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The Level 4 qualifications cover -Skin Needling Treatments -Chemical Skin Peeling Treatments -Dermaplaning Treatments Level 4 qualifications have been developed as a result of a move towards regulating non-medical aesthetic therapies to ensure practitioner knowledge, client care and safety is at the forefront of all advanced non-medical aesthetic treatments offered by therapists. You will also achieve Level 4 Award In Facial Anatomy & Physiology at no extra cost. Full details can be found here If you prefer one treatment at a time then we offer this too. You can find all our courses here Please confirm dates and availability with us prior to purchasing Who Is This Course Suitable For? Learners must have previously completed and achieved a relevant Level 3 qualification. You must also have an anatomy and physiology qualification at a minimum of Level 4 which is combined with this course with NO EXTRA COST Course Content Refer to the individual courses which can be found here Course Duration & Cost You will be required to do home study of treatment theory before you attend the practical training. This will allow more time to work on models and get hands on experience. You will have access to an online portal with video tutorials to support your learning and reduce time in centre. Time in centre will vary depending on the course combinations selected and will be discussed upon booking. Fast track options are available. Please select options above for prices Why Choose Us? This course will allow you to offer the most on trend and in demand treatments that are results driven. The key to a successful business is to offer services that clients will want to keep coming back for. All of the treatments within this diploma have proven results which will support you in customer retention. We do not offer online courses for treatments that require the skill that can only be performed in front an experienced trainer. We ensure we offer a practical course that allows you to work on 2 models per treatment. We want you to be confident in the skill so you can start your business straight away. We are not an Academy and we take pride in this. This means we offer more than just training you in a skill. We understand how difficult and overwhelming it can be to start a new business and our ethos is to provide guidance and support to get you started. All our sessions have an option of 1-2-1 sessions for a personalised experience and have a maximum of 4 students per session. Your journey with us doesn’t end in the practical training session. When you train with Elixir Skin Training you become a part of our brand. We stay in touch with all our graduates and provide that motivation to get you going, which you will not find in large Academies. Quality of training is important but so is what comes after- we support you in every aspect because we want to see you build your business. Categories: Advanced Skin Care Courses, Combined Courses, ofqual

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The aim of this module is to enable delegates to support and care for others working in the industry by processing the knowledge, skills and attitude of Enhanced First Aid. Valid GWO BST Module First Aid certificate is a prerequisite for participation.

A photography workshop on how to use shutter speed creatively, including night photography and light trails. Workshop takes place in Central London.

Learn the core principles of manual handling and learn how to protect your body from injury

