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Level 3 Award in Education & Training (RQF) and Educational Psychology & Development Education is one of the most influential and noble sectors globally. Be a part of this extremely rewarding profession and build a better tomorrow with this Level 3 Award in Education and Training (RQF)qualification. The Level 3 Award in Education and Training (RQF)qualification is a level 3 Award in Education & Training AET(former PTLLS) which has been regulated by the UK's Govt. and awarded by Focus, the UK's fastest-growing awarding organisation. Focus is a well-established awarding organisation governed by Ofqual, ensuring professionalism and appreciation of the qualifications. This Level 3 Award in Education and Training (RQF) qualification will provide you with the opportunity to walk through every aspect of education and training, its history, and much more. You will get a professional insight into the education and training sector, know more about the opportunities and choices you will have after completing this course. You will also get a widely accepted renowned professional certificate which will change your career curve. With this intensive Level 3 Award in Education and Training (RQF) qualification, learners will get a Premium CPD accredited Educational Psychology and Development course completely FREE!!! These courses will boost the Level 3 Award in Education and Training (RQF) qualification and grow to understand children's psychology, its role and development, and so on. With this Level 3 Award in Education and Training (RQF) qualification, learners will get 20 Premium CPD accredited courses completely FREE!!! With this Level 3 Award in Education & Training AET (former PTLLS) Course, learners will get the 20 Premium courses absolutely FREE. Course 01: Education Management Course 02: Educational Psychology and Development Course 03: Advanced Teaching Assistant Diploma Course 04: Special Education Needs (SEN) Training - Level 2 Course 05: EYFS Teaching - Level 3 Course 06: Phonics Teaching Diploma Level 3 Course 07: Leadership in Teaching Course 08: Lesson Planning for Teaching Course 09: Remote Teaching Online Course 10: Classroom Behaviour Management Course 11: Performance Management Course 12: Work Area Organisation for Increased Office Productivity Course 13: Report Writing Course 14: Domestic Violence and Abuse Awareness - Level 2 Course 15: Child Neglect Awareness Certificate Course Course 16: Level 3 Mental Health and Adolescent Course Course 17: Safeguarding Children Level 3 Course 18: Functional Skills English Practice Level 2 Course 19: Train the Trainer Course 20: Leadership & Management Diploma Educational Psychology & Development This course will help you enrich your learning and grow your understanding of educational psychology, development and so on. Enrol today and step forward to achieve greater things in your career! Qualification Summary Qualification type: Focus Level 3 Award Qualification title: Focus Level 3 Award in Education and Training (RQF) Accreditation status: Accredited Level: 3 Guided Learning Hours (GLH): 48 Total Qualification Time (TQT): 120 Qualification number (QN): 601/6099/8 ****Qualification Curriculum**** **Level 3 Award in Education and Training (RQF)** Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training Unit 2: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training Unit 5: Understanding Assessment in Education and Training ***Curriculum of The FREE Course*** **Educational Psychology and Development** Module 1: Educational Psychology: An Overview Module 2: Educational Psychology and its History Module 3: Behavioural Views of Learning Module 4: Cognitive Development Module 5: Social, Moral and Emotional Development Module 6: Constructivism and Motivation Module 7: Dyslexia and Learning Difficulties Module 8: Applying Educational Psychology to Teaching Module 9: Effective Instruction and Technology in Education Module 10: Opportunities and Careers in Educational Psychology Learning Outcomes What skills will I gain from this Level 3 Award in Education & Training (RQF) and Educational Psychology and Development Course? Inclusive Teaching and Learning Teaching, Learning and Assessment Approaches Providing opportunities for English, Maths, ICT and Wider Skills Theories of Learning Communication Induction, Icebreakers and Ground Rules Creating a Scheme of Work Devising an Inclusive Teaching and Learning Plan (Session Plan) Self-Evaluation and Continuing Professional Development Course Duration Total