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Course Highlights: Course Type: Self-Paced Online Learning Total Qualification Time: 60 hours Guided Learning: 55 hours Accreditation: Pearson Edexcel Qualification: Nationally Recognised Qualification Study Materials: High-Quality E-Learning Study Materials Assessment: Internally graded and externally verified Access: 1 Year Access Certificate: Certificate upon completion of the official exam (hard copy) Tutor Support: Paid Tutor Support Customer Support: 24/7 live chat available Entry Level 1 Functional Skills English Training Course This Functional Skills Entry Level 1 English Course is governed by Ofqual, accredited by Pearson Edexcel making it a nationally recognized credential that will improve your CV while helping you stand out from the rest of the applicants. You will be able to enhance your overall English speaking, listening, writing and reading skills via a range of well-designed and updated course materials. Upon successful completion of this course, you will be prepared with the necessary English skills to advance to this qualification’s higher levels. Why is this course right for you? This comprehensive Functional Skills Entry Level 1 English Course is suitable for: Anyone looking to secure a skill-oriented job Anyone who wants to enhance their English communication skills People of all ages and academic backgrounds Anyone who wants to advance to functional skills level 1 or 2 Anyone who wants to take GCSE English Anyone seeking to add a certified qualification to their university application Anyone aspiring to accelerate their career in this as an English instructor or teacher Anyone who wants to gain in-depth knowledge of functional skills in English Whether you are a beginner into the field of functional English or any professional seeking to reinforce your expertise in basic English, this Functional Skills Entry Level 1 English will set you up with the advanced skills to boost your career profile. EXAM Booking & Results Details You can decide the exam date and place according to your convenience. Awarding Body Paper-Based Exam in Centre Results Pearson Edexcel Book within 15 days Get results in 20 working days *Offline examinations will be held at our Swindon and London centres. Please contact us for more information.  Functional Skills Entry Level 1 English Qualification Purpose and Outcomes This Functional Skills Entry Level 1 English Qualification will help you to: Listen, comprehend, and react to verbal communication in a variety of scenarios Develop an understanding of common words and their effects Use that understanding of common words in various contexts Read common texts at work and in daily life accurately Gain the confidence to read more widely Write common texts and documents clearly and effectively Show a firm command of spelling, punctuation, and grammar Course Curriculum Say the names of the letters of the alphabet Identify and extract the main information from short statements and explanations Follow single-step instructions, asking for them to be repeated if necessary Make requests and ask straightforward questions using appropriate terms and registers Respond to questions about specific information Make clear statements about basic information and communicate feelings and opinions on straightforward topics Understand and participate in simple discussions or exchanges with another person about a straightforward topic Read correctly words designated for Entry Level 1 (see Annexe B) Read simple sentences containing one clause Understand a short piece of text on a simple subject Punctuate simple sentences with a capital letter and a full stop Use a capital letter for the personal pronoun ‘I’ and the first letter of proper nouns Use lower-case letters when there is no reason to use capital letters Write the letters of the alphabet in sequence and in both upper and lower case Spell correctly words designated for Entry Level 1 (see Annexe B) Communicate information in words, phrases and simple sentences How This Course Will Work? This Functional Skills Entry Level 1 English course will help you build a solid foundation in english. Throughout the course, it will provide you with various learning materials and activities to enhance your understanding of these subjects. Initial Assessment: To identify the current level of a student's abilities and recommend the appropriate course to enrol in upon completion. Diagnostic Assessment: Identifies skill gaps and produces an individual learning plan Learning Resources: Comprehensive video tutorials, practice quizzes & topic-based tests Progress Tracker: To record your progress in the course Free Mock Test: Access our free mock test facility for professional feedback and to prepare for the final exam. Entry Requirement This Functional Skills Entry Level 1 English qualification is available to all students of all academic backgrounds; no experience or previous qualifications are required. Exam Structure The Pearson Edexcel Functional Skills Qualification in English at Entry Level 1 comprises a writing and reading assessment that is externally set, internally graded, and externally verified by the exam body. The listening and speaking assessment is, however, internally set. Your exam results will be forwarded to the awarding body’s internal verifier once you finish the exam. The writing and reading assessment is available as paper-based for which you will be required to appear for the exam at our designated office in London or Swindon on the exam day. You will be required to take the speaking, listening, and communicating assessment via Zoom. You need to be registered for the exam three weeks prior to the exam date. The Pearson Edexcel Functional Skills Qualification in English at Level 2 consist of 3 exams, these are Reading, Writing and Speaking, Listening and Communicating. Speaking, Listening and Communicating (SLC) Exam Awarding Body Duration Number of Marks Pearson Edexcel