11077 Educators providing Courses delivered On Demand

ideas in2 action

Metheringham Lincs

"Ideas in2 Action" is based in Lincolnshire just outside the village of Metheringham. The company is young Design Consultancy providing design solutions that are client driven. By choosing "Ideas in2 Action" you will be investing in a team of highly experienced designers and engineers, providing creative and practical design solutions. "Ideas in2 Action" is aware of design trends and work with the latest technologies, materials and processes in a broad range of contexts to ensure that you, the client, get what you need to fulfil your individual design criteria. Product Generation, Teacher CPD, Bespoke Training Courses, Prototyping, Model Making, Portable Appliance Testing and Electronic or Pneumatic solutions are all located on the same site and integrated by a common company structure and design ethos. We can provide a complete design service or focused specialist support at any stage in the process. Unless your requirements are highly specialised, your whole project will be fully resourced from within our in-house workshop and design studio. Continuous investment in the latest software, development, prototyping and test equipment ensures that we can handle the widest possible range of enquiries. "Ideas in2 Action" also provides a specialist service to Secondary Education and can provide technology teachers, through CPD courses, the specialist skills and knowledge to be able to deliver the Systems and Control strand of the Technology National Curriculum. This service could be provided in our training room or we could visit you, our clients, at your school. We can also provide tailor made courses for School Students in Pneumatics, ECT, Control and CAD/CAM, These again could be based in our training room or in the students’ own school premises. The delivery model we prefer, would typically involve school students attending our premises for training one day a week. This method of delivery would provide a cost-effective solution for schools to deliver Key Stage 3 & 4 curriculum content without having to invest heavily in all the associated hardware and software. Should our clients wish we are able to provide consultancy and training on a more general basis. For example we can provide training course on PC use, right from introductory sessions using Microsoft Applications right to detailed traing using specialist software from our portfolio. We have staff who are qualified as DATA Health and Safety consultants and are able to offer training in that field and also provide staff who are qualified as Marconi ECT trainers. As qualified Portable Appliance Testers we are able to provide a service to industry and schools that is professional and cost effective. Within this service, should our clients wish, we are also able to offer a bar-coding and asset-tracking facility that, if subscribed to, saves our clients money on their insurance premiums. We can also provide web design development and training through our sister company Amethyst Consultancy Ltd. Amethyst Consultancy are able to offer bespoke design for both corporate and education based organisations, plus training in all areas of web manipulation. Please follow the link at the bottom of the page for more information. Our clients all have one thing in common...they keep coming back to "Ideas in2 Action".

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sarina mann, breakthrough public speaking

I graduated from the University of Southampton with a BA in Philosophy and Politics and a Master’s degree in International Relations and Development Studies. During my post-graduate degree, I was employed by the Politics Department as an undergraduate group tutor. After this, I worked as a Research Assistant at the University of Bournemouth until I made the decision to leave academia and work in the charity sector. I spent years working in the charity sector until I was diagnosed with a chronic illness that limited my mobility for almost a decade. During this time, I realised I needed to think creatively about work and that’s when my entrepreneurial side sparked and I decided to start my own business, working from home. I completed multiple courses in teaching English as a second language (ESL) as well as a Cambridge English course on how to coach people for the International English Language Testing System (IELTS) exam. From 2016 to 2022 I successfully tutored in ESL, IELTS and GCSE English language and later public speaking skills for teens (from 2019). During this time, I also joined Toastmasters International and that’s when my speaking career took off. Winning multiple awards at Toastmaster speech contests at local, regional and even national levels, I learned an incredible lesson; that the skill of public speaking isn’t something you’re born with, it’s a skill you learn, a skill everyone can learn. I experienced first-hand that becoming a confident speaker isn’t like any other skill in life. It’s a skill that transforms your life on many levels. When the fear of public speaking is no longer a feature in your life you feel freer without it hanging over you. Being confident in front of a crowd also means you feel more confident in other areas of your life and this naturally gives you a sense of wellbeing. Going through this amazing transformation myself, I soon developed a passion for helping others be the confident speakers they want to be. Now I run my own business in presentation skills for both online and offline platforms and have a range of programmes. I have a 7-week course for business owners who want to speak with confidence on camera for videos that attract their ideal clients. I also run three online group coaching speakers’ clubs for those who want more long-term, regular support: For university students and young adults who want to develop their presentation and interview skills. For non-native English speakers who want to develop their presentation skills and confidence in delivering talks in their second language. For business owners who want to develop a range of speaking skills for their business such as pitching, storytelling, selling on webinars and delivering training and online courses. I truly believe that being able to engage, persuade and simply amaze your audience is one of the single most powerful skills you can have in life and in business. I also believe that everyone can break through their fear and be the confident speaker they want to be. I believe everyone can breakthrough their fear of public speaking, find their voice, master presentation skills and speak with impact to persuade, inspire and lead.

