3441 Design courses in Middlewich delivered Live Online

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? 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. 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 15 October 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? (Recorded) 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? (Recorded) 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 (Recorded) 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 (Recorded) 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 (Recorded) 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 (Recorded) 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) Monday 19 January 2026, 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 (Recorded) 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 11 February 2026, 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.

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Course Summary: This workshop is designed for Club Welfare Officers and it is highly recommended that attendees complete UK Coaching's Safeguarding and Protecting Children Workshop first. Are you new to the Welfare Officer role or has it been three years since you last attended a Time to Listen workshop? The 3 hour workshop covers the following and learners will be able to: Describe how a club welfare officer works with others to create a child centered environment. Explain how the club welfare officer role fits into the wider safeguarding environment. Apply learning to case studies including sharing good safeguarding practice.

Historic Road Rallying training webinar on Regularity focusing on Average Speed Table style regularities.

Duration 5 Days 30 CPD hours This course is intended for IT professionals with five to eight years of experience in these roles: Data center engineers Network designers Network administrators Network engineers Systems engineers System administrator Consulting systems engineers Technical solutions architects Server administrators Network managers Cisco integrators or partners Overview After taking this course, you should be able to: Describe the Layer 2 and Layer 3 forwarding options and protocols used in a data center Describe the rack design options, traffic patterns, and data center switching layer access, aggregation, and core Describe the Cisco Overlay Transport Virtualization (OTV) technology that is used to interconnect data centers Describe Locator/ID separation protocol Design a solution that uses Virtual Extensible LAN (VXLAN) for traffic forwarding Describe hardware redundancy options; how to virtualize the network, compute, and storage functions; and virtual networking in the data center Describe solutions that use fabric extenders and compare Cisco Adapter Fabric Extender (FEX) with single root input/output virtualization (SR-IOV) Describe security threats and solutions in the data center Describe advanced data center security technologies and best practices Describe device management and orchestration in the data center Describe the storage options for compute function and different Redundant Array of Independent Disks (RAID) levels from a high-availability and performance perspective Describe Fibre Channel concepts, topologies, architecture, and industry terms Describe Fibre Channel over Ethernet (FCoE) Describe security options in the storage network Describe management and automation options for storage networking infrastructure Describe Cisco UCS servers and use cases for various Cisco UCS platforms Explain the connectivity options for fabric interconnects for southbound and northbound connections Describe the hyperconverged solution and integrated systems Describe the systemwide parameters for setting up a Cisco UCS domain Describe role-based access control (RBAC) and integration with directory servers to control access rights on Cisco UCS Manager Describe the pools that may be used in service profiles or service profile templates on Cisco UCS Manager Describe the different policies in the service profile Describe the Ethernet and Fibre Channel interface policies and additional network technologies Describe the advantages of templates and the difference between initial and updated templates Describe data center automation tools The Designing Cisco Data Center Infrastructure (DCID) v7.0 course helps you master design and deployment options focused on Cisco© data center solutions and technologies across network, compute, virtualization, storage area networks, automation, and security. You will learn design practices for the Cisco Unified Computing System? (Cisco UCS©) solution based on Cisco UCS B-Series and C-Series servers, Cisco UCS Manager, and Cisco Unified Fabric. You will also gain design experience with network management technologies including Cisco UCS Manager, Cisco Data Center Network Manager (DCNM), and Cisco UCS Director. This course helps you prepare to take the exam, Designing Cisco Data Center Infrastructure (300-610 DCID) Describing High Availability on Layer 2 Overview of Layer 2 High-Availability Mechanisms Virtual Port Channels Cisco Fabric Path Virtual Port Channel+ Designing Layer 3 Connectivity First Hop Redundancy Protocols Improve Routing Protocol Performance and Security Enhance Layer 3 Scalability and Robustness Designing Data Center Topologies Data Center Traffic Flows Cabling Challenges Access Layer Aggregation Layer Core Layer Spine-and-Leaf Topology Redundancy Options Designing Data Center Interconnects with Cisco OTV Cisco OTV Overview Cisco OTV Control and Data Planes Failure Isolation Cisco OTV Features Optimize Cisco OTV Evaluate Cisco OTV Describing Locator/ID Separation Protocol Locator/ID Separation Protocol Location Identifier Separation Protocol (LISP) Virtual Machine (VM) Mobility LISP Extended Subnet Mode (ESM) Multihop Mobility LISP VPN Virtualization Describing VXLAN Overlay Networks Describe VXLAN Benefits over VLAN Layer 2 and Layer 3 VXLAN Overlay Multiprotocol Border Gateway Protocol (MP-BGP) Ethernet VPN (EVPN) Control Plane Overview VXLAN Data Plane Describing Hardware and Device Virtualization Hardware-Based High Availability Device Virtualization Cisco UCS Hardware Virtualization Server Virtualization SAN Virtualization N-Port ID Virtualization Describing Cisco FEX Options Cisco Adapter FEX Access Layer with Cisco FEX Cisco FEX Topologies Virtualization-Aware Networking Single Root I/O Virtualization Cisco FEX Evaluation Describing Basic Data Center Security Threat Mitigation Attack and Countermeasure Examples Secure the Management Plane Protect the Control Plane RBAC and Authentication, Authorization, and Accounting (AAA) Describing Advanced Data Center Security Cisco TrustSec in Cisco Secure Enclaves Architecture Cisco TrustSec Operation Firewalling Positioning the Firewall Within Data Center Networks Cisco Firepower© Portfolio Firewall Virtualization Design for Threat Mitigation Describing Management and Orchestration Network and License Management Cisco UCS Manager Cisco UCS Director Cisco Intersight Cisco DCNM Overview Describing Storage and RAID Options Position DAS in Storage Technologies Network-Attached Storage Fibre Channel, FCoE, and Internet Small Computer System Interface (iSCSI) Evaluate Storage Technologies Describing Fibre Channel Concepts Fibre Channel Connections, Layers, and Addresses Fibre Channel Communication Virtualization in Fibre Channel SAN Describing Fibre Channel Topologies SAN Parameterization SAN Design Options Choosing a Fibre Channel Design Solution Describing FCoE FCoE Protocol Characteristics FCoE Communication Data Center Bridging FCoE Initialization Protocol FCoE Design Options Describing Storage Security Common SAN Security Features Zones SAN Security Enhancements Cryptography in SAN Describing SAN Management and Orchestration Cisco DCNM for SAN Cisco DCNM Analytics and Streaming Telemetry Cisco UCS Director in the SAN Cisco UCS Director Workflows Describing Cisco UCS Servers and Use Cases Cisco UCS C-Series Servers Fabric Interconnects and Blade Chassis Cisco UCS B-Series Server Adapter Cards Stateless Computing Cisco UCS Mini Describing Fabric Interconnect Connectivity Use of Fabric Interconnect Interfaces VLANs and VSANs in a Cisco UCS Domain Southbound Connections Northbound Connections Disjoint Layer 2 Networks Fabric Interconnect High Availability and Redundancy Describing Hyperconverged and Integrated Systems Hyperconverged and Integrated Systems Overview Cisco HyperFlex? Solution Cisco HyperFlex Scalability and Robustness Cisco HyperFlex Clusters Cluster Capacity and Multiple Clusters on One Cisco UCS Domain External Storage and Graphical Processing Units on Cisco HyperFlex Cisco HyperFlex Positioning Describing Cisco UCS Manager Systemwide Parameters Cisco UCS Setup and Management Cisco UCS Traffic Management Describing Cisco UCS RBAC Roles and Privileges Organizations in Cisco UCS Manager Locales and Effective Rights Authentication, Authorization, and Accounting Two-Factor Authentication Describing Pools for Service Profiles Global and Local Pools Universally Unique Identifier (UUID) Suffix and Media Access Control (MAC) Address Pools World Wide Name (WWN) Pools Server and iSCSI Initiator IP Pools Describing Policies for Service Profiles Global vs. Local Policies Storage and Basic Input/Output System (BIOS) Policies Boot and Scrub Policies Intelligent Platform Management Interface (IPMI) and Maintenance Policies Describing Network-Specific Adapters and Policies LAN Connectivity Controls SAN Connectivity Controls Virtual Access Layer Connectivity Enhancements Describing Templates in Cisco UCS Manager Cisco UCS Templates Service Profile Templates Network Templates Designing Data Center Automation Model-Driven Programmability Cisco NX-API Overview Programmability Using Python Cisco Ansible Module Use the Puppet Agent Additional course details: Nexus Humans Cisco Designing Cisco Data Center Infrastructure v7.0 (DCID) training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the Cisco Designing Cisco Data Center Infrastructure v7.0 (DCID) course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

Each week, participants will have the opportunity to gain invaluable insights, and hone their craft through immersive learning experiences.

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Tea 'N Chat free event - Talk with LINETTE MANUEL about 3D Fashion printing.

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SQL Queries Course, 1-Day. Basic SQL syntax. This course is good for any database, covering standard SQL. Most attendees are in-work IT Professional. Private individuals are also very welcome.