Up to 25 minutes Pass/Fail SLS Exam Pearson Edexcel: Speaking, listening and communicating are assessed through one 5-minute presentation and linked question and answer session in groups of three to five and one 15-minute formal discussion together in groups of three to five learners. This exam will be conducted via Microsoft Teams. Reading Exam Awarding Body Duration Number of Marks Pass Mark Pearson Edexcel 40 minutes 12 65% Reading is assessed through a test consisting of multiple-choice, short open-response and medium open-response questions. Writing Exam Awarding Body Duration Number of Marks Pass Mark Pearson Edexcel 40 minutes 30 63% Reading/Writing Exam Pass Mark: Learners are required to achieve an overall percentage of marks mentioned in the above table to pass the English reading exam. However, the awarding process will determine specifically where the pass mark sits for each assessment version. Therefore, the pass mark may vary between assessments. Progression Opportunities in this Functional Skills Entry Level 1 English Qualification Upon achieving the Pearson Edexcel Functional Skills Qualification in English at Entry Level 1, you can: Progress to Level 1 and Level 2 Study GCSE English Advance to further vocational studies Access a wide range of professions within your chosen field Recognised Accreditation This Functional Skills Entry Level 1 English has been independently accredited by Pearson Edexcel also regulated by Ofqual. The Office of Qualifications and Examinations Regulation (Ofqual) is responsible for regulating qualifications, assessments, and examinations in England. Pearson Edexcel is the most prestigious awarding body, for an academic and vocational qualifications. Pearson Edexcel qualifications are regulated by Ofqual and recognised by universities and employers across the world. Certificate of Achievement You will be rewarded with an Ofqual Regulated Pearson Edexcel Functional Skills Qualification in English at Entry Level 1 (depending on what you choose as an accreditation) upon successful completion of this Functional Skills Entry Level 1 English and passing the assessments. A certified hard copy of this qualification will be posted at your given address which is accepted by employers and universities across the globe. You can flaunt this qualification in your CV which will give you a competitive advantage over others in case of securing a job.  FAQs What are functional skills? Functional skills are practical skills in Maths, English, and ICT that enable people to apply their knowledge to real-life situations. These skills are designed to provide learners with the essential knowledge needed to succeed in the workplace and in their personal lives. Functional Skills are recognised qualifications in the UK and are offered at different levels, including Entry Level, Level 1 and Level 2. What is the difference between entry-level and level 1 and 2 functional skills? Both are recognised qualifications, but levels 1 and 2 are more advanced levels that will provide you with comprehensive skills and knowledge while entry-level courses are an introduction and basic level qualification to go to subsequent levels. Is it required to complete entry-level qualifications to move onto a level? No, you are not obliged to complete entry-level courses before moving on to higher levels. However, entry-level courses serve as a starting point for acquiring basic skills and knowledge that will help you strive and boost your chances of securing better marks at higher levels. Are functional skills qualifications recognised and accepted in the UK? Yes, functional skills qualifications are an accepted part of all apprenticeship standards and a way to progress to further education in the UK. Do I have to physically appear for the exam? Yes, for the writing and reading assessment, you will be required to appear for the exam at our designated office in London or Swindon on the exam day. You will be required to take the speaking, listening, and communicating assessment via Zoom. Do I have to register for the exam? Yes, you need to be registered for the exam three weeks prior to the exam date. What is the assessment procedure for an entry-level 1 English course? This course comprises a writing and reading assessment that is externally set, internally graded, and externally verified by the exam body. The listening and speaking assessment is, however, internally set. Your exam results will be forwarded to Pearson Edexcel's internal verifier once you finish the exam. If you pass all three components, you'll be able to receive the qualification certificate from the awarding body. How to pass the Functional Skills English entry level 1 exam? Tips for preparing for the exam include understanding the exam format, practising regularly, mastering the basics and managing time well during the exam, and seeking help from a teacher or tutor. To assist you in gaining the skills and knowledge required to pass the exam, Lead Academy offers 24/7 tutor support. As a result, you will be adequately prepared to ace the exam. Can I take entry-level courses online? Yes, you can take functional skills entry-level courses online. Lead Academy offers an extensive range of entry-level courses from level 1 to 3, available for both English and Maths. Are Functional skills easier than GCSE? Functional Skills qualifications may require hard work and revision, but they can be a better fit for students who have found Maths and English challenging. Unlike GCSEs, Functional Skills qualifications are flexible and designed to meet the needs of diverse learners, making them more adaptable to different learning styles. What will I get after finishing the course? After successfully completing the Entry Level 1 English course, you will receive a Pearson Edexcel Functional Skills Qualification in English at Entry Level 1 (depending on what you choose as an accreditation) that is highly regarded by universities and employers across the UK.

Overview Learn the French language to open doors to new opportunitiesin education and travel, by enrolling in our exclusively designed French Course Level 3.This course will provide you with the elementary skills to boost your French speaking ability, upgrade your networking skills and communicate with people across the world.French is a top international language. This course is packed with all the knowledge and skills required to excel in this language. After your successful completion, you will be more than capable of addressing and greeting people in French, asking someone for assistance, communicating in emergencies, and much more. Enrol today to start with a good base for learning other languages. How will I get my certificate? You may have to take a quiz or a written test online during or after the course. After successfully completing the course, you will be eligible for the certificate. Who is this course for? There is no experience or previous qualifications required for enrolment on this French Course Level 3. It is available to all students, of all academic backgrounds. Requirements Our French Course Level 3 is fully compatible with PC's, Mac's, Laptop, Tablet and Smartphone devices. This course has been designed to be fully compatible on tablets and smartphones so you can access your course on wifi, 3G or 4G. There is no time limit for completing this course, it can be studied in your own time at your own pace. Career path Having these various qualifications will increase the value in your CV and open you up to multiple sectors such as Business & Management , Admin, Accountancy & Finance, Secretarial & PA, Teaching & Mentoring etc. Course Curriculum 10 sections • 65 lectures • 03:32:00 total length •French in just three minutes?: 00:05:00 •Lesson 1a: 00:03:00 •Lesson 1b: 00:03:00 •Lesson 1c: 00:03:00 •Lesson 1d: 00:03:00 •Lesson 2a: 00:03:00 •Lesson 2b: 00:03:00 •Lesson 2c: 00:03:00 •Lesson 2d: 00:03:00 •Lesson 2e: 00:05:00 •Lesson 3a: 00:03:00 •Lesson 3b: 00:03:00 •Lesson 3c: 00:04:00 •Lesson 3d: 00:03:00 •Lesson 3e: 00:03:00 •Lesson 3f: 00:03:00 •Lesson 3g: 00:03:00 •Lesson 4a: 00:03:00 •Lesson 4b: 00:03:00 •Lesson 4c: 00:03:00 •Lesson 4d: 00:03:00 •Lesson 4e: 00:03:00 •Lesson 4f: 00:03:00 •Lesson 4g: 00:05:00 •Lesson 5a: 00:03:00 •Lesson 5b: 00:03:00 •Lesson 5c: 00:03:00 •Lesson 5d: 00:03:00 •Lesson 5e: 00:04:00 •Lesson 5f: 00:03:00 •Lesson 5g: 00:03:00 •Lesson 5h: 00:03:00 •Lesson 5i: 00:05:00 •Lesson 6a: 00:03:00 •Lesson 6b: 00:03:00 •Lesson 6c: 00:03:00 •Lesson 6d: 00:03:00 •Lesson 6e: 00:03:00 •Lesson 6f: 00:03:00 •Lesson 6g: 00:04:00 •Lesson 7a: 00:03:00 •Lesson 7b: 00:03:00 •Lesson 7c: 00:03:00 •Lesson 7d: 00:03:00 •Lesson 7e: 00:03:00 •Lesson 7f: 00:03:00 •Lesson 7g: 00:03:00 •Lesson 7h: 00:03:00 •Lesson 8a: 00:03:00 •Lesson 8b: 00:03:00 •Lesson 8c: 00:03:00 •Lesson 8d: 00:05:00 •Lesson 8e: 00:03:00 •Lesson 8f: 00:04:00 •Lesson 8g: 00:03:00 •Lesson 8h: 00:03:00 •Lesson 8i: 00:03:00 •Lesson 8j: 00:03:00 •Lesson 8k: 00:03:00 •Lesson 9a: 00:03:00 •Lesson 9b: 00:03:00 •Lesson 9c: 00:03:00 •Lesson 9d: 00:03:00 •Lesson 9e: 00:03:00 •Lesson 9f: 00:06:00

RF fundamentals training course description Radio Frequency engineering is an important yet often overlooked area in today's wireless world. This course provides a grounding in RF theory and practice for wireless, cellular and microwave systems. What will you learn Explain the basics of RF. Describe RF propagation and antenna principles. Calculate propagation losses and link budgets. Test RF systems. RF fundamentals training course details Who will benefit: Those working with wireless, cellular and microwave systems. Prerequisites: None. Duration 2 days RF fundamentals training course contents What is RF? Definition of RF, RF wave characteristics: Frequency, wavelength, power, phase, impedance, RF history, radio signals, frequency bands, safety issues, legal issues. RF systems Microwaves, cellular/mobile RF, WLANs, other fixed wireless networks, basic RF components. Hands on Building a basic WLAN network. RF system components Transmitters: Antennas: Isotropic, Dipole, how antennas achieve gain. Modulation Schemes, bandwidth, AM, FM, FSK, PSK, QAM, QPSK, interference, performance. Hands on Interference and performance. Multiple access schemes FDMA, CDMA, TDMA, CSMA/CA. Wireless systems Cellular (GSM, UMTS), Wifi, WiMax, others: GPS, DBS, RFID, radar, Bluetooth. Hands on cellular. Spread Spectrum technologies Spread spectrum benefits and disadvantages, how it works, Direct Sequence, Frequency Hopping, hybrids. RF propagation Models, link budget, Smith chart, RF matching with the Smith chart. cell capacity, tradeoffs: power vs. bandwidth, free space, reflection, diffraction, multipath cancellation, propagation prediction and measurement tools. Hands on Smith charts. RF testing Why power rather than voltage/current, units of power, dB and dBm power conversions. Test equipment: signal generators, power meters, network analysers, spectrum analysers. RF test setups: return loss, insertion loss. Hands on RF testing.

So you appreciated a Keys to Inclusion day? Wondering what next? The Next Set follows on from our lead workshop/training day and is both values driven and a practical guide to successful strategies for further developing inclusive practice in educational settings for children and young people of all ages. Course Category Inclusion Description So you appreciated a Keys to Inclusion day? Wondering what next? The Next Set follows on from our lead workshop/training day and is both values driven and a practical guide to successful strategies for further developing inclusive practice in educational settings for children and young people of all ages. On this day we explore processes and ideas ranging from the individual practitioner’s imagination through to the creating of a community gathering to strengthen inclusion of disabled and disempowered adults and children. This too is a ‘hearts and minds’ day in which you can expect participants to both laugh and cry in equal measure! The day gives those present lots of opportunities to reflect on their attitudes and practice in relation to the inclusion of pupils who are different and most challenging. Testimonials I have learned such a lot. I have learned so much. Keep an Open Mind. Really inspired! I can’t wait to share the day Learning Objectives Increased confidence regarding developing inclusive practice in mainstream schools Access to a wider range of practical strategies to impact on behaviour problems Deeper understanding of core values surrounding inclusion of disabled children Opportunity to reflect on professional attitudes and behaviour towards parents and pupils New skills and processes to make inclusion successful Who Is It For ? Early Years and School based Practitioners Heads and Deputies SENCOs Advanced Skills Teachers Primary and secondary teachers Parents Local Authority Support Services Course Content The course answers the questions : What next after a Keys day? How do we take people with us? What else can we do to go about including high profile children or young people? What does inclusion really 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 power of imagination Determination and persistence Growing Relationships How to help not hinder Communicating honestly and directly Creating Community Circles If you liked this course you may well like: KEYS TO INCLUSION Or: INCLUSION: IT DOESN’T JUST HAPPEN

In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to problem solving with parents – the Parent Solutions Circle. Parent Solutions is a brand new approach to problem solving with parents based on our live group work in schools. A focus on challenging behaviour brings interest, energy and commitment.  Course Category Inclusion Peer Support Parents and Carers Behaviour and relationships Description In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to problem solving with parents – the Parent Solutions Circle Parent Solutions is a brand new approach to problem solving with parents based on our live group work in schools. A focus on challenging behaviour brings interest, energy and commitment. Essentially the approach involves gathering a group of parents and carers together who recognise how challenging their own children are and would like some help to figure out how to be with them or how to manage an aspect of their behaviour. The process is facilitated but majors on the parents offering each other their wisdom and ideas. The directness that only peers can provide to each other makes the work both powerful and effective. Mobilising the wisdom and experiences of parents in a safe way is a delicate art. In this training we will explore how this can best be done. Parents who have been on all the courses and had all the professional advice in world love this way of working because they get to offer each other their experience, ideas and wisdom. The approach is capacity focused, person centred approach to working with parents rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for parents. We work with rather than do things to a group of parents. This training can be modelled with a group of parents or can be demonstrated with a group of professionals. We prefer mixed groups. Learning Objectives For participants to learn how to set up a Parent Solutions Circle For participants to understand the underlying rationale and ethos of this way of working To learn the facilitation process and stages of the Circle process Who Is It For? Anyone interested in working with parents and carers in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. School leaders and managers Social Care teams Community organisers Psychologists Course Content True parent empowerment Facilitating groups Problem solving process Handling group communication Allowing direct feedback and challenge between participants in a safe way Building relationships Creating natural circles of support that can provide peer support and mutual problem solving If you liked this course you may well like: Creating Community Circles

This is our latest lead workshop/training day and is an extremely innovative, participative and practical guide to successfully creating a truly inclusive classroom in mainstream school settings for children and young people of all ages. This engaging day will equip participants with ways of thinking and planning for the inclusion of all pupils within the curriculum. Course Category Teaching and Learning Inclusion Description This is our latest lead workshop/training day and is an extremely innovative, participative and practical guide to successfully creating a truly inclusive classroom in mainstream school settings for children and young people of all ages. This engaging day will equip participants with ways of thinking and planning for the inclusion of all pupils within the curriculum. There’s no better way to get set up, get trained, and get going on your inclusive classroom. The most knowledgeable trainers will teach you all the basics in face-to-face training sessions, and guide you through more advanced concepts and ideas. So whether you’re brand-new to inclusion, a seasoned pro, or somewhere in between, we will help take your skills to the next level. Testimonials ‘Yet again inspiring and opening more doors than I can go through’ ‘This opened a lot of avenues for thought and reflection. It will help me to help colleagues to see where they can improve practice to create a more inclusive environment within the whole school.’ ‘Some great ideas and restored my self belief! Fantastic’ Learning Objectives Increased skills in diversifying/differentiating the curriculum Reflection on attitudes to individual learning and the curriculum Linking learning style research to real classroom inclusion of high profile/need pupils Improved teaching skills for those with severe and complex needs and behaviour Challenge to attitudes and mindsets Who Is It For ? School based Practitioners Heads and Deputies SENCOs Learning Support Advanced Skills Teachers Primary and secondary teachers Parents Local Authority Support Services Course Content The course answers the questions: How do I begin differentiating? How do I include a pupil with very complex learning needs? How do we go about practically including high profile children or young people? Best delivered over the course of 2 days, ‘Inclusive Classroom’ introduces participants to 6 guiding Ideas that increase effective inclusion in mainstream settings. Setting the tone for learning Resourcing schools and classrooms effectively The essential 4 questions! What is the essential learning in this lesson? How do the students learn best? What needs modifying? How will students demonstrate their learning? Building on strengths and talents Beyond the IEP The curriculum content of inclusive classrooms If you liked this course you may well like: CREATING AN INCLUSIVE SPACE WHERE EVERYONE LEARNS

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About this Virtual Instructor Led Training (VILT) This 2 half-day Virtual Instructor-Led Training (VILT) course will guide participants on the technoeconomic aspects of capture, utilization and geological storage of carbon dioxide. The VILT course will address the methods and techniques used in the technoeconomic assessment of Carbon Capture, Utilization & Storage (CCUS) projects. It will explore in detail the factors that affect the cost-effectiveness of current and emerging technologies for CO2 capture, transport and geological storage, including monitoring and verification. Given that the successful deployment of CCUS may require economic incentives, technical and economic drivers such as technological innovation, optimization, source sink matching and emerging opportunities will also be discussed. In addition, using several worked examples and case studies, this VILT course will explain the principles behind the analysis of the costs and opportunities of a CCS / CCUS project from source to sink and examines the possibilities of using carbon dioxide from an economic perspective. Training Objectives Upon completion of this VILT course, participants will be able to: Describe the economic considerations for CCS / CCUS projects Measure and calculate the cost-effectiveness of CCS / CCUS Identify the economic drivers for CCS / CCUS Understand the value of source to sink matching Outline the economic and environmental opportunities