38149 Courses in Glasgow delivered Online

This is an International Driver CPC - 7hours course - Rules of the Road & Customer Service and it is suitable for LGV & PCV and will cover: Requirements, Speed Limits, SMART Motorways, Highway Code, Road Signs, Bridge Strikes, Mobile Phones, Sat-Navs, Traffic Accident Procedures, Company & Driver Image, Who Customers Are and What They Want, Communication Skills, Giving Good Customer Service. All courses start at 07:45 hrs and finish at 15:45 hrs All courses are 8 hours long with included 2 breaks of 15 minutes and a lunch break of 30 minutes. Approval: This course is registered with JAUPT as approved for Driver CPC qualification. Course Approval Number: ICRS24736/475. On completion of the course, all attendees will receive a certificate of attendance. Please note repeat courses are not accepted by DVSA and by joining this course you confirm that you are aware of the modules covered by you and certify that, if you have covered these before you are happy to repeat the modules due to needing further education on the subject.

Become a META-Health professional with our 6 months intensive training! Do you want to learn the scientific background of body-mind-interactions and how to integrate this knowledge in your practical work with your clients? This course contains both self-study and live training in online classes and covers the META-Health Level 1 and 2 material. It will take 6 months including 24 live sessions, 2 hours each, mainly in a weekly rhythm. You will get preparatory videos, reading material and tasks that help to understand and integrate the content, while the group sessions focus on demonstrations, discusion of the material, and practical exercises for you. All the time, our trainers and tutors will support you and we’ll be a learning family with an active chatgroup. Altogether you should reckon approximately 5 hours per week.

What does this course cover? This is an online course for developing history leadership in primary teaching. This term, we will be piloting the course as an immersive programme covering the key elements of primary history subject leadership, enabling all involved in history leadership at primary to carry out their role effectively. How is this course structured and delivered? The course will take place in ten online sessions from January–May 2025. Sessions 1, 8 and 10 are compulsory to attend live. Participants will be required to complete a gap task after each session and contribute to an online reflection diary. The other sessions will be recorded for participants to work through at their convenience, though participants are encouraged to attend the recording sessions live in order to make the most of the programme. All recordings will be made available on the course Moodle page within two working days of the live recording session. Who is this course for? This programme is designed for anyone who is a subject coordinator or subject leader for history in their primary school. You may have just been appointed as a subject leader, or be more experienced but looking for formal training or fresh inspiration and direction. What are the outcome? This course will: equip you fully for the demands of history leadership in primary schools increase your confidence to develop an innovative, inclusive and effective history curriculum in your school develop your understanding of efficient action planning and how to make a wider impact help you to make the case for history with senior leaders enable you to enthuse others and lead staff meetings about history develop your understanding of current issues in primary history education The course will include a chance to share resources and assessment approaches, plus much more What will each session cover? Session 1: Introductory meeting (Live attendance) Wednesday 22 January 2025, 4pm–5.30pm Introduction and aims Reflection activity on the current state of history in your school Key responsibilities of the history subject leader Current Ofsted implications for the subject and what to expect in an inspection How the HA and latest Ofsted material can support you Session 2: What makes an effective history subject leader? (Live and recorded) Monday 27 January 2025, 4pm–5.30pm How to effectively support teachers and learners as a history leader How to create a vision, lead change, and manage time Effective action planning and improvement Auditing your history provision and building your evidence trail Developing an innovative, inclusive and effective history curriculum in your school Disciplinary knowledge: What is history? What do historians do? Suggested gap task: Conducting teacher and/or pupil voice questionnaires. Compulsory gap task: Add to your reflection diary for the programme. If relevant, reflect on how you will use the teacher questionnaire or pupil voice. Session 3: What makes effective teaching of history? (Live and recorded) Wednesday 19 February 2025, 4–5.30pm The role of the teacher Supporting SEND pupils Securing substantive knowledge and concepts across the curriculum How to support colleagues by identifying core knowledge How to involve the whole staff in mapping out and embedding the progression of concepts across the curriculum Suggested gap task: Consider SEND in your curriculum. Compulsory gap task: Add to your reflection diary for the programme reflecting on SEND. Session 4: Curriculum and practice at EYFS (Live and recorded) Tuesday 25 February 2025, 4–5.30pm Unpicking and supporting the requirements of the EYFS curriculum and Development Matters Developing historical and chronological understanding in EYFS as part of Understanding the world Progression and transition from EYFS to Key Stage 1 Ensuring coherence: how to start developing concepts Making use of the local history on your doorstep for EYFS and KS1 Accessing resources and support for EYFS Suggested gap task: Fact finding and liaison. Compulsory gap task: Add to your reflection diary for the programme reflecting on current EYFS practice. Session 5: Curriculum and practice at Key Stage 1 (Live and recorded) Monday 3 March 2025, 4pm–5.30pm Unpicking and supporting the requirements of the National Curriculum for KS1 Progression: building upon transition from EYFS What do KS1 require before KS2? Ensuring coherence: further developing the school’s chosen substantive concepts How to develop disciplinary concepts Developing appropriate chronological understanding in KS1 Enhancing and engaging children’s knowledge and retention through enquiry The use of working walls in KS1 to support learning Accessing resources and support for KS1 Suggested gap task: Check your KS1 curriculum for coverage and progression, building upon what they have learnt in EYFS. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS1 practice in your setting. Session 6: Curriculum and practice at Key Stage 2 (Live and recorded) Tuesday 11 March 2025, 4pm–5.30pm Unpicking and supporting the requirements of the National Curriculum for KS2 How to incorporate local history with progression in KS2 What do we want the children in Year 6 to leave with? Developing appropriate chronological understanding in KS2 Preparing for transition to Key Stage 3 Ensuring coherence: building upon the school’s chosen concepts for progression What the HA can do to support the teaching of KS2 units? Resources and support for KS2 Suggested gap task: Check your KS2 curriculum for coverage and progression, building upon what they have learnt in EYFS and KS1. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS2 practice in your setting. Session 7: Approaching sensitive issues in history (Live and recorded) Tuesday 18 March 2025, 4pm–5.30pm What do we mean by diversity in history and why is it important? How to ensure a wider diversity in your history teaching Barriers to making the curriculum more diverse and how to overcome them Approaches to sensitive issues in history lessons, including: - Refugees and migration history - War - Climate change Suggested gap task: Consider opportunities for increasing diverse voices and raising climate issues in your curriculum. Compulsory gap task: Add to your reflection diary for the programme considering how you might address the sensitive or current issues raised in this session. Session 8: Interim review meeting (Live attendance) Tuesday 25 March 2025, 4pm–5.30pm A review session allowing subject leaders to reflect upon their progress so far Opportunity to respond to suggestions, clarify information, or raise issues from the previous sessions Time to ask questions, share good practice or recommended resources with the rest of the cohort Suggested gap task: Time to follow up on anything raised in this session or to complete any previous tasks, following clarification and inspiration from this session. Compulsory gap task: Add to your reflection diary for the programme, reflecting on your priorities and actions using suggestions from the presenter or other delegates. Session 9: Assessment and evidence (Live and recorded) Wednesday 30 April 2025, 4pm–5.30pm Assessment and expectations A word about writing Triangulating the evidence What to look for in a work scrutiny Suggested gap task: Conduct a work scrutiny on one aspect to check across the school, in conjunction with a focused pupil voice on the same aspect. Compulsory gap task: Add to your reflection diary considering how you will conduct a work scrutiny and what you will focus on – or, if relevant, reflect on what you discovered and how you will address any issues. Session 10: Final meeting (Live attendance) Wednesday 14 May 2025, 4pm–5.30pm Following up any requests arising from the interim meeting (Session 8) Discussion or clarification of any issues arising from previous sessions Discussion of priorities, next steps and any issues Sharing ideas for enthusing others and leading staff meetings: “What worked for me?” Communicating with headteachers, governors, colleagues and parents Are you ready for the HA Quality Mark? Suggested gap task: Identifying your school’s next steps Compulsory gap task: Complete your final piece in your reflection diary.

Rally training webinar covering making pace notes for special stage rallying.

An effective Access Control System can form an integral part of an effective security system. At Hi-Tech Training our course is designed to give participants a practical knowledge of the operation and installation of Access Control Systems. Our experience has taught us that in order to gain the required skills an installer needs to learn through as much practical training as possible. This course involves 50% “Hands-On” training which involves building, setting up, testing and troubleshooting faults using core elements of modern Access Control Systems. At the end of the course, an interested and hardworking participant will have a good solid foundation of knowledge of what access control is all about.

Success = Value + People + Process With innovation happening more than ever, the new agile project economy requires more and more people across organisations to manage projects successfully, leading to many of us quietly slipping into the role of the unofficial project manager! The problem is very few people receive formal training on how to do it. Stakeholders, scope creep, limited training, and a lack of process all combine to raise the probability of project failure costing organisations time, money, and employee morale Is it any wonder 65% of all projects fail* each year! The good news is—unofficial project managers can build confidence to lead high-value projects and engage teams in a way that inspires them to volunteer their best efforts. Source: *Nieto-Rodriguez, A. (2021). “The Project Economy Has Arrived.” Harvard Business Review; Nov/Dec 21. Outcomes Project Management for the Unofficial Project Manager™ combines best practices from agile and waterfall project management to equip learners with the mindset, skillset, and toolset to engage and inspire team members. Success starts with the core agile principle of value—a project must deliver value to Noble! Once value is established, it is people who make projects successful through a consistent process. Project management isn’t just about managing logistics and hoping the project team is ready to play to win. The skills of “informal authority” are more important than ever before, so team members are inspired to contribute to project success! This course will help learners: Build strong informal authority that inspires project teams to consistently volunteer their best efforts. Utilise a consistent process to start and finish high-value projects on time and with quality. Influence and engage others to define a clear project scope, including clear deliverables and risk strategies. Model openness and agility to apply proactive change management and deliver high-value projects. Project Management Framework The Project Management Framework guides you through five distinct elements in the life of any project. Coupled with the foundational behaviours taught in the programme, this framework can help you deliver highly successful projects again and again. Who Should Attend? This programme is for anyone who finds themselves leading projects at work, regardless of whether or not their job title says, Project Manager! It is NOT a deep dive into project management processes, nor is it a qualification based programme. Whilst it would be helpful to either be involved in or to be leading a project, during the programme, this is clearly not essential. However, it is advisable that the participants have had some experience, whether as a project member or as the person who is leading the project (officially or not)! Project Management Institute (PMI) FranklinCovey is a member of the Project Management Institute (PMI) Authorised Training Partners (ATP) Programme and this course has been designed to satisfy the project management education requirement for PMI Certifications as well as Professional Development Education units (PDUs) needed by PMI credential holders.

Are you ready to take the first steps in launching your community business? This workshop is tailored for start-ups looking to navigate the early stages with confidence. We’ll cover the essentials, including legal structures, tax considerations, and the pros and cons of different approaches. You’ll also gain insights into securing grant funding and get an introduction to business planning to set a strong foundation for your venture. Join us for this practical and informative session, designed to help you explore your options and make informed decisions as you begin your community business journey!

This is an International Driver CPC - 7hours course - Vulnerable Road Users and it is suitable for LGV & PCV and will cover: Where Do We Encounter VRU’s? Who Are the VRU’s? Sharing Road Space, Route Planning, New Traffic Systems, Professional Drivers Role, Hazard Perception, Defensive Driving, Blindspots, Vehicle Safety Systems, Cyclists, Pedestrians, Motorcyclists, Horse Riders All courses start at 07:45 hrs and finish at 15:45 hrs All courses are 8 hours long with included 2 breaks of 15 minutes and a lunch break of 30 minutes. Approval: This course is registered with JAUPT as approved for Driver CPC qualification. Course Approval Number: ICRS5814/475. On completion of the course, all attendees will receive a certificate of attendance. Please note repeat courses are not accepted by DVSA and by joining this course you confirm that you are aware of the modules covered by you and certify that, if you have covered these before you are happy to repeat the modules due to needing further education on the subject.

LEARN TO FOCUS ON INTERPERSONAL SKILLS, BEHAVIOR, AND ENVIRONMENT AND HOW TO PROMOTE DIVERSITY-POSITIVE INTERACTIONS. You will be able to focus on interpersonal skills, behavior, and environment, to see how they promote diversity-positive interactions, as well as learn causes for discriminatory practices and create an action plan for increasing workplace acceptance and harmony. Uncover and discard beliefs and attitudes that foster or block progress. By discovering your strengths as well as liabilities, you can build on the positive and move toward minimizing the negative. As a result, you will gain greater personal and professional satisfaction. PART I – BROADENING THE VIEW Find new perspectives and ways to turn challenges into opportunities. Become skilled at ways to further develop self-awareness and sensitivity. PART II – FAIR STANDARDS Learn about how attitudes expressed in speech and behavior promote or hinder a positive work environment. Determine and apply steps for getting past prejudice for greater productivity. PART III – ORGANIZATIONAL UNITY Discover value in diverse perspectives and personalities and their benefits. Strategize ways to strengthen relationships and turn negative into positive interactions. ATTENDEES WILL BE ABLE TO: Discover new ways to “see things differently;” Use Emotional Intelligence to strengthen relationships and increase awareness of self and others; Define Diversity and uncover ways in which it is significantly useful in an organization; Develop best practices (rooted in honor and law) to use Diversity in planning, problem solving, and decision-making); Manage conflict through unity, using the organization’s mission, vision, values, and goals; and Understand and communicate value to staff. Online Class—Diversity – Building a Thriving Business Environment is a 4-hour interactive virtual class.    Register for this class and you will be sent ONLINE login instructions prior to the class date. Improving Communications brought our organization to realize how important our employees—our people—are to Baystate Dental. By helping us to develop a more thoughtful and sensitive nature, we now relate better with each other and our patients. Dr. Kevin Coughlin, DMD, FAGD, MBABaystate Dental

LOOKING FOR: YA/NA FANTASY, SFF, HORROR, ADULT FICTION John Baker (he/him) joined the Bell Lomax Moreton agency in 2019, cultivating a list shaped around his passion for science fiction, fantasy, and horror, though has lately also branched out into action/adventure fiction. John focuses on authors writing in the Adult, New Adult, and YA spaces. John leads the wider agency's film & TV desk, is the Secretary of the Association of Author’s Agents, and the co-chair of the AAA’s Bridge Committee. He also serves on the Kingston University MA Publishing Advisory Board. Under the umbrella of speculative fiction, John is looking for fantasy, science fiction, horror, romantasy, or literary speculative fiction. He has built a reputation as a champion of underrepresented voices and stories, be it from creators hailing from the global majority and their diasporas or neurodiverse authors, and naturally gravitates towards this kind of storytelling. In short, if he’s never read a story like yours before, he wants to see it. Adult fantasy: John loves beefy epic fantasy, especially non-Anglo Christian-inspired. Give him an immersive world, a fresh magical or mythic system, and an exciting cast of characters and he’ll be happy. He is a broad church in the genre so loves a political fantasy, swords and sorcery, courtly intrigue, monster hunting and dastardly villains. John is keen to find an urban fantasy that feels fresh and fun and he’s a sucker for a heroic quest narrative. He’s also very open to fantasy that isn’t easily categorised, but it is playing in that world. John is keenly hunting for more historical fantasy, especially inspired by modern history. He’s had fun with mythological retellings in the past, but as ever, let’s make sure it’s shining the spotlight on new stories. He would also love fantasy that centres on types of relationships less celebrated in fantasy, such as established and secure married couples, or siblings. NA/YA fantasy: In this genre, most importantly, John wants to have a good time, whether it’s swoon-worthy kisses in lush ball gowns, or gruesome gore and monsters, so send him pacy, plot-filled adventures. He’d love more books that teenage boys would love: Skullduggery Pleasant forever! Romantasy: The thriving new romantasy genre comes with its own set of challenges, so John wants to know what makes your romantasy different; what will set it out from the (very crowded!) market. Give it completely barmy stakes, cool and unique new settings, or a love story that will make your jaw drop. To be clear, he’s happily sorted for a human person meets a fae creature in the spooky woods. Also, cosmic romance is the genre of the future. Give him romantasy in space. Easy. Horror: John and horror are old friends. He loves horror inspired by myth and folklore, subversive weird horror that leaves your eyebrows in your hairline, historical horror that pulls from ghastly true stories, and anything that you’ll be reading with the light on. He also loves a gothic element and is particularly looking for horror with a strong romantic throughline, fun YA horror, and female & NB horror authors. Science fiction: SF is coming back! And John has been shouting about that. He loves to see an adventurous found-family romp through space or an epic, crunchy space opera. Speculative near-future is fun too, in the vein of Black Mirror’s more uplifting episodes, (e.g. San Junipero). He loves YA science fiction as well; the more creative the better. Literary: John is open to finding more rich magical realism or something character-led yet supernatural and would love a high-concept mystery, in the vein of Stuart Turton. He also loves spec fic that uses the speculative lightly as a way of confronting a deeper truth in society today. Weird stuff: John wants books that will blow people’s minds and defy categorisation. This is hard to describe, but think Gideon The Ninth, The Library At Mount Char, This Is How You Lose The Time War. John loves a pitch that leaves the editors baffled but intrigued. Action/Adventure, Historical Adventure, Espionage: John is branching out into non-speculative adventures, such as John Le Carré, Lee Child, Ian Flemming, and Mick Herron. More as his taste develops, but the hunt is on! Not looking for: military sci-fi or hard SF, or anything with biblical “character wakes up in purgatory/heaven/hell” narratives. The right comedic fantasy has yet to hit his inbox, but please don’t comp Douglas Adams or Sir Terry. John would like you to submit a covering letter, 1-2 page synopsis and the first three chapters (or 5,000 words whichever is longest) of your manuscript in a single word document. (In addition to the paid sessions, John 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 in one document to reach I Am In Print by the stated submission deadline and note that I Am In Print take no responsibility for the advice received during your agent meeting. The submission deadline is: Wednesday 12th March 2025