the areas he/she needs to focus on, and the teacher can adjust the syllabus according to individual interests and requirements. Afternoon Academic Skills classes The afternoon lessons complement the morning General English course by providing an opportunity for students to activate their language, with output, rather than input, being emphasized. The syllabus is therefore topic-based, focussing on real-life communication and transactional English. Students have a direct input in the choice of topics for the afternoon lessons. We have a wide variety of specialised material at all levels, which teachers use to build lessons around. Vocabulary exercises, reading texts, and listenings are used as springboards for further work. Errors are corrected as students speak, and teachers often highlight areas of difficulty, in order for more in-depth practice. Afternoon classes are also ideal for focussing on pronunciation. IELTS Exam Preparation classes Students work to gain competence in all four study skills (Speaking, Listening, Reading, Writing) to obtain the result/score they need. Students develop strategies to carry out IELTS tasks in class and be prepared for the exam conditions in the near future. Lessons ensure that students have the necessary language to successfully deal with the exam components, and practice strategies needed to cope with the exam questions: integrated grammar, vocabulary, spelling and pronunciation. Teachers build students’ confidence in their abilities and sustain their motivation, and give students feedback on their progress by using real IELTS materials. A variety of IELTS-specific resources are used to maximise your achievement.

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