as well as challenges with using carbon dioxide injection in a range of applications Recognize niche opportunities for CO2 storage (coal seams, basalts, salt and others)   Target Audience This VILT course is ideally suited for a technical audience such as geoscientists, petroleum and chemical engineers as well as professionals such as economists, regulators, legal staff and managers wishing to learn more about the details of economic aspects and the basis for techno-economic analysis of Carbon Capture, Utilization and Storage projects. The VILT course is presented in an interactive workshop format, allowing for discussions. Participants should have: Basic background knowledge of CCUS technologies Experience with oil and gas, coal or other energy projects Basic understanding of the energy industry Course Level Basic or Foundation Training Methods The VILT course will be delivered online in 2 half-day sessions comprising 4 hours per day, with 2 breaks of 15 minutes per day. The VILT course is presented in an interactive workshop format that allows discussion. Course Duration: 2 half-day sessions, 4 hours per session (8 hours in total). Trainer Your expert course leader received his B.Eng. in Chemical and Environmental Systems in 2002 from Tecnológico de Monterrey, Mexico, and his Ph.D. in Chemical Engineering in 2008 from the University of New South Wales (UNSW), in Sydney, Australia, at the UNESCO Centre for Membrane Science and Technology. His doctoral used computational fluid dynamics (CFD) to analyse the flows within membrane modules used for water treatment and desalination. He also worked on a desalination linkage project between the UNSW and the European Union, as part of Framework Programme 6. From 2009 to 2014, he worked for the Cooperative Research Centre for Greenhouse Gas Technologies (CO2CRC), where he led the research into CO2 Transport Networks, co-led the development of a techno-economic model for the analysis of Carbon Capture and Storage (CCS) projects, and collaborated on several consultancy and feasibility studies conducted by CO2CRC for both Government and Industry. From 2014 to 2019, he held a CONACYT Research Fellowship at the Instituto Tecnológico de Sonora (ITSON) in Mexico, where he led collaborative research projects dealing with RO membrane biofouling (IHE-Delft), membrane modifications, solar energy use for desalination (CSIR-CSMCRI India) and CFD modelling of the hydrodynamics in membrane modules (UMP Malaysia). Since July 2019, he is a Research Fellow in the School of Chemical and Biomolecular Engineering at the University of Sydney, where his research focuses on finding ways to reduce the cost, energy use and environmental impact of technologies for providing clean energy and water. From 2015 to 2020, he was a Member of the Board of Directors of the Mexican Society of Membrane Science and Technology. He guest edited a special edition on CCS for the Journal 'Technologies' and is currently an Editorial Board member for the journal, 'Energies', a peer-reviewed open-access scientific journal. His research interests include improving the efficiency of osmotic membrane separation processes, modelling complex processes involving heat and mass transfer, and exploring the economic drivers of low emission technologies such as the Carbon Capture and Storage (CCS) chain. POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information about post training coaching support and fees applicable for this. Accreditions And Affliations

This is a workshop focused on getting the welcome right for children who are starting for the first time at a new school when we know the welcome will be difficult. Perhaps they have been excluded from elsewhere, they are new to this culture, they have complex needs or they are just very different or highly anxious? Course Category Meeting emotional needs Behaviour and Relationships Inclusion Now available as an online course Description This is a practical ‘non-medical’ day or half day workshop or twilight session for front line practitioners working with children and young people that will find starting at a new school or setting difficult.  Drawing from international research and literature, reports from inclusive schools and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like.  We explore: Creating a welcoming team or ‘committee’ of young people Training the team in effective ‘welcoming’ and supporting Building a support circle around a new child and running this circle effectively Auditing what makes for a successful welcome of any new child at the school Facilitating the involvement of young people in successful welcoming activities and preparation Links between this work and building ‘circles of friends’ and peer mediator training Testimonials Belonging and feelings are so important Definitely made me reflect a lot on the go-to behaviour management techniques we use! Excellent! Never thought of it like this before Learning Objectives Increased confidence regarding developing inclusive practice for newcomer children in mainstream schools The challenge of a good ‘welcome’ fully understood Access to a wider range of practical strategies to impact on settling an individual’s social and behavioural needs on joining a new setting Deeper understanding of core values surrounding inclusion of emotionally disabled children Opportunity to reflect on involving children and young people in effectively welcoming and including new students New skills, scripts and processes to make inclusion and relationships in school fulfilling and restorative Who Is It For? Practitioners working in schools and other settings with children and young people of all ages Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content The course explores the questions : What does it take for a child to: Feel safe and secure as they transition into a new school or setting?Feel supported by their new peer group?Understand how a new setting or school operates and to feel confident there?What else can we do to go about including high profile children or young people with challenging emotional needs?How can we best enlist the involvement of children and young people in the early work of inclusion with a new member of the school or setting? This course also explores practical strategies, concepts and language for key adults building relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created. If you liked this course you may well like: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS

In this course we deepen participants understanding of systemic racism and the spectrum of privilege. It challenges the participants to examine their behaviours and take close looks at some of the views they have held since a very young age, e.g. this area is a “bad” area, because it has a high proportion of black/brown people living in it, or that young black men in tracksuits are “thugs”. We think about where these messages come from and how people are indoctrinated by the media. Course Category Inclusion Team Building Leadership Emotional needs Description In this course we deepen participants understanding of systemic racism and the spectrum of privilege. It challenges the participants to examine their behaviours and take close looks at some of the views they have held since a very young age, e.g. this area is a “bad” area, because it has a high proportion of black/brown people living in it, or that young black men in tracksuits are “thugs”. We think about where these messages come from and how people are indoctrinated by the media.  We explore the reasons why white people are so defensive when it comes to talking about race. We discuss having racial biases and the implications of them, such as unconsciously insulting people around us in the workplace. When we become aware of how our behaviours can affect people, we then look for solutions.  The course is designed for groups of professionals to come together as a team to try and take responsibility for the racism that goes on in their workplace – empowering the leadership to have difficult conversations with team members and create a paradigm shift across the entire organisation.  Please come with an open mind, and you might be surprised at what you find out. We are striving for a world where racism is an open conversation and not a topic that we shy away from.  Testimonials “That was a really insightful session and thought provoking. I would love to attend more sessions on racism. Thank you for the engaging questions and delivery” “Lots of things to reflect on!” Learning Objectives Participants will: Confront their own racism and unconscious biases Become aware of the ways they treat people differently based on race Think about practical changes they can make in their workplaces Who Is It For? Leadership teams seeking guidance and reflection Educators who want to get it right People who have had not had much contact with people outside their own race People who believe they are “not racist” Course Content Background – brief history of systemic racism Racism as a binary – the problem with thinking only “bad” people can be racist Trust – how do we feel around people we don’t trust? Difference – how do we act when we feel different? What do Good Manners look like around people of different cultures? What does Good Allyship look like in the workplace? Why don’t we talk about race? What does your race mean to you? Examining our privilege – activity Interracial friendship video Visioning – what does the ideal workplace look like? Setting Actions – what achievable actions can we set to bring us closer to our dream future?