4892 Educators providing Courses delivered On Demand

the faraday institute for science and religion

Cambridge,

The Faraday Institute for Science and Religion is a Cambridge-based interdisciplinary research institute improving public understanding of science and religion. Its main focus is on the relationship between science and the Christian faith, but it also engages with those of any faith or none. Home About Overview PRINT SHARE Twitter Facebook Academic Research The Faraday Institute has a Christian ethos, but encourages engagement with a wide diversity of opinions concerning interactions between science and religion. It aims to provide accurate information in order to facilitate informed debate. Founded in 2006 (as part of St Edmund’s College) since 2018 it has been an independent charitable organisation and an Associate Member of the Cambridge Theological Federation. The mission of The Faraday Institute is to shed new light on life’s big questions through academically rigorous research in the field of science and religion; to provide life-changing resources for those with interests in science and faith through research dissemination, education and training; and, to catalyse a change in attitude towards science and faith, through outreach to schools, colleges, the scientific community, religious institutions and the general public. The Faraday Institute has a vision to make the very best of academic scholarship available as widely as possible. To this end we have invested significantly in bursaries for academics from parts of the world where access to good resources is limited. We make sure that our powerful online resources are designed with simple interfaces and can all be downloaded and used offline where internet access is patchy or absent.

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spark-academy

London

Mital is a visionary leader, innovator, learner and educator. She founded the multi-award-winning Spark Academy back in 2009 whilst she was teaching as a qualified teacher in schools. As a passionate educator with a strong social conscience, Mital’s firm ethos is about making quality education affordable; so that it provides pathways for social mobility and brighter opportunities in your child’s future. Mital’s own academic journey came with a fair few challenges, which meant that she went through many struggles and coping mechanisms to keep up to speed with her learning. Diagnosed with dyslexia at the age of 21, Mital came to understand why she processed information differently. This is why she is an advocate of non-conformist learning techniques that will help any child realise their infinite potential. Mital shares her methodology to learning in her book “Study Like This, Not Like That”, which she has refined over fifteen years, and which earned her the MBA student of the Year in 2021 – an award out of 20,000 students worldwide. Mital not only has a unique teacher’s perspective but that of a learner too! Mital is actively looking at ways to improve the learning experience for Spark’s students and she is a big believer in research and development of the programme to suit not only children’s current needs but also to reduce the future skills gap – ensuring that all children under Spark’s care are future-ready with the skills and strategies to lead brighter and joyous lives.

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little music stars

Whitstable

LITTLE MUSIC STARS is a collaboration with close friend Jeanne Friedman and was born after they realized that they could offer something different to the ‘old fashioned’ pre school music programs that are out there today. Katie wanted to inject new life into traditional children’s songs whilst also writing new songs that make the LITTLE MUSIC STARS program stand out as being modern, memorable and easy to learn. She has really enjoyed devising the new program along with the song writing process. The original songs for LITTLE MUSIC STARS incorporate many different music genres throughout the curriculum. Katie’s classes have a strong emphasis on the children’s imagination through song and dance as well as making it relaxed and fun! Katie enjoyed a very successful musical theatre career in London’s West End along with tours across Great Britain and internationally for 25 years. She appeared as Mavis and Vera on several occasions in ‘Stepping Out’ the comedy play, in London’s west end in 2017. She lived in Los Angeles in 2011 with her son Samuel for 3 years where she developed and taught the curriculum and even teaching Sandra Bulloch and her son on a few occasions! In 2014 she returned back to the UK and started the LMS program here and selling her first franchise in 2018. LMS now has over 200 children coming to classes each week, is present at 6 pre schools and has been part of many many kids parties over the years. Little Music Stars is set for world domination in the next few years...watch out everybody!!

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bascule disability training

Disability TrainingBascule Disability Training, was founded by Chris Jay. Chris is a recognised and prominent voice on the topic of disability awareness. Born with cerebral palsy, Chris has been a wheelchair user for over 20 years, and is an accomplished training facilitator, public speaker, guest spokesperson and writer on the topic of disability awareness. Prior to launching Bascule Disability Training, Chris worked as a Training Facilitator and Project Manager for the disability awareness charity- Enable Me, where he developed and delivered training programmes for businesses, universities and schools. He was later appointed as the Executive Chairman of the charity for three years where he steered the organisation back to its core mission of helping to raise awareness of disability in local, educational and business communities. His role as a Disability Awareness Trainer has allowed him to develop considerable knowledge and experience in assisting and supporting businesses and universities to develop organisational awareness through unique and bespoke training packages. He has worked with various organisations in numerous areas of business such as the banking and finance sector, (including Coutts Bank) and in the retail, education and the hospitality industry (including Brighton, Portsmouth and Southampton Universities). His support and staff development programmes, interactive modules and workshops have provided workforces with a firmer understanding of disability and its organisational benefits. Based in Southampton, Chris is a Director of Great Ballard School, near Chichester- an Independent co-educational prep school. He is also a Freeman of the City of London through the Worshipful Company of Educators and a member of the Chartered Management Institute.

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dusty trails

London

outdoors to run Dusty Trails. Matt WEston Matt WEston Education Consultant / Director Matt began his career working in industry using his attention to detail for quality assurance purposes, during this time he passed several courses on risk assessing and auditing. Matt has been involved in training, since early 2000s where he set up and provided training programs for individuals in industry. Since starting a teaching career Matt has trained, coached and provided CPD for both ITT and experienced teachers. Matt is a STEM Learning Facilitator and frequently works for Southampton University and St George’s SLP providing bespoke Chemistry and Teaching & Learning CPD for schools. More recently Matt has been working internationally, consulting with governments, industries and universities to develop national curriculums and schemes in Science, Technolog, Engineering and Maths (STEAM). Matt still enjoys tutoring students at KS3 and GCSE Biology, Chemistry and Physics helping students achieve a better understanding of the subjects and an increased confidence to apply themselves. One of the biggest comments from students is “thank you for making me believe I can do Science”. Matt has had a love of the outdoors all of his life and his spare time is spent enjoying bushcraft, hiking, canoeing and cycling. Matt has worked closely with BushcraftUK and Forest Knights and his passion is now to combine his love of teaching with his passion for the outdoors so that new generations can be taught relevant content whilst developing important personal skills including communication, leaderships, problem solving, mental health and resilience.

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ocean youth trust north

North Shields

Ocean Youth Trust North is a charity specialising in the personal development of young people and adults through the unique medium of ocean sailing. We offer a safe but exhilarating residential experience that changes lives and inspires futures. Through sailing we help young people and adults, irrespective of their background, escape the difficulties that they face at home. They acquire a range of life skills learnt while working as a team and rising to the challenge of the sea. We have sailed with a huge range of organisations, including schools, youth groups, local authority programmes and disability organisations. Participants in our programme learn to overcome personal fears and obstacles and go on to shape a brighter future for themselves and their community. “Sail training requires participants to confront many demanding challenges, both physical and emotional. It is an activity that inspires self-confidence and the acceptance of personal responsibility, promotes an acceptance of others whatever their social or cultural backgrounds, and develops a willingness to take controlled risks. For most who undertake sail training on Tall Ships it is a positive life-changing experience.” Sail Training International

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blackfen school for girls

Kent

At Blackfen school our vision is to raise aspirations and release the potential of every young person. We do this through our growth mindset culture which underpins our aspirational ethos. It is a privilege to work with all members of our community to ensure that we realise this vision. Outstanding schools foster life-long curiosity about life: equipping students with skills and ambition; nurturing professionals whose passion is creating learning that inspires young people to pursue the very best in themselves and in their work. Our students achieve at the highest possible level. There is no ceiling to what they can do or achieve on their journey with us. Our students also gain experience to support their educational careers: performing a role in the school production or visiting galleries in New York, Madrid or Amsterdam; championing a bid to make the school a Fair Trade school or being a member of our student learning consultant team. As Headteacher at Blackfen school, my passion is that young people enjoy their success in school, become mature, responsible, independent, outgoing and disciplined young adults and that aspiring to find and release personal talent becomes a life-long accomplishment.

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spectrum sen

London

Spectrum SEN services provide help and support to both young children with special educational needs (SEN) and their families. Our services are completely bespoke and individualised as we fully appreciate that not ‘one cap' fits all. We believe in teaching and developing our students, creating tailor-made educational plans that encompasses their strengths and interests. This method has proven to be successful in aiding engagement, development and making learning fun! Our highly experienced consultants specialise in supporting individuals from start to finish, ensuring they reach their full potentials, equipping them with the foundations required to build on - to successfully pave the way to unlock the door for future opportunities and achieving their aspirations. Our consultants are devoted to making a difference in supporting SEN children and realise the barriers and challenges that families go through to best support their children. Spectrum Sen's dedicated team are here to support both the students and their families every step on the way! Each student will be assigned a tutoring consultant who will meet, discuss EHCP needs and options, before making sure all parties are happy with the devised educational plan. We want to help our SEN children become more independent, and more resilient by helping them identify their triggers, and teaching them how best to manage them. Our education, social development and life skills programmes is key in preparing them their next chapter of life or a further educational provision. We specialise is working with children with ASD, ADHD, Depression, Anxiety, Dyslexia Dispraxia and children with complex overlaps. Our company director has a background in psychology and has over 20-years’ experience in special educational needs. Along with supporting families and young children in various schools across the South East, she has first-hand experience living with her own SEN children, (now teenagers) that identify with ASD, ADHD, Depression, Dyslexia, Dyspraxia, Speech and language needs, Development delay and sensory difficulties. With many sleepiness nights and lots of failed school placements she made it her mission spending years studying and researching ways to understand the world 'as her children saw it' in order to best understand and help them. She now puts her knowledge to good use by supporting and training others. It is her aim to provide our young students with a better understanding of 'self' and boost self-awareness and self-esteem. She believes in children being able to express themselves freely, find their own identity and have the power to be autonomous. We incorporate a hands-on kinaesthetic learning to gain real-world and life skills - which builds confidence, that they will use daily for the rest of their lives. Our holistic approach promotes young minds, wellbeing and develops trusting rapports. Spectrum SEN has been formed to help and support young people and their families to achieve their goals. Our friendly and nurturing team work closely with parents, children, and local councils, ensuring the best possible support is provided. We believe in the personal approach and collaborate with a variety of professionals and therapists. All of our consultants are highly compassionate and experienced in supporting young people with SEN, fully DBS checked and safeguard trained. funding is generally granted by local councils through EHCPs or personal budgets, however, please do get in touch if you are in the process of applying for this, or you would like to use our services privately. All services are tailor made to each individual, we accommodate both full and part-time placements. We welcome parents, schools, colleges, and local councils to make enquires to discuss the needs of any individuals requiring support.

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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roundwood park school

Hertfordshire

With Grammar schools in nearby St Albans, that meant that it was in reality a secondary modern school although as its pupils reached school leaving age (15 in those days) it soon became apparent that many wanted to stay on into the fifth year and take ‘O’ levels so that facility was provided. The school opened with three teaching blocks – still recognizable as ‘B’ block, ‘C’ block and the hall, gym etc. where the staff room and offices were. There were three forms, one in each of the second, third and fourth years and three first year forms, making a total of 179 pupils. There were ten teachers including the first head teacher – Mr Arthur Foxwell. The school was organised into four houses – Braille, Campbell, Grenfell and Nightingale – thus providing a competitive element for the popular Sports Day and, from 1961 when the town’s pool was opened, the Swimming Gala. After three years, the school had reached its planned maximum size but often exceeded that over subsequent years due to its increasing popularity with local residents as well as those in Wheathampstead and Redbourn. Now we receive many pupils from the other villages – Markyate, Flamstead and Kimpton. This is partly due to the closure of smaller secondary schools in Redbourn and Wheathampstead so that the ‘economies of scale’ can be taken advantage of, full comprehensive provision within Hertfordshire and also due to parental preference. Mr Foxwell retired in 1976 after 20 years as Headteacher and Mr Turnbull took over for 2 years, being followed by Mr Haydon Luke who stayed for 17 years. Andy Cunningham stayed for 6 years and was replaced by Mr Nick Daymond who also stayed for 6 years until he was succeeded by the current Headteacher, Mr Alan Henshall. At various times in between, the Deputy Heads have held the fort – Mr Lucas, Mr Surtees and Ms Linda Graham – all contributing to the continuity and stability that have been part of the Roundwood ethos. Roundwood21There have been many changes over the past 60 years resulting in upheaval and disruption – increasingly frequent times when the site appeared more like a building site as a new Sixth Form/Modern Foreign Languages block was constructed, soon to be followed by a new Maths/Music building and a Sports Centre. The school is also now an Academy. The changes have not affected the ethos of the school and Roundwood Park remains the same, continuing to educate local children in a caring and supportive way that encourages them to develop their best talents through a broad and balanced curriculum. This article is adapted from the original produced for the 50th celebrations by Ruth Martin & Christine Hood. UPDATE On 13 September 2018 Roundwood Park was proud to officially open a state of the art 3G artificial pitch on the school site. A joint venture with Harpenden Colts FC, and with a £500,000 grant from the Premier League and the FA Facilities Fund, it allowed us to replace the existing grass pitch, which was unsuitable for football during the winter months. The new pitch is used by all students and players from the school as well as Harpenden Colts FC, who operate around 60 teams across eight different training venues. Watford FC Community Sports and Education Trust also use the pitch to deliver sessions for female and disabled football, as well as its use for regular summer holiday camps and coach education workshops.

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