76 Courses in Liverpool delivered Live Online

Unlocking British Citizenship for Children: Navigating the Path to Citizenship with Confidence. Contact our legal team for more information and to learn more about our immigration training courses. In the wake of the EU Settlement Scheme’s success, millions have achieved Settled Status in the UK. Among them, many are parents or future parents. This surge has created a unique opportunity: an unprecedented number of children now potentially qualify for British citizenship. However, misconceptions and uncertainty often shroud this process, leaving families unaware of their eligibility and the steps required. Our comprehensive course aims to demystify British citizenship for children. Whether a child was born in the UK or abroad, we break down the essential concepts, automatic claims, and entitlements to British citizenship. From the legal framework outlined in the British Nationality Act 1981 to practical aspects like forms, costs, and fee waivers, this course equips you with the expertise needed to confidently navigate this intricate journey. By the end of this course, you’ll be well-versed in the legal framework and practical aspects of obtaining British citizenship for children. Equip yourself with the latest updates and insights to offer precise guidance and support to families seeking this important milestone. Join us and become a trusted expert in the field of British Citizenship for Children.   Course joining links, materials and instructions are sent out 24hours before the course starts. Why Study with Immigration Advice Service? Immigration Advice Service has been providing professional immigration services for over 10 years in the public, private and corporate sectors. Our fully qualified and OISC regulated trainer will guide you through the process and ensure you are competent with elements covered within the course. Course Content: 1. British Nationality Act 1981 – General relevant Concepts 2. Children Born Inside the UK:– Automatic Claim to Citizenship– Registration Entitlement: Section 1(3)– Registration Entitlement: 10-Year Child Route Section 1(4)– Registration Discretion Scenarios under Discretion to Register– Children of EEA Nationals – Updates and Considerations 3. Children Born Abroad:– Automatic Claims, British by Descent– Registration Section 3(2)– Registration Section 3(5)– UK F – Marriage Rule– UK M – Mother Rule 4. In Practice:– Forms– Costs– Fee Waiver– Practical Tips

LOOKING FOR: ADULT FICTION, YA THRILLER Saskia Leach is a Junior Literary Agent at Kate Nash Literary Agency, where she has been working since 2021. She loves stories that features complex and dynamic characters and is fascinated by books containing document inserts or written from multiple perspectives. Saskia represents fiction for adults and young adults in the genres of crime, thriller, romance, historical/saga, horror, speculative and bookclub. She does not represent literary fiction, sci-fi, fantasy, non-fiction, action/adventure thrillers, non-fiction, picture books or chapter books for children younger than middle grade. Saskia is particularly looking for LGBTQIA+ romance, high concept psychological thriller with a unique hook or set in an unusual location, and bookclub fiction revolving around a moral dilemma - but she is open to reading submissions in all genres she represents. She is keen to hear from writers from underrepresented voices and perspectives. Saskia would like you to submit a covering letter, 1 page synopsis and the first 5,000 words of your manuscript in a single word document. (In addition to the paid sessions, Saskia is kindly offering one free session for low income/under-represented writers. Please email agent121@iaminprint.co.uk to apply, outlining your case for this option which is offered at the discretion of I Am In Print).  By booking you understand you need to conduct an internet connection test with I Am In Print prior to the event. You also agree to email your material to reach I Am In Print by the stated submission deadline and note that I Am In Print take no responsibility for the advice given in your Agent121. The submission deadline is: Friday 5th September 2025 at 12 noon UK BST