Qualification Time This is an estimate of the total length of time it is expected that a learner will typically take to achieve and demonstrate the level of attainment necessary for the award of the qualification i.e. to achieve all learning outcomes. Total Qualification Time is GLH and an estimate of the number of hours a learner is likely to spend in preparation, study, or any other learning including assessment, which takes place as directed by, but not under the supervision of a lecturer, supervisor, or tutor. The credit value, where given, for qualification, is determined by TQT, as one credit corresponds to 10 hours of learning. Total Qualification Time for this qualification is 120 hours. Guided Learning Hours These hours are made up of all contact time, guidance, or supervision of a learner by a lecturer, supervisor, tutor, trainer, or other appropriate provider of education or training. Guided Learning Hours for this qualification is 48. Assessment Unit 1: Understanding roles, responsibilities and relationships in education and training: You will be required to submit a written assignment demonstrating your knowledge of legal responsibilities, equality and diversity, individual learner needs, maintaining a safe and supportive learning environment, and your role as a teacher and your superiors. Unit 2: Understanding and using inclusive teaching and learning approaches in education You will be required to complete a written assignment demonstrating your knowledge and understanding of inclusive teaching and learning, as well as your understanding of your own role's strengths and limitations, how to motivate learners, ground rules, and teaching and learning resources.You must perform a micro-teach (15 minutes - 1 hour long) to a group of at least three people of your choosing. Unit 5 - Understanding assessment in education and training You will be required to complete a written assignment that reflects your knowledge of the purpose of assessment, different assessment types, how to conduct assessments, understanding learner involvement in assessment, reasons for constructive feedback, and effective assessment record keeping. Video Assessment You have to plan many things, such as observation, questioning/ professional discussion, and inspection of supporting work product evidence. Detailed assignment instructions will be made available to you in the 'Guidance for Achieving the Unit' section of your learning portal with a careful and clear explanation. You have to submit all your assignments via the online portal. Certification Successful candidates will be awarded a Level 3 Award in Education and Training (RQF) Qualification Certificate from Focus Awards Limited. Learners will also get CPD accredited Phonics Teaching Diploma and Special Education Needs (SEN) Training certificate from Apex Learning. Progression Level 4 Certificate in Education and Training Level 5 Diploma in Education and Training Level 3 Award in Understanding the Principles and Practices of Assessment Level 3 Award in Assessing Competence in the Work Environment Level 3 Award in Assessing Vocational Related Achievement Level 3 Certificate in Assessing Vocational Achievement Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice Level 4 Award in Learning and Development Level 4 Diploma in Learning and Development. Who is this course for? Those who have already worked in the teaching profession The aspiring professionals who want to add new skills to their CV Individuals who want to start their career as a teacher or teaching assistant ** Completing this course does not imply that you are qualified to work as a Practitioner Psychologist. If you are seeking a course that fits the HCPC's standards, please contact the HCPC or the RCSLT. ** Requirements Level 3 Award in Education & Training (RQF) qualification does not have any specific entry requirements for students. However, you must be at least 19 years old or above to register. Career path Level 3 Award in Education & Training (RQF) You will have the ability to accomplish a lot of things with this certificate. Here are just a few examples: Primary School Teacher Secondary School Teacher Private Tutor Freelance Teacher/ Trainer

Providing Guidance & Support for MHFAiders: giving reassurance they are not alone. Our MHFAider guidance & support forums are tailored to provide MHFAiders with the clarity they need to excel in their role. We believe it's important to offer a safe space for MHFAiders to discuss their role, while staying up to date with the latest best practices and information.