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the complete works education service

London

From a theatre company, staging plays and creative projects in schools across the capital, to sector-leading, Alternative School: our journey since we began in 1999 has been eventful. Our founder Phil Richards and his partner Neil Powney (pictured above) first formed The Complete Works as a Theatre in Education company, performing plays and workshops in schools throughout London. At the time, Phil led a small team of actors and creatives who were passionate about engaging young people in the performing arts. What became clear in these early years, was the power of creativity to inspire young people, who were otherwise disillusioned by education. One day, Phil answered a newspaper advert, seeking someone to teach a young person to read. This was a teenager who had never enjoyed or engaged with education and had left behind a long succession of unsuccessful teachers, who had branded him “unteachable”. Phil drew on his years in the creative industries to take a fresh approach to the challenge and was able to help this young man discover the joys of learning and subsequently gain entrance to college. This was the beginning of our transformation from theatre company to school. Phil’s success led to more young people being referred to us, each of whom, for their own reasons, had lost interest in education. Through the same creative and compassionate approach, Phil and his team found a way to reignite what had been lost in each of them. After all these years, our core value of individualised, creative learning remains the same. In 2013, we gained our official school status with the Department of Education. We had been doing the work of the school long before this point, so to have it officially recognised was a huge moment for us. We had our first Ofsted inspection a year later, and they confirmed that we were a Good school, an accolade we have maintained ever since. In 2016, Phil took a step away from the day to day running of the school, continuing as a consultant and trainer, and appointing Chrissie Roberts as CEO. Chrissie joined TCW in 2003, spending 12 years as Deputy Chief Executive, developing the vision for the school’s growth alongside Phil. As CEO, Chrissie has overseen a period of rapid development, in which we have greatly broadened our offer, adding new subjects to the curriculum, enriching our pastoral and wellbeing support, developing our teacher training, and exploring new ways to integrate creativity into our work. Every year, hundreds of young people of all ages and backgrounds join our community and every single one of them receives a unique educational package, with therapeutic and creative input at every stage. One afternoon in 1999, Phil and Neil opened a copy of “The Complete Works of William Shakespeare,” in the hope of finding the perfect word or phrase to name their new theatre company. Nothing in those hundreds of pages suited quite so well as the words on the front cover. Back then, “The Complete Works” referred to the range of plays and creative workshops that we ran. Today it means “the whole package” - education that has everything, tailored to suit anyone.

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international university of japan

International University of Japan (IUJ) was founded in 1982, with the extensive support of Japan’s industrial, educational and local communities, to train professionals who can actively make contributions to the international society with a high level of interdisciplinary and specialized knowledge. As the nature of IUJ is very different from other Japanese graduate schools that mainly nurture scholars for academia, before stipulating its founding principles, IUJ was extensively discussed at the IUJ Advisory Committee, comprising eminent persons from industry and educational society, and at the Drafting Committee. The following is the Founding Principles of IUJ that have been made effective with the approval of the Board of Trustees Meeting. Aims of the school The International University of Japan is a private post graduate institution founded with the extensive support of Japan’s industrial, financial and educational circles and of administrative in the area where it was established. Its administrative policy, based on a spirit of progressive internationalism, is open and autonomous. The graduate school of the International University of Japan is a new professional school whose primary purpose is to educate capable young men and women and develop in them a high level of interdisciplinary and specialized knowledge which they can put to practical use in the international arena. Characteristics of the school Reflecting the above aims, teaching and research in the graduate School are, as a matter of Principle, interdisciplinary and are characterized by the comprehensive integration of area studies with the study of international relations and international management. In order to develop in its students a high level of specialized knowledge, the graduate school aims to foster originality in both teaching methods and in the organization of its curriculum and also to respond to social needs through extensive research activities. Instruction in the graduate School will as a general rule be conducted in English with a view to educating talented men and women whose skills will be applicable throughout international society. One of the fundamental aims of the founding of the graduate School is to encourage the enrollment of college graduates who have had previous business experience. The School opens its doors widely and welcomes persons with a wide variety of back grounds and specialties, both from Japan and abroad, in the hope that their practical knowledge will be further broadened and reinforced through friendship and interaction with other students. To effectively implement the above stated aims, students will as a rule reside in dormitories so that by living together young people of different nationalities and with different backgrounds can be stimulated by each other’s world views and awareness of critical issues and learn to work together. It is hoped that the graduates of the university will promote a high level of mutual understanding and international friendship on the basic of the personal relationships and trust developed during their student days. The Graduate School has searched widely for distinguished scholars from Japan and abroad, who are experts in their fields, to create a truly international faculty, which will have a strong formative influence on the students by maintaining close contact with them not only in the classroom but outside of it in the opportunities offered for interaction with the local community so that the students’ learning experiences can be both varied and meaningful. IUJ Mission and Objectives The objectives of IUJ are to: Teach and conduct research in academic theory and applications necessary for practical solutions of issues facing international society and international businesses, and Foster global leaders who have a high level of professional knowledge and skills with deep understanding of and respect for different cultures, thereby contributing to the development of international society. Mission and Objectives of Graduate Schools GSIR’s Mission GSIR is dedicated to developing professionals by educating students towards acquiring a long-term vision of the rapidly changing world, appreciating diverse perspectives in global and local contexts, and enhancing their analytical skills and problem-solving capabilities in a wide range of contemporary international affairs. GSIR also encourages academic research conducive to the development of its faculty’s teaching and supervision as well as student’s capability in the fields of international relations, international development and international peace studies, utilizing the experiences of Japan and the Asia-Pacific region. All programs are conducted in English. GSIM’s Mission The Graduate School of International Management (GSIM) is dedicated to developing “wise” (i.e., socially responsible) individuals for global business and social leadership, with an emphasis on serving the emerging countries. The two key components of GSIM mission are nurturing Social Responsibility (SR) and Global Business (GB), which the school aims to achieve and operationalize through its innovative policies, recruitment strategies, placement efforts, teaching, research, and service strategies. SR in GSIM mission derives from its belief that GSIM and its graduates should not only be compelled by financial benefits but also by their sense of duty to social causes. At GSIM, we mainly focus on the following aims in SR: To enhance the social responsibility policies of GSIM stakeholders, including Japanese corporations, Japanese government organizations, and local community To educate students to be socially responsible leaders, stressing the need of students from emerging countries in Asia and Africa. GB focuses on the needs surrounding all the constituencies that GSIM serves. For students and faculty, it is vital to keep abreast of the ever-changing dynamics of global business, supported by solid theoretical and practical bases, in order to advance their own careers and professionalism. For other stakeholders, which include Japanese corporations and government organizations, it is vital that GSIM nurtures students who can blend their business objectives with a sense of social leadership because such organizations expect this balanced outcome. At GSIM, we mainly focus on the following aims in GB: To instill global mindedness in students, including those from emerging countries in Asia and Africa. To help students understand the business and cultures of other countries and serve their home countries by contributing to their development, following graduation To help Japanese corporations, Japanese government organizations, local SMEs, and other stakeholders (e.g. foreign entities operating in Japan) to become globalized with a sense of social responsibility GSIM’s Vision To be the premier business school with a world-wide reputation that develops future leaders with social awareness who understand both Japan and emerging countries in Asia and Africa. GSIM’s Values Derived from the GSIM mission statement, the following are its notable values. INCLUSIVENESS (AND MULTICULTURAL AWARENESS) Our students are educated to be capable of being sensitive and skillful in reaching common objectives with people from various cultural backgrounds. GLOBAL MINDEDNESS Our students are trained in such a way that they can cope with any competitive environment on the global business stage. SOCIAL RESPONSIBILITY Our students are educated (1) to influence the activities of other individuals or the group to which he/she belongs to and (2) take wise and socially responsible decisions. ETHICAL INTEGRITY AND PROFESSIONALISM Our students are inculcated to be aware that in businesses moral and ethical conduct is essential. The students master business fundamentals necessary to become truly competent professionals.

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school of dialogue

London

Arabella Tresilian MAHons PGCE FRSA Dialogue Facilitator, Mediator & Conflict Coach: Mediation, fully-accredited by the Centre for Effective Dispute Resolution (CEDR) Dispute resolution for Employment, Workplace, Civil, Commercial & Community cases Specialist in health and social care, including mental health, autism & disabilities Download a copy of my one-page profile here: Arabella Tresilian Mediator Profile Overview ‘Arabella Tresilian is a CEDR-accredited mediator, and a conflict resolution trainer, specialising in facilitating dispute resolution and employee wellbeing in the public sector. She has twenty years’ experience as a management consultant, leader and educator, and set up the School of Dialogue to teach conflict resolution skills. Arabella mediates independently and on behalf of the Medical Mediation Foundation, Resolve West and other panels where she specialises in lending her ‘expertise by experience’ in the fields of mental health and neurodiversity. Arabella’s 70+ case history since 2016 include mediations in the fields of Judicial Review, Court of Protection, Mental Health Act, Mental Capacity Act, Local Government, workplace, employment, community and public sector dispute resolution.’ I am an independent consultant specialising in dialogue facilitation, conflict resolution and partnership-building. My business development experience, studies in educational leadership and experience in dispute resolution combine effectively to allow me to support organisations, employees, families and individuals in finding win-win resolutions within complex scenarios. I have 20 years experience working in a strategic capacity for public, private and third sector organisations in the UK and overseas, and I have specialist consulting experience in the fields of sustainability, education and health/social care. I have also taught and managed at secondary level internationally and in the independent sector in the UK, and founded/directed a theatre company devoted to promoting the understanding of mental health and social exclusion. I am a CEDR-Accredited Mediator qualified to undertake employment, workplace, commercial, civil and community mediation. In 2017 I became a CEDR Associate with the Centre for Effective Dispute Resolution (CEDR), joining their world-renowned training faculty. In the community setting, I am a Certificated Mediator with Resolve West (previously Bristol Mediation) resolving neighbour disputes and hate crime cases. I am also the cofounder of Equisphere Employability and a workplace mental health trainer for Bath Mind. In the healthcare setting, I am a mediator, trainer and conflict coach with the Medical Mediation Foundation. I am a Quality Improvement Coach with the Q Community (NHS Improvement & Health Foundation) and a Public & Patient Involvement advisor for the National Institute of Health Research (NIHR). I am a Member of End of Life Doula UK and have undertaken Advance Care Planning training with Living Well Dying Well. I am also a qualified Mental Health First Aid Instructor training groups to become Mental Health First Aiders in their contexts. I am a member of the Civil Mediation Council as a Member of the Association of South West Mediators. I abide by the European Code of Conduct for Mediators. I have DBS clearance and am fully insured as a mediator, trainer,educator, mentor and coach. Professional Experience & Skills Overview Facilitation and Organisational Dialogue Strategic development and team coaching in the workplace Communications and engagement for public-facing organisations Design and delivery of multi-organisational commercial partnerships Stakeholder engagement for effective policy development Conflict Intervention and Negotiation Interpersonal mediation and conflict resolution for workplace contexts Conflict coaching and mediation for highly-escalated community conflicts Brokerage of interorganisational partnerships for socio-economic benefit Leadership Design / delivery of Leadership Skills for Employability training for University of Bath Postgraduate certificate in Educational Leadership & Management (2011) Founder of three social enterprises and experienced team leader and manager International Competence Partnerships negotiator for European Green Capital 2015 Merger & Acquisition consultancy – UK/Spain Educator in vocational, business and enterprise skills – Coimbatore, India Training and Coaching Experienced teacher, trainer, mentor and coach specialising in communication Mentor to young leaders in enterprise on Future Talent programme Mental Health First Aider and specialist trainer in mental health with Mind Charity My style and my specialisms I came to the practice of Conflict Resolution and Mediation through two distinct routes. One was through doing management consulting in the public and private sectors, and coming to understand just how much stress, inefficiency and sadness arises from communication and conflict difficulties in the workplace. The other route was through being a patient, a parent of children with disabilities and a family carer, and witnessing how difficult it can be to make plans for the future when the present involves difficult discussions and many people. So I specialise in making sure that people feel comfortable with the process they undertake with me, and that it leads them towards feeling comfortable and confident about their future. I aim to be thoroughly supportive, reassuring and encouraging at all times. My professional work and personal experience in health and social care mean that I am particularly experienced in supporting people who are living with any form of illness, disability, mental health condition or life-limiting condition. I have particular personal experience of working with people who are deaf or hearing impaired, on the autism spectrum, experiencing mental illness and living with dementia or stroke. Why I love being a mediator I came to mediation through a confluence of circumstances which made me think, ‘There must be a better way for people to deal with their difficulties than to threaten legal action, or refuse to engage in communication at all!’ I realised that a great deal of my management consultancy work was really… conflict resolution. It gave me such pleasure and relief when long-held rifts within and between teams melted away after some good, authentic communication. This piqued my interest to find out more about the art of conflict resolution, and I did my first certificated training, and started practising as a community mediator. Later I qualified as a civil and employment mediator, and have been mediating ever since. It’s astonishing to witness people’s lives turn from a turmoil of distressing, intractable ‘stuckness’, to a new phase in which, for example, neighbours can conceive of greeting each other again; or work colleagues re-establish trust between each other after maybe years of mistrust, stress and non-communication. Mediation takes empathy, patience and persistence, and it is a skill I will develop and hone endlessly over years to come, but its core aspect is a belief that people really can find peace again, given the right support and a safe space to explore options for settling differences. Facilitating such processes is a real honour. Nothing beats the sight of former disputants smiling, shaking hands, or even (more often than you would think) hugging, at the end of a mediation.

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st. kevin's college

St Kevin’s College is an all boy’s secondary school under the trusteeship of the Edmund Rice Schools Trust and is located in the heart of the Ballygall community on Ballygall Road East, Finglas, Dublin 11 where it has served the community in education since 1967. The school currently has an enrolment of 528 students. We provide a wide range of subjects which are expertly taught by a team of highly dedicated teachers who work diligently both inside and outside the classroom. Our primary focus is on teaching & learning with emphasis on both high academic achievement and learning support. An average of 70% of our students proceed to third level with degree courses. Another 20% access further and higher education Our six care teams, which comprise of our Form Tutor’s for each class and the Year Head, report to our Student Services Support team. This ensures that all of our student’s welfare is catered for both in the academic and pastoral areas. We strive at all times to provide opportunities for our students which values the student’s personal, social, spiritual and academic development during their time in the school. Our dedicated teachers also encourage students to get involved in extracurricular activities such as our extended range of activities including sports, drama, debating, green school committee and much more. There is a book club for 5th and 6th years. There is also a library in the school. Our Literacy and Numeracy strategies focus on improving the student’s skills in both areas and this improves student participation in all subject areas. We also value partnership which is essential to a successful school. We believe in a working partnership between the school and the home and we have many initiatives to maintain and develop this partnership into the future. We also would like to encourage partnership within the wider community of Ballygall which will help enrich the learning experience for all parties including our students. St Kevin’s college has DEIS 2 status. The 8 DEIS Strands covering Attendance, Retention, Transitions, Examination Attainment, Literacy, Numeracy, Parental Engagement, Partnership with others while designed for target students are applied on a whole school basis and benefit all of our students. St. Kevin’s College:  Proven academic success Comprehensive range of subjects State-of-the-art IT facilities. St Kevin’s uses VSWare education platform which is available to parents. We also provide the Edmodo Virtual Learning Environment. Every student has a personalised account on each platform. 100Mbps high speed Broadband Wi-Fi access throughout the school. Supervised after school study Optional Transition Year Programme Homework Club Breakfast Club Canteen Facilities providing healthy lunches for all students. (Junior Cert 1, 2, & 3 students are not permitted to leave the school at lunchtime.) Book Rental Scheme Anti-bullying policy, procedures and charter Home School Community Liaison Coordinator Links with the Home There are several opportunities for parents to link with the college formally throughout the academic year: Parent/Teacher Meetings School Journal Login to your sons VSWare account. Login to your son’s Edmodo account. Assessment Reports. (E- Portal and post.) Information Evenings Parents’ Council Email and text message Home School Community Liaison Coordinator The college operates an open door policy where a parent can make an appointment to meet with a Year Head at any stage if they have concerns. The Principal and Deputy Principal are also available to meet with parents should the need arise. We focus on partnership with the parents and believe that a co-operative relationship between the college and home best fosters the development of the student. First Year Induction Moving to second level is a time of great change for young children and their families. Here in St. Kevin’s College we are mindful of this transition and the challenges it brings. We offer a comprehensive first year induction which includes a ‘phasing in’ programme. Our Home School Community Liaison coordinator has strong links with all our feeder primary schools. This induction programme supports students as they make the move to our college. It helps them to get to know their new surroundings, make new friends, meet their teachers and learn the rules in close contact with their Form Tutor and Year Head. Our aim is to make first years feel confident and happy coming to school each day. The college is reputed for its high level of pastoral care which supports students in achieving their best. For students who experience small difficulties integrating in First year we offer them the Transition programme which helps them cope with the change. We provide a course for all students and their parents on Cyber bullying and internet/social media safety. Book Rental Scheme The college operates a very popular book loan scheme. This gives students the opportunity to rent most of their text books for a very reasonable charge. The books remain the property of the college and are always in excellent condition. Policies & Procedures The college operates policies that are fair and consistent, promoting equality for all and active participation in learning. These policies will be outlined to parents on information evenings and in the student journal. All policies are referred to Parents Council, Student Council and Staff prior to ratification by the Board of Management and publication. See policies here. School Canteen The school canteen delivers hot lunches, rolls and drinks and is an area for all students to have lunch. St. Kevin’s College promote healthy eating for students. Breakfast Club The student canteen also hosts a breakfast club before school serving cereals, tea and toast. Evening Study Students preparing for State Examinations are encouraged to attend supervised Evening Study held on four evenings per week. Extra–Curricular St Kevin’s aim to provide a wide of range of experiences to our students both inside and outside the classroom. We have a strong sporting tradition offering Gaelic football, Hurling, Basketball, Soccer, Rugby, Athletics to name just a few. We have a number of debating teams, a book club, Art installations at holiday times, Healthy eating/Keep fit “boot camps”. We run an annual international school tour and numerous day trips to reward students for excellence in subject areas. Our Transition Years go hillwalking and on many outdoor pursuit activities such as canoeing and sailing. We promote cultural activities whenever possible with students attending plays in the city’s theatres whenever possible both for subject related and general education purposes. Religion Our Mission Statement provides for education in the Catholic tradition although we accept students from all faiths and none. This provides for healthy and lively debate among our students during religion classes and contributes to the holistic development of all students. We hold religious services and Mass throughout the year led by our chaplain, Catriona Keegan, with contributions made by all students and staff. St Kevin’s college is a community which welcomes all our partners to participate in the spiritual life of the school