Course Overview The "Creative Writing Course: Writing Storybooks for Children" is designed to guide aspiring writers through the process of crafting captivating children's storybooks. This course covers essential aspects of writing for a young audience, including coming up with creative ideas, mastering writing mechanics, and understanding the specific requirements of children's literature. Participants will gain insight into various types of children's books and advanced fiction techniques to elevate their storytelling. By the end of the course, learners will be equipped with the knowledge and skills to begin creating engaging, well-structured, and age-appropriate narratives for children, enhancing their confidence in writing for the children's literature market. Course Description This course takes learners through the fundamental steps of writing children's storybooks. It starts with generating ideas for stories, exploring the mechanics of effective writing, and addressing key technical issues that are crucial in writing for younger readers. Learners will examine different types of children's books, from picture books to chapter books, and gain an understanding of how to tailor their writing for different age groups. Advanced fiction techniques will be introduced to help learners develop a unique voice and create compelling narratives. Throughout the course, learners will engage with practical exercises and examples that refine their writing skills. By the end, participants will be confident in their ability to craft engaging stories that resonate with children, understanding both the creative and technical aspects of children's literature. Course Modules Module 01: Introduction Introduction to the course and key objectives Overview of the children's book market Understanding the target audience for children's books Module 02: Coming Up With Ideas Techniques for generating story ideas Understanding children's interests and developmental stages Crafting a compelling central theme Module 03: The Mechanics of Writing Essential writing techniques for children's books Building engaging plots and subplots Developing well-rounded characters Module 04: Important Technical Issues Addressing language and style in children's books Formatting and structure considerations Navigating word count and pacing Module 05: Types of Children's Books Overview of different children's book genres Writing for picture books, early readers, and chapter books Genre-specific writing tips and techniques Module 06: Advanced Fiction Techniques Incorporating advanced storytelling techniques Creating depth and emotional impact Writing memorable endings Module 07: Conclusion Final thoughts on writing children's books Preparing for submission or publication Next steps for budding authors (See full curriculum) Who is this course for? Individuals seeking to write children's storybooks Professionals aiming to develop their creative writing skills Beginners with an interest in writing for children Writers looking to specialise in children's literature Career Path Children's book author Children's editor or publisher Freelance writer for children's media Creative writing teacher or tutor Literary agent specialising in children's books

How can we interrupt the isolation of disabled, challenging and other ‘different’ children and adults? This is our lead workshop/training day and is both a values primer and a practical guide to successful strategies for developing inclusive practice in educational and non educational settings for children and young people of all ages. This is practical plus being a ‘hearts and minds’ day. What does inclusion mean? Can we imagine what an inclusive school look like? What do we have to do? The day gives those present opportunities to reflect on their attitudes and practice in relation to the inclusion of children and adults who are different or challenging. The Keys can be presented as a powerful interactive Keynote for large conferences. A great way to launch a conference as the first key is ‘welcome’. Learning Objectives Increased confidence regarding developing inclusive practice in mainstream schools and other settings Access to a wider range of practical strategies to impact on behaviour problems Deeper understanding of core values surrounding inclusion of disabled and challenging children and adults Opportunity to reflect on professional attitudes and behaviour towards parents and pupils New skills and processes to make inclusion successful Course Content The course answers the questions : Why inclusion? What is inclusion? How do we go about including high profile children or young people? What does inclusion have to do with me? Best delivered over the course of a full day, ‘Keys to Inclusion’ introduces participants to 6 guiding Ideas that underpin inclusive practice. The importance of WELCOME Inclusion is about Adults’ learning Taking the Long View Giftedness as a new paradigm for understanding disability and difference The Intentional Building of Relationships – ‘Circle of Friends’ work as an example of this Not doing it alone – the importance of Teams in developing inclusive practice.

A two-day Immunisation Training Course for Healthcare Support Workers/Healthcare Assistants (HCSWs/HCAs).

In this live course, I share my insights from my experience as a school librarian and governors’ clerk, into how teachers use children's books in the classroom, what they are looking for in school visits and how to prepare for them. I will be joined by voice coach, Cat Clancy, and confidence coach, Vie Portland.

Learn how to create easy to read accessible person centred profiles for children of all ages and young adults. Course Category Person Centred Planning Inclusion Description Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most easily used approach is called creating a one page plan or a person centred profile. All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. The role of the support service staff in this work is as a facilitator not as an expert participant, problem solver, assessor or provider of consultation. One Page Plans are especially effective tools in planning and supporting children and young people with additional support needs and for through-care planning for young people who are looked after or accommodated. Over time person centred working will reveal areas of unmet need in current provision and thereby inform the ongoing strategic planning within any particular region. Testimonials Be the first… Learning Objectives To Explore the values underpinning person centred working To show how One Page Plans naturally capture young people’s strengths and capacities A demonstration of how person centred planning encourages meaningful consultation and participation with young people (particularly for those who cannot make their views known in typical ways To show how Person Centred Planning leads to the building of stronger parent/school partnerships To indicate how person centred planning can promote multi-agency teamwork and shared responsibilities To increase understanding the how of process and graphic facilitation in person centred work. Who Is It For ? Teachers and School Staff Education Services Social Care Staff Health Professionals Transition Coordinators Family Support Workers Link Workers Course Content An introduction to the person centred planning tool of creating a One Page Plan We would stress that this is an introductory day and that participants will be expected to make plans for their own follow up and further practice of the tools covered in the course of the day. If you liked this course you may well like: PERSON CENTRED REVIEWS