Join our expert enamelling and jewellery tutor Sally Lees to learn introductory enamelling techniques in this exciting one-day course. You will learn a wide range of enamelling techniques for copper and make samples to refine your skills and technique. You will explore techniques including sifting; sgraffito; stenciling; drawing on enamelled surfaces with graphite pencils; using wet pens and painting with wet enamels. This course is ideal for students with no experience of enamelling. However, more experienced students can join the course and use the time to further experiment with these techniques or try them for the first time. WHEN: Saturday 13th July 10-5pm WHERE:  Workshop 925 based at The Mayford Centre, just outside of Woking and very close to Guildford. Unit F9 The Mayford Centre, Mayford Green Woking, Surrey  GU22 0PP TUTOR: Sally Lees WHAT DOES THE DAY INVOLVE? Join our expert enamelling and jewellery tutor Sally Lees to learn introductory enamelling techniques in this exciting one-day course. You will learn a wide range of enamelling techniques for copper and make samples to refine your skills and technique. You will explore techniques including sifting; sgraffito; stenciling; drawing on enamelled surfaces with graphite pencils; using wet pens and painting with wet enamels. This course is ideal for students with no experience of enamelling. However, more experienced students can join the course and use the time to further experiment with these techniques or try them for the first time. To see the day in action see our Instagram post here DURING THIS DAY SESSION YOU WILL… Learn how to prepare copper before enamelling. Understand how to fire enamels to the right temperatures to create attractive results. Practice how to sift onto copper to create an even surface to be able to decorate it. Explore and practice sgrafitto and stenciling enamelling techniques. Learn how to draw onto enamelled surfaces using graphite pencils. Learn how to wash enamels and use them to paint patterns onto enamelled surfaces. Understand the principles decorating metal with enamels and the processes of firing enamels at the correct temperatures to achieve specific effects. You will be shown a series of demonstrations throughout the day and can try all of the techniques demonstrated or you can decide to concentrate on a particular technique – this is your ay to explore enamelling and the vast potential it offers. Please note, this day is not focussed on working on finished designs or working with silver. Enamelling takes time to learn and explore. You will be working with a series of copper blanks – some of which have holes so you are able to slot them onto earring hooks or place a jump ring on them for a pendant if you are pleased with your sample. The aim of the course is to introduce you to the techniques and processes and for you to experiment and put into practice what you have been shown, not to create finished designs at this stage, this will be something you can work towards once you have gained some experience. EXPERIENCE REQUIRED: None, all abilities are welcomed. We support you throughout the session and provide demonstrations to show you the techniques and steps needed to create your project. CLASS SIZE: 6 WHAT IS INCLUDED? All tools and consumables are supplied. We will supply copper sheet for your samples, but please feel free to bring along any pierced designs you might have of your own or anything you would like to experiment with. YOU WILL BE PROVIDED WITH: Copper sheet is supplied. WHAT TO BRING: A sketch book – to note your practices throughout the day, especially important for those who would like to recreate their samples again at home or on future occasions. If you want to bring along any silver to experiment with, you are welcome to do so. Please wear closed toe shoes – no sandals or flip flops as you will be working with hot metal and tools. Please bring along any lunch, snacks and drinks for the session. We have tea and coffee supplies you are welcome to help yourself to but make sure you bring enough refreshments and supplies to keep you going during the day. We have a fridge, microwave and kettle which you are welcome to use. PAYMENT OPTIONS: You can pay via our website or in our workshop in person using our card machine. If you prefer to pay directly, you can email us on hello@workshop925.com and we can invoice you manually to arrange a bank transfer. For classes over £80, instalment options are also available. Please email us on hello@workshop925.com to arrange. Gift Voucher – if you have a voucher to redeem, please email us before booking on hello@workshop925.com

Foundation • Advanced • Masterclass 8 CPD POINTS 1 DAY COURSE  ONLINE or IN-CLINIC NOTE! After booking we will contact you for scheduling the exact course date! Courses dates are subject to change due to mentors availability. We will inform you via email if a date becomes available! Additional information ATTENDANCE ONLINE (Theory), IN CLINIC (Practice) PDO THREADS LIFT AREA BEGINNER Face and Neck Threads Lift, ADVANCED Body Threads Lift, MASTERCLASS Face, Neck, Body Threads Lift, MASTERCLASS Foxy Eyes | Cat Eyes