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glen park primary school

2DE,

Glen Park Primary is a two-form entry school set in wonderful grounds in Plympton. We are very proud of our school and the achievement and attitudes of our pupils. On the 1st September 2016, Glen Park Primary converted to academy status, and we are a member of the Westcountry Schools Trust. This is a collaboration of 13 primary and 5 secondary schools. We are very excited about the opportunities that the Trust and collaboration between the schools offers and supports us in our own school development and sharing of best practice. For further information about the Westcountry Schools Trust and to visit the Trust's website please click here. Our aim is simple; to ensure the best possible outcomes in terms of progress and attainment for every pupil, by providing the highest quality teaching and learning possible. We are extremely fortunate to have a highly committed staff who share the common aim of wanting to give your child the best possible start in life. Not only do we strive to achieve the highest level in literacy, numeracy and all round education, but we also work hard to ensure your children are safe, happy and contribute to our excellent standards of behaviour. In May 2019 the school received a Section 8 Ofsted Inspection. This was a single day inspection as the school was previously judged to be ‘good’ during our last inspection in 2012. The purpose of a short Section 8 inspection is to determine whether the school continues to provide a good standard of education and whether safeguarding is effective. We were delighted that the school secured the highest possible outcome from the process. Ofsted have concluded that whilst the school continues to offer our children a ‘good’ level of provision, there is sufficient evidence to suggest that the school may be judged outstanding if it received a full Section 5 inspection now. This means Ofsted will return to the school within the next 12-24 months to carry out a full Section 5 inspection. The HMI who carried out the inspection judged the school to have made significant process in a number of key areas. A copy of the inspection letter can be accessed here. Our curriculum is rich and vibrant, and we understand that every child is unique and at Glen Park Primary we care very much about the all-round development of every individual. We believe strongly that the education of your child has to be a partnership between home and school where there is an established bond of trust and support. This is something that we work hard to achieve, and my door is always open to parents, staff, prospective parents and of course our children. I value what everyone has to say, no matter how small they are! If you are an existing member of our school community, I hope you enjoy looking at all our photos of the rich curriculum that we have to offer and finding up to date information about our school. If you are a visitor or a prospective parent, I hope you find our website useful. If you would like to find out more about the school, then please contact us to make an appointment to come and meet us.

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2489 (bridge of don) squadron air training corps

This brief history tells how the RAF Air Cadets was formed. As an essential part of the RAF, supplying better-trained and experienced personnel during times of war, it has evolved into the largest air cadet organisation in the world. The first cadets In 1859 several schools around the country began forming armed, uniformed units of adults and older boys with the purpose of protecting Britain in the event of an attack from overseas. By the turn of the century there were units in more than 100 schools and, in 1908, the units were re-titled the Officer Training Corps (OTC). Many ex-cadets and officers served with distinction during the First World War. By the 1930s the beginnings of today’s CCF (RAF) appeared in the form of OTC Air Sections. In Army uniform, but with an RAF armband, they trained very much like today. Air Commodore Chamier, the Air League and the ADCC It was a simple enough idea. The Second World War was on the horizon and if aircraft were to be used as a major combat strength, then the RAF would need a serious amount of combat-ready pilots and competent support crew to keep them in the air. That idea came from Air Commodore J A Chamier, now known as the father of the air cadets. He served in the army, the Royal Flying Corps and the RAF in 1919 (not long after it formed). With his love for aviation, he was determined to get British people aware of the RAF and its vital role in any future war. He wanted to establish an air cadet corps, encouraging young people to consider a career in aviation - pretty exciting at a time when very few people ever got the chance to fly. His experience in World War I, where training time was very limited, convinced him that the sooner training began the better prepared and experienced a person would be in combat. So, in 1938 the Air Defence Cadet Corps (ADCC) was founded by Air Commodore Chamier who was then Secretary-General of the Air League – an organisation made up of people who wanted to make the British public aware of the importance of military aviation. Demand for places was high and squadrons were set up in as many towns around the UK as possible. Local people ran them and each squadron aimed to prepare cadets for joining the RAF or the Fleet Air Arm (the Royal Navy's aircraft division). They also helped form the diverse programme of activities that our cadets enjoy today. During World War II, with many instructors being drafted into the RAF and squadron buildings being used by the military, cadets were sent to work on RAF stations. They carried messages, handled aircraft and moved equipment. They filled thousands of sandbags and loaded miles of belts of ammunition. They were invaluable. By the end of the war, in just 7 years since the formation of the ADCC, almost 100,000 cadets had joined the RAF. The ATC and CCF Towards the end of 1940, the government realised the value of the cadet force and took control of the ADCC. It reorganised and renamed it, and on the 5th February 1941 the Air Training Corps was officially established with King George VI as the Air Commodore-in-Chief.

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enfield turkish cypriot association

London

ETCA is an organisation which grew from modest beginnings. In 1991 A few Turkish Cypriots in Enfield, had the vision or creating an association to serve Enfield's subs~antial, but voiceless Turkish Cypriot population by providing and facilitating access to, appropriate services sensitive to their culture, language and religion. In October 1994 a steering committee was elected and completed all the groundwork for the organisation's inaugural Annual General Meeting. At this meeting, held in January oj 1995, the organisation elected its first Management Committee and ratified its constitution. Since those early days, the organisation has gone from strength to strength, initiating and operating voluntary prf!jects in many key areas including Elders provision, Education, Health!nformation &Advice, Youth & Sports. In May 1996 a new Management Committee was elected. They continued the organisation's development, consolidating' ETCA's existing projects, initiating new ones. They" secured much needed self contained office space, for the expanded organisation, in Community House. The Association also achieved its first substantial grant funding from the National Lottery Charities Board for the Health Project, followed shortly by a grant for an Education consortium bringing together nearly all the Turkish Schools in Enfield. Throughout 1997 & 1998 the organisati'ln continued to increase its capacity to help more Turkish Cypriots in more ways. ETCA launched a Women's Group, extended the Sports project to incorporate two new youth football teams and a Table Tennis team and initiated the much needed Home Careproject. Today the organisation provides support, advice and help for thousands of Turkish Cypriots within Enfield and is subsequently one of England's biggest and most effective organisation in its field of work. Last year Lejke Elders Project was launched together with the Homelessness Project, Sure Start Project and Day Respite Service Project. ETCA, 1991 yılındaki mütevazi bir başlangıçtan bugünlere gelen bir örgüttür. Enfield'de bir kaç Kıbrıslı Türk, Enfield'in sayıca çok ama sesi pek duyulmayan Kıbrıslı Türk nüfüsun kültürüne, dil ve dinine uygun hizmetleri sağlamaya ya da bu hizmetlere ulaşmanın yollarını bulmaya yardımcı olacak bir dernek yaratma düşüncesindeydiler. Ekim 1994'te bir kurucu komite seçildive örgütün kurucu kongresi için bütün ön çalışmaları tamamladı. Ocak1995'te yapılan bu kongrede örgüt ilk Yönetim Kurulunu seçti ve tüzüğünü onayladı. O günlerden bu yana örgüt, Yaşlılara Hizmet, Eğitim, Sağlık, Bilgi ve Danışma, Gençlik ve Spor da dahil olmak üzere birçok temel alanada gönüllü projeler başlatıp işleterek güç kazandı. Mayıs 1996'da yeni bir Yönetim Kurulu seçildi.Y eniYönetim Kurulu örgütün gelişmesi, ETCA'nın varolan projelerinin sağlamlaştırılması ve yeni projelerin başlatılmasi çalışmalarına devam etti. Toplum Evi'nde ( CommunityHouse) artık genişlemiş olan örgütün çok ihtiyaç duyduğu, kendine ait bir ofis sağladl. Dernek ayrıca Milli Piyango Vakıflar Kurumu'ndan Sağlık Projesi i!çin ilk büyük mali yardımı almayı başardı. Bunu kısa süre sonra Enfield'deki Türk Okullarının hemen hemen hepsini biraraya getiren Eğitim Konsorsiyumu yardımı izledi. 1998'de örgüt, kadın projesini başlatarak, spor projesini iki yeni futbol takımı ve bir masa tenisi takımını kapsayacak şekilde genişleterek ve dört gözle beklenen Evde- Bakım projesine girişerek gücüne güç katmaya, saygınlıgını artırmaya devam etti. Bügün dernek, belediye sınırları içinde binlerce Kıbrıslı Tiürk'e destek, danışma ve yardım sağlayan,kendi alanında ingiltere'nin en büyük ve en etkin kuruluşlarından biridir. Geçtiğimiz dönemde 'Lefke ve Bölgesi Yaşlılarevi' projesini hayata geçiren ETCA, ayrıca evsizler, 0-4 yaş arası çocuğu olan anneler veya hamile kadınlar ve ailesinden birisine bakmakta olan kimselere manevi destek sağlayan kişilere destek veren projeleri de hayata geçirmiştir.

brighouse high school

Brighouse

At the heart of the Brighouse community is Brighouse High School and we are delighted to start a new academic year on the front foot with you all, looking forward to another successful year working together. The summer results showed the determination and resilience of our students and staff and we were delighted to see our Year 11 and Year 13 cohorts secure the qualifications they needed to take those important next steps in life. Even more satisfying, perhaps, was seeing the development of those young people over the years into young adults ready to contribute to society. Despite the continuing difficulties of last year, our school and our community continued to thrive and we are proud of all of their achievements. A particular highlight of last year was the relaunching of our wide and varied extra –curricular activities and our trips and visits. Everyone was delighted to see the Lakes trip back in the calendar and the Year 7 students had a wonderful week up in the Lake District during that final week of June. There have also been other trips out to the coast for coursework studies in Geography and to Doe Park and Bradley Woods for outdoor pursuits as well as planning ahead for the return of the Berlin trip and the Ski trip. As we took the step back to formal examinations, we saw the incredible achievements of our students who have worked hard for many years to secure the richly deserved outcomes from the key stage 4 and key stage 5 examinations. As always, I am delighted to say that Brighouse High School students are heading into the wider world to embrace their next challenges, whether that be with us for two more years in our sixth form, in college, university or employment and the school continued to strengthen the qualification outcomes in many key areas. In our vibrant and successful sixth form college there were outstanding results in academic and vocational qualifications and our post-16 students moved on to their places in higher education, employment or training. In key stage 4 we were delighted to see that the majority of our students achieved the important GCSE benchmark qualifications in English and Maths, the vital springboard into their next stages in education and life beyond school, and succeeded across our rich creative curriculum too. As always though, I am sure that you will agree that our school is about so much more than just qualifications. From the moment our Year 7 students step foot across the threshold, they are challenged to contribute and to achieve within a warm, caring and supportive environment. The opportunities within and beyond the traditional curriculum are rich and diverse at Brighouse High School; we encourage all of our students to become part of our community and build on the sense of togetherness, which is so important to us, and importantly recognised by those who visit us. Ofsted recognised the strength of relationships in our school when we were inspected in February of this year, commenting that ‘positive relationships are a cornerstone of the school’ and recognising that ‘everyone cares at Brighouse’. It is on the firm foundations of these relationships that we build our success with our students and the community. We will continue to deliver strong classroom practice within an appropriate and personalised curriculum, a positive ethos and behaviour and, with support from home, we will continue to deliver successful outcomes for all.

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