GLA Tutors: Empowering Young Minds in Computer Coding At GLA Tutors, we are passionate about equipping children with the essential skills needed to thrive in today's digital world. Our tutoring website offers a comprehensive and engaging learning experience for children who are eager to explore the exciting world of computer coding. With our online tutoring services, we strive to make coding education accessible and convenient for children of all ages. Our team of expert tutors are highly skilled in teaching computer coding concepts in a fun and interactive manner. They have a deep understanding of various programming languages and frameworks, ensuring that students receive top-notch instruction tailored to their individual needs and skill levels. Our provision for tutoring computer coding to children is designed to foster creativity, problem-solving skills, and logical thinking. Through our carefully curated curriculum, we introduce young learners to the fundamentals of coding, including algorithms, variables, loops, conditionals, and more. We believe in a hands-on approach, allowing students to actively apply what they learn through practical coding exercises and projects. At GLA Tutors, we understand that each child has their own unique learning style and pace. That's why our tutors provide personalized attention to every student, offering guidance and support every step of the way. Whether your child is a beginner or has some coding experience, we have tailored programs to suit their specific needs and help them progress confidently.

To facilitate a group, family, team or organisation in thinking together around a given challenge or issue here is an opportunity to experience for real the person centred, futures planning tool – MAP (Pearpoint, Forest et. al. 1989). This is a process not a training day. Let us facilitate your planning and refocus your story whilst strengthening you and your group. This tool uses both process and graphic facilitation to help any group develop a shared vision and then to make a start on working out what they will need to do together to move towards that vision. MAPS are great for threshold moments. Is your team stuck? Want to move on, haunted by the past cannot get any useful dialogue about the future? Facing a challenging transition into a new school or setting? Leaving school? Bored with annual reviews, transition plans and review meetings? Want to find a way of making meetings and planning feel more real and engaging? Need an approach, which engages a young person respectfully together with his or her family and friends? Want the ultimate visual record of the process of a meeting, which will help everyone, keep track? Want to problem solve and plan for the future of a small or large group, service or organisation up to the size of an LEA Learning Objectives To create a shared vision To talk through the story so far and reflect upon it To name the worse nightmares that will block progress To strengthen the group by focussing on gifts and capacity To detail needs To specify an Action Plan To create a visual graphic record of the whole event Course Content The MAP process has 6 Steps: The story so far. The group is required to think back over the years to describe their collective experience of changes and events over time within their settings. Stories and events are recorded on the graphic. Building Shared Dreams. The group thinks together about what they would love to see happening for children, families and practitioners in their settings if they could have it all. If there were no constraints on time, money, resources, people or anything else what do they see happening in their imaginations? The various ideas that the group comes up with are then recorded in key words, images and colours on the MAP graphic. The purpose of this Step is to give the group a sense of direction, their North Star, an image of the place they want to work towards. Nightmare. In this Step, the group imagines the worst scenarios. What is the opposite of their dreams? How bad could it get? This is a shorter but powerful process that can give some groups more energy than dreaming together. Gifts and Capacity. In this Step the group is asked to take explicit stock of their capacities and what they already have going for them as they begin working towards the vision. This is a strong reminder for any group of the wealth of knowledge and experience that is already and always in the room. Needs. In this Step the group is invited to begin to name some of the needs they will have if they are to move forward to wards the dream and away from the nightmare. Actions. This is the final Step in the MAP and calls for individuals within the group to name a range of very specific actions (however small) that they will take within a definite time scale. This is not a time for declaring good intentions or suggesting good ideas for someone else to do. The purpose of this Step is to end the MAP process with a range of clearly understood actions that carry this planning process forward into the real world.

Safer recruitment training became mandatory for the recruitment of school staff from 1 January 2010. This means a recruitment panel must have at least one member who has completed the training, or where an individual is in charge of recruitment, that individual must have completed the training. It is the responsibility of schools to comply. It is recommended that anyone recruiting into the wider children’s workforce be trained.