Junos Operating System training course description This course provides students with the foundational knowledge required to work with the Junos OS and to configure Junos devices. The course provides a brief overview of the Junos device families and discusses the key architectural components of the software. The course then delves into foundational routing knowledge and configuration examples including general routing concepts, routing policy, and firewall filters. Delegates will gain experience in configuring and monitoring the Junos OS and monitoring basic device operations. This course is based on Junos OS Release 15.1X49. What will you learn Describe the design architecture of the Junos OS. Navigate within the Junos CLI and perform tasks within the CLI operational and configuration modes. Configure and monitor network interfaces. Navigate within the Junos J-Web interface. Identify where you might use firewall filters. Explain basic routing operations and concepts. Identify key factors in Juniper Networks' security. Junos Operating System training course details Who will benefit: This course benefits individuals responsible for configuring and monitoring devices running the Junos OS. Prerequisites: TCP/IP foundation for engineers Duration 3 days Junos Operating System training course contents Junos Operating System Fundamentals The Junos OS Traffic Processing Overview of Junos Devices User Interface Options-The Junos CLI User Interface Options The Junos CLI: CLI Basics The Junos CLI: Operational Mode The Junos CLI: Configuration Mode User Interface Options-The J-Web Interface The J-Web GUI Configuration Lab 1: User Interface Options Initial Configuration Factory-Default Configuration Initial Configuration Interface Configuration Lab 2: Initial System Configuration Secondary System Configuration User Configuration and Authentication System Logging and Tracing Network Time Protocol Archiving Configurations SNMP Lab 3: Secondary System Configuration Operational Monitoring and Maintenance Monitoring Platform and Interface Operation Network Utilities Maintaining the Junos OS Password Recovery System Clean-Up Lab 4: Operational Monitoring and Maintenance Interface Configuration Examples Review of the Interface Configuration Hierarchy Interface Configuration Examples Using Configuration Groups Routing Fundamentals Routing Concepts: Overview of Routing Routing Concepts: The Routing Table Routing Concepts: Routing Instances Static Routing Dynamic Routing Lab 5: Routing Fundamentals Routing Policy Routing Policy Overview Case Study: Routing Policy Lab 6: Routing Policy Firewall Filters Firewall Filters Overview Case Study: Firewall Filters Unicast Reverse-Path-Forwarding Checks Lab 7: Firewall Filters Class of Service CoS Overview Traffic Classification Traffic Queueing Traffic Scheduling Case Study: CoS Lab 8: Class of Service JTAC Procedures Opening a Support Case Customer Support Tools Transferring Files to JTAC Juniper Security Concepts Security Challenges Juniper's Security Focus Appendix A: IPv6 Fundamentals IPv6 Addressing Protocols and Services Configuration

CRRUK equips professionals with the concepts, skills and tools to build conscious, intentional relationships, and to coach relationship systems of any size.

This training is aimed at developing Person Centred Planning – for Local Authority, School or Multi Academy Trust professional teams. Parents and carers can also participate in this training. One day introduction to underlying values and practicalities of approach in schools – 100 people 2 Day skill training for 30 participants to learn PATH planning skills 1 day follow up after 3 months to problem solve issues and celebrate what achieved. Person Centred Planning (PCP) is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tool with children is a PATH – and it shows these values in action. Why now? The Children and Families Act 2014 sets out clear principles for supporting and involving children and young people in all aspects of the support and planning of their special educational need. The Special Educational Needs and Disability Code of Practice: 0 – 25 years provides the statutory guidance relating to part 3 of the Children and Families Act 2014. Embedded in its principles is the need for a stronger focus on the participation of children, young people and their parents/carers in decision making at both individual and strategic levels. The use of Person Centred Approaches provides the opportunity to fulfil those principles. Working in this way ensures the CYP and their parents/carers are at the centre of all decision making and future planning. It provides an opportunity to engage directly with children and young people to discuss their needs, and plan how they can achieve the best possible outcomes. This should be integral to all planning for children and young people with Special Educational Need and Disability (SEND) throughout their lives. Education Health Care Planning processes are required to be truly person centred at every stage, including annual reviews, so understanding this way of working has never been more essential. Is this different to what we do already? This person-centred way of working offers a radical new approach to visualising planning, empowering and directly involving children and those that care about them throughout planning meetings and allowing for inclusive, creative methodology which builds on and challenges existing practice in schools. Core principles The focus of inclusive, person-centred working is first and foremost on ordinary needs and not solely on special needs. – Being somebody – Contributing by sharing gifts and capacities – Knowing people and having relationships – Having choice and control – Sharing ordinary places – being present in local spaces and having a valued role there The training is delivered by Inclusive Solutions who are Educational Psychologists with a national reputation for training and person centred planning with schools over the last 16 years. In this training, you will learn how to facilitate with a child, family, team or an organisation to think together around their preferred future or about a challenge or issue. Here is an opportunity to experience first-hand the person centred, futures planning tool – PATH (Pearpoint, Forest et. al. 1989). This course will provide participants with a practical introduction to person centred planning and approaches, including examples of best practice in using person centred approaches in schools. The course will explore the underlying values of person centred approaches, provide an introduction to the person centred planning tools and link this to national policy and guidance. Participants will gain: 1 Knowledge of person centred planning and approaches 2 An understanding of how person centred approaches can be used in schools 3 A basic knowledge of the person centred review process and where to find out more information 4 The skills to gather information about what is important to and for the children and young people they support 5 An understanding of PATH and situations in which this process could be used in school The course answers these questions: • What are person centred approaches? • How can we use person centred approaches in our school? • What is person centred thinking and how can it be used in schools? • How can we learn about what is important to and for the child or young person and share this information? • How can we make sure that the child is at the centre of their annual/transition review?

Person Centred Planning (PCP) is a powerful tool for visioning, future planning and team building. It gets everyone on the same page and creates a progressive, constructive atmosphere so it is especially useful for people who are feeling ‘stuck’ or in a really desperate situation. The PCP processes we teach are called “PATH” and “MAPs”, and are both used for different situations. “To facilitate a group, family, team or organisation in thinking together around a given challenge or issue. Here is an opportunity to experience for real the person centred, futures planning tool – MAP/PATH” (Pearpoint, Forest, O’Brien. 1989). PCP can focus on an individual, with family and friends in the room supporting them, or focus on a group who want to set goals, and realise their potential as a team. PCP focuses on hopes and dreams, so is a very positive approach to planning, and utilises graphic facilitation, making it a very friendly way of working that is accessible to everyone.  This unique, hands on PCP training course explores the difference between ‘person-centred thinking’ and ‘service-centred thinking’. Traditionally, we have not always listened deeply enough to the needs of those we are planning for. Often ‘medical model’ thinking dominates our planning for those with the most complex needs. Typically we plan ‘about’ rather than ‘with’ children and adults.  We examine this ‘service centred’ approach that most professionals are used to, and question its limitations. This values based approach to inclusion will give participants the ‘theory’ behind why thinking and working in a person centred way is so important, and challenges people to strive for more for the people we are planning around. In addition to the knowledge and theory, this course empowers participants to facilitate their own Person Centred Plans using the PATH or MAPs process and provides the skills to do this effectively. Learning objectives  Strengthen understanding of how to think in a person centred way Knowledge of the steps of PATH / MAPs process Ability to facilitate PATH/MAPs process Ability to graphically facilitate a PCP meeting Develop problem solving and planning skills Inclusive Solutions offer: We could provide training for a team of staff, or we could facilitate a PATH or MAP around a disabled person. We can also offer bespoke training packages, please enquire for more details.  1 day “Introduction to PCP” with up to 100 attendees focusing on ‘Person Centred Thinking’ – includes live demonstration of PATH or MAPs Process (for a member of the group / with a student and their family/friends). 2 day “PCP Skills training” – More skills focused, lots of practice. Includes Graphics academy, Process academy and Coaching (Best with under 30 attendees). 2 day “Introduction to PCP with Skills training” – includes live demonstration of PATH or MAPs process, Graphics academy, Process academy and Coaching (Best with under 30 attendees). Half day PATH or MAP for a disabled person, led by two experienced Inclusive Solutions facilitators. Full day PATH or MAP for a team, organisation or group such as a full school staff led by two experienced Inclusive Solutions facilitators. Typical Structure of 2-Day “Introduction to PCP with Skills” Training This course is most useful when delivered over 2 days so we have time to cover the ‘skills’ behind facilitating a PATH or a MAP. Here is an example of what usually happens. If you need us to, we can tailor any of our courses to suit your specific needs.  Day 1 AM What makes a good welcome?Service centred thinking and working – what does it involve, how does it make people feel?Reflections on current practices – what is useful and what is harmful?Introduction to underpinning values of person centred thinking and working In depth exploration of the fundamentals of inclusion – encouraging identity, focusing on gifts and capacities Sharing success stories, and personal insight from experienced psychologistsShowcasing a number of practical PCP process in actionIntroduction to the “5 service accomplishments”, or “5 ordinary needs” PM  Full PATH process demonstration, led by 2 experienced facilitators – one process facilitator and one graphic facilitatorVolunteers will make notes on what they see the facilitators doing and feedback at the end of the dayFeedback, Q&A Day 2 AM Graphics Academy – we will ease you into the world of graphic facilitation and show you how simple it really is – includes live coaching and graphics tutorial, then participants will practice on each other by facilitating the first 1 or 2 sections of the PATH Process Academy – we will give you some pointers about holding the group, and facilitating in an inclusive way, this is another chance to practice your new graphics skills PM The group is divided up, and volunteers are selected to facilitate PATH meetings The group then run the PATH’s simultaneously with an experienced coaches in the room to guide and to be available for questionsWe reconvene to feedback about the process and digest all we have learntBrief Q&A session and then final reflections

Explore ITIL4 Foundation, a comprehensive course delving into modern IT service management practices. Learn key concepts, principles, and processes to enhance organisational efficiency and align IT services with business goals. About this course £519.00 153 lessons Accredited training Certificate of completion included Exam included Course curriculum Module 1 - Introduction1.1 Tutor Introduction1.2 Certifications1.3 Course Features1.4 Why ITIL? Module 2 - Key Concepts2.1 What is a Service?2.2 What is Utility?2.3 What is Warranty?2.4 What are Customers, Users and Sponsors?2.5 What is Service Management?2.6 Creating value with Services2.7 Value & Value Co-creation2.8 What is Value?2.9 Organisations and Stakeholders2.10 Service Providers2.11 Other Stakeholders2.12 Value: Outcome, Cost and Risk2.13 Figure, Balance, Outcomes, Costs, Risks2.14 Outputs and Outcomes2.15 Cost2.16 Risk - Part 12.17 Risk - Part 22.18 Utility & Warranty - Part 12.19 Utility & Warranty - Part 22.20 Services Offerings2.21 Services Relationship2.22 Service Provisions2.23 Services Relationship Model2.24 Goods, Resources & Actions2.25 Products & ServicesTest Your Knowledge Quiz Module 3 - Guiding Principals3.1 Guiding Principles - Introduction Part 13.2 Guiding Principles - Introduction Part 23.3 Guiding Principles - The Key Message is Discussed!3.4 Guiding Principles - Nature, Use & Interaction of the Guiding Principles3.5 Focus on Value - The Key Message Discussed!3.6 Focus on Value - The Service Consumer & What is their Perspective of Value3.7 Focus on Value - The Customer Experience3.8 Focus on Value - How to Apply the Principle!3.9 Start Where You Are - Key Message Discussed!3.10 Start Where Your Are - Assess Where You Are3.11 Start Where You Are - The Role of Measurement3.12 Start Where You Are - How to Apply the Principle!3.13 Progress Iteratively with Feedback - Key Message Discussed!3.14 Progress Iteratively with Feedback - The Role of Feedback3.15 Progress Iteratively with Feedback - Iteration & Feedback Together3.16 Progress Iteratively with Feedback - How to Apply the Principle3.17 Collaborate & Promote Visibility - Key Message Discussed! (Part 1)3.18 Collaborate & Promote Visibility - Key Message Discussed! (Part 2)3.19 Collaborate & Promote Visibility - Key Message Discussed! (Part 3)3.20 Collaborate & Promote Visibility - Whom to Collaborate with (Part 1)3.21 Collaborate & Promote Visibility - Whom to Collaborate with (Part 2)3.22 Collaborate & Promote Visibility - Communication for Improvement3.23 Collaborate & Promote Visibility - Increasing Urgency Through Visibility (Part 1)3.24 Collaborate & Promote Visibility - Increasing Urgency Through Visibility (Part 2)3.25 Collaborate & Promote Visibility - Increasing Urgency Through Visibility (Part 3)3.26 Collaborate & Promote Visibility - How to Apply3.27 Think & Work Holistically - Key Message Discussed! (Part 1)3.28 Think & Work Holistically - Key Message Discussed! (Part 2)3.29 Think & Work Holistically - Key Message Discussed! (Part 3)3.30 Think & Work Holistically - How to Apply the Principle3.31 Optimise & Automate - Key Message Discussed! (Part 1)3.32 Optimise & Automate - The Key Message Discussed! (Part 2)3.33 Optimise & Automate - The Road to Optimisation (Part 1)3.34 Optimise & Automate - The Road to Optimisation (Part 2)3.35 Optimise & Automate - How to Apply the Principle3.36 Keep it Simple and Practical - Key Message Discussed!3.37 Keep it Simple & Practical - How to Apply the Principle3.38 Principle InteractionTest Your Knowledge Quiz Module 4 - 4 Dimensions of Service Management4.1 Introduction4.2 The 4 Dimensions of Service Management4.3 Organisation & People (Part 1)4.4 Organisations & People (Part 2)4.5 Organisation & People (Part 3)4.6 Information & Technology (Part 1)4.7 Information & Technology (Part 2)4.8 Information & Technology (Part 3)4.9 Information & Technology (Part 4)4.10 Partners & Suppliers (Part 1)4.11 Partners & Suppliers (Part 2)4.12 Partners & Suppliers (Part 3)4.13 Partners & Suppliers (Part 4)4.14 Partners & Suppliers (Part 5)4.15 Partners & Suppliers (Part 6)4.16 Value Streams & Processes (Part 1)4.17 Value Streams & Processes (Part 2)4.18 Value Streams & Processes (Part 3)4.19 Value Streams & Processes (Part 4)Test Your Knowledge Quiz Module 5 - The Service Value System5.1 Introduction5.2 Describe the ITIL Service Value System (Part 1)5.3 Describe the ITIL Service Value System (Part 2)5.4 Describe the ITIL Service Value System (Part 3)5.5 Describe the ITIL Service Value System (Part 4)Test Your Knowledge Quiz Module 6 - Service Value Chain and the Service Value Stream 6.1 Learning Objectives 6.2 Service Value Chain Model 6.3 The Interconnected Service Value Chain "elements" 6.4 The Interconnected Service Value Chain "more" 6.5 The Interconnected Service Value Chain "Value Streams" 6.6 The Interconnected Service Value Chain "Steps" 6.7 Plan 6.8 Improve 6.9 Engage 6.10 Design & Transition 6.11 Obtain/Build 6.12 Deliver & Support Test Your Knowledge Quiz ITIL® is a registered trademark of AXELOS Limited, used under permission of AXELOS Limited. The swirl logo ™ is a trade mark of AXELOS Limited, used under permission of AXELOS Limited. All rights reserved.

The Miss Date Doctor Intimacy coaching package includes the following: Relationship Intimacy Coaching Deepening Connection Sensate Focus Enhancing Intimacy Communication Skills Mindful Intimacy Relationship Dynamics Overcoming Obstacles Intimacy Challenges Satisfying Relationship 3 sessions x1 hour https://relationshipsmdd.com/product/intimacy-coaching-package/

The course covers research design principles and all main quantitative evaluation methods: randomised experiments, instrumental variables, sharp and fuzzy regression discontinuity designs, regression methods, matching methods and longitudinal methods (before-after, difference-in-differences and synthetic controls).

Comprendre les Exigences de l’ISO 22000:2018 et du protocole de certification FSSC 22000 V6 Formation non officielle en français. Dispensée en ligne (Zoom) en direct par notre partenaire Omar Ksibi de Pro Alimentarius. Frais d'examen et de certificat inclus dans le prix.