Click to read more about this training, in which we demonstrate a live problem solving approach which is based on the active participation of family members. Course Category Inclusion Parents and Carers Behaviour and relationships Problem Solving Description In this training we demonstrate a live problem solving approach which is based on the active participation of family members. ‘Family Circles’ is an evolving new approach to problem solving with families and is based on our years of family work and the development and use of the Circle of Adults process. Inspired by our own Parent Solutions work and the Circle of Adults process as well as Family Group Conferencing and other Restorative Interventions we bring you Family Circles. Essentially the approach involves gathering a family together for a process that is facilitated but majors on the family members offering each other their wisdom and ideas. The approach is capacity focused, person centred approach to working with families rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for or doing things to families. This training can be modelled with a group of professionals or better still with a family. In our work with families we develop the importance of naming stories or theories and seeking linkages and synthesis between what is found out and explored about the family situation and its history. We like participants to sit with the uncertainty, to reflect on the question ‘why’ but without judgement of each other. Deeper reflections may span a whole range of perspectives from ‘within person’ considerations, to situational or systemic possibilities. Health or emotional issues can be reflected on alongside organisational or transactional aspects of what is going on for the family. The better the shared understanding the better the strategy or actions which emerge from these meetings. Quality hypotheses with a close fit to reality lead to more effective implementation in the real world. We encourage ‘loose’ thinking, a search for connections, deeper listening, an ‘open mind’, speculation and exploration without moral judgements. From this stance self-reflection as well as reflection on the situation can produce remarkable insights. The quality of theories or new stories generated is directly influenced by family members’ experiences and the models of learning, behaviour and emotion, systems, educational development, change and so on that they have been exposed to.  Learning Objectives To provide opportunities for: Shared problem solving in a safe exploratory climate in which the family will find its own solutions. Individuals to reflect on their own actions and strategies An exploration of whole-family processes and their impact Emotional support and shared understandings of issues at a child, parent, family, school and community level. Feed back to each other on issues, ideas and strategies that are agreed to be worth sharing with them. Who Is It For? Anyone interested in working with families in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. Social Care teams School staff Community organisers Educational Psychologists Course Content True family empowerment Deepening shared stories and understandings Facilitating groups Problem solving process Handling family group communication Allowing direct feedback and challenge between participants in a safe way Building relationships Process: Family members are welcomed: Introductions are carried out, ground rules and aims clarified whilst coffee is drunk. A recap from the last session is carried out: To follow up developments and reflections after the last meeting. One issue is selected for the main focus Issue presentation: The family member who raised the concern is asked questions to tell the ‘story’ of the issue or problem. Additional questions/information from the group about the problem are gathered: Ground rules may need to be observed carefully here. Individual participants need to be kept focused and prevented from leaping to premature conclusions or to making ‘helpful’ suggestions about strategy. Relationship aspects to the problem are explored. Metaphors and analogies are invited. How would a fly on the wall see your relationship? If you were alone together on a desert island, what would it be like? Impact of previous relationships/spillage from one relationship to another are explored. Eg what situation they are reminded of? For instance, does this situation remind you of any of those angry but helpless feelings you had with your other son when he was an adolescent? This provides opportunities to reflect on how emotions rub off on other people. The parent feels really frustrated, and on reflection we can see that so does the child System/Organisation factors (Family system/school and community systems and so on): What aspects help or hinder the problem? For instance, does the pastoral system of the local school provide space, or time and skilled personnel able to counsel this young person and work actively with their parents? Synthesis. At this stage the Graphic facilitator summarises what they have heard. They then go on to describe linkages and patterns in what they have heard. This can be very powerful. The person doing the graphic work has been able to listen throughout the presentation process and will have been struck by strong messages, emotions and images as they have arisen. The story and meaning of what is happening in the situation may become a little clearer at this point. Typical links may be ‘mirrored emotions’ strong themes such as loss and separation issues, or repeated processes such as actions triggering rejection. This step provides an excellent grounding for the next process of deepening understanding. What alternative strategies/interventions are open to be used? Brainstormed and recorded. ’Either/ors’ need to be avoided at this time also. This needs to be a shared session in which the family member who is presenting the concern contributes as much as anyone. Care is needed to ensure that this person is not overloaded with other people’s strategies. The final selection of strategy or strategies from the brainstormed list is the problem presenter’s choice. Strategies might include: a special time for the young person, a meeting with the child’s parents to explore how she is being managed at home and to share tactics, a home-school diary, counselling, or an agreed action plan that all are aware of, agreed sanctions and rewards and so forth. Strategies may productively involve processes of restitution and restoration, when ‘sorry’ is not enough. Making it right, rather than punishments or rewards, may then becomes the focus. First Steps. The problem presenter is finally asked to agree one or two first steps which they can carry out over the next 3-7 days. It can help to assign a ‘coach’ who will check in with them to ensure they have carried out the action they have named. This is a time to be very specific. Steps should be small and achievable. The person is just ‘making a start’. A phone call, or making an agreement with a key other person not present at the meeting would be ideal examples. Final reflections. Sometimes referred to as a ‘round of words’ help with closure for all involved. Reflections are on the process not the problem. In large families this is best done standing in a circle. In smaller groups all can remain sitting. Passing around a ‘listening stick’ or something similar such as a stone or light heighten the significance of the process ending and improve listening. Finally the problem presenter is handed the ‘Graphic’ this is their record of the meeting and can be rolled and presented ceremoniously by the facilitators for maximum effect! If you liked this course you may well like: Parent Solutions

Learn to love your overlocker - AKA serger. Spend 3 hours playing with your overlocker to develop your knowledge and gain an understanding of how these work.