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Duration 2 Days 12 CPD hours This course is intended for This course is intended for System and network engineers, technical architects and technical support personnel Overview Upon successful completion of this course, students will be able to install and operate a Cisco DNA Center (DNAC) This course will cover the basics of installing and operation of the Cisco DNA Center (DNAC). The Cisco DNAC is a stand-alone product that provides a single dashboard for every fundamental management task to simplify running an enterprise network. The DNAC is the management piece of the Software Defined Access (SDA) solution. Intent-based Networking overview DNA Center overview. DNA Center as a Platform. DNA Center Architecture & Design. DNA Center Installation DNA Center/Identity Services Engine (ISE) Integration ISE Integration configuration in DNA Center. DNA - Global - Add servers (e.g. ISE server(s)). DNA Center integration configuration in ISE. Approve pxGrid in ISE.Verify DNA/ISE integration DNA Center - Device Inventory Add networks devices to the DNA Center device inventory. Verify DNA Center Inventory configuration. DNA Center - Design - Network Hierarchy. Verify DNA Center - design configuration DNA Center - Design - Software Image Management (SWIM) Review SWIM image repository listing. Create golden software image & role. Verify golden software image creation DNA Center - Design ? Templates and Policies Templates ? Apache Velocity Engine. Command Runner. Policies: Group-Based, Application,Traffic Copy, IP-Based DNA Center - Provision Configuration Add devices to newly created sites/locations. Plug and Play (PnP). Verify DNA Center - provision configuration. DNA Center - Assurance Collection. DNA Center ? Administration

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.

Duration 3 Days 18 CPD hours This course is intended for The target audience for the SRE Practitioner course are professionals including: Anyone focused on large-scale service scalability and reliability Anyone interested in modern IT leadership and organizational change approaches Business Managers Business Stakeholders Change Agents Consultants DevOps Practitioners IT Directors IT Managers IT Team Leaders Product Owners Scrum Masters Software Engineers Site Reliability Engineers System Integrators Tool Providers Overview After completing this course, students will have learned: Practical view of how to successfully implement a flourishing SRE culture in your organization. The underlying principles of SRE and an understanding of what it is not in terms of anti-patterns, and how you become aware of them to avoid them. The organizational impact of introducing SRE. Acing the art of SLIs and SLOs in a distributed ecosystem and extending the usage of Error Budgets beyond the normal to innovate and avoid risks. Building security and resilience by design in a distributed, zero-trust environment. How do you implement full stack observability, distributed tracing and bring about an Observability-driven development culture? Curating data using AI to move from reactive to proactive and predictive incident management. Also, how you use DataOps to build clean data lineage. Why is Platform Engineering so important in building consistency and predictability of SRE culture? Implementing practical Chaos Engineering. Major incident response responsibilities for a SRE based on incident command framework, and examples of anatomy of unmanaged incidents. Perspective of why SRE can be considered as the purest implementation of DevOps SRE Execution model Understanding the SRE role and understanding why reliability is everyone's problem. SRE success story learnings This course introduces a range of practices for advancing service reliability engineering through a mixture of automation, organizational ways of working and business alignment. Tailored for those focused on large-scale service scalability and reliability. SRE Anti-patterns Rebranding Ops or DevOps or Dev as SRE Users notice an issue before you do Measuring until my Edge False positives are worse than no alerts Configuration management trap for snowflakes The Dogpile: Mob incident response Point fixing Production Readiness Gatekeeper Fail-Safe really? SLO is a Proxy for Customer Happiness Define SLIs that meaningfully measure the reliability of a service from a user?s perspective Defining System boundaries in a distributed ecosystem for defining correct SLIs Use error budgets to help your team have better discussions and make better data-driven decisions Overall, Reliability is only as good as the weakest link on your service graph Error thresholds when 3rd party services are used Building Secure and Reliable Systems SRE and their role in Building Secure and Reliable systems Design for Changing Architecture Fault tolerant Design Design for Security Design for Resiliency Design for Scalability Design for Performance Design for Reliability Ensuring Data Security and Privacy Full-Stack Observability Modern Apps are Complex & Unpredictable Slow is the new down Pillars of Observability Implementing Synthetic and End user monitoring Observability driven development Distributed Tracing What happens to Monitoring? Instrumenting using Libraries an Agents Platform Engineering and AIOPs Taking a Platform Centric View solves Organizational scalability challenges such as fragmentation, inconsistency and unpredictability. How do you use AIOps to improve Resiliency How can DataOps help you in the journey A simple recipe to implement AIOps Indicative measurement of AIOps SRE & Incident Response Management SRE Key Responsibilities towards incident response DevOps & SRE and ITIL OODA and SRE Incident Response Closed Loop Remediation and the Advantages Swarming ? Food for Thought AI/ML for better incident management Chaos Engineering Navigating Complexity Chaos Engineering Defined Quick Facts about Chaos Engineering Chaos Monkey Origin Story Who is adopting Chaos Engineering Myths of Chaos Chaos Engineering Experiments GameDay Exercises Security Chaos Engineering Chaos Engineering Resources SRE is the Purest form of DevOps Key Principles of SRE SREs help increase Reliability across the product spectrum Metrics for Success Selection of Target areas SRE Execution Model Culture and Behavioral Skills are key SRE Case study Post-class assignments/exercises Non-abstract Large Scale Design (after Day 1) Engineering Instrumentation- Instrumenting Gremlin (after Day 2)

This course is designed for students who already have foundational knowledge and skills in Excel and who wish to perform robust and advanced data and statistical analysis with Microsoft Excel using PivotTables, use tools such as Power Pivot and the Data Analysis ToolPak to analyze data and visualize data and insights using advanced visualizations in charts and dashboards in Excel.

The Temporary Works Supervisor course will provide you with knowledge of the role. You will also gain a good understanding of risk management on a temporary works site. Course Objectives: By the end of the course, the delegate will gain knowledge of: Have gained an understanding of the importance of cooperation and teamwork on a temporary works site Understand the legal duties of the role Have a stronger awareness of risk management on-site as well as the roles of a supervisor and their fellow employees on site Leave the course with an understanding of the “4C’s”, Communication, Cooperation, Coordination and Competency Course Content: Different groups and types of Temporary Works BS5975:2019 CDM Regulations Legislation and Codes of Practice Temporary Works Register, Design Brief and Design Case studies, policy and procedures, Standard solutions and permitted drawings Risk assessments, method statements Safe systems of work The roles and duties of a Temporary Works Supervisor Assessment: To successfully complete the course, you will need to get 72% or above in the final exam. The trainer encourages the delegates to be interactive and involved throughout the training. Certificate: The certificate for this course is valid for 5 years. Instructions Please note all Temporary Works Supervisor courses with the venue “Remote Learning” will be delivered by a tutor over a video call. This training will be delivered and assessed in English language; therefore, a good standard is required to complete the course. Further attendee information will be sent in a separate email, please check your inbox.

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.

This unique syllabus teaches modules in Adobe software for A Level/GCSE and adults. Learn the basics and dive deeper with our experienced teachers, who will help you build upon your professional portfolio and provide you with what you need to work towards a professional qualification.  The below outline covers Photoshop, Illustrator, Premiere Pro, and Acrobat. Module 1: Introduction to Adobe Creative Cloud • Understanding Adobe's Creative Cloud Suite • Installation and setup • Introduction to the user interface • Navigating Adobe software Module 2: Adobe Photoshop Basics • Introduction to Photoshop • Understanding raster graphics • Essential tools and panels • Basic photo editing and retouching Module 3: Intermediate Photoshop Skills • Advanced selection techniques • Layers and blending modes • Color correction and adjustment layers • Creating and editing masks Module 4: Adobe Illustrator Fundamentals • Introduction to vector graphics • Illustrator's interface and tools • Drawing and editing shapes • Working with text and typography Module 5: Advanced Illustrator Techniques • Creating complex vector illustrations • Using the Pen tool effectively • Working with gradients and patterns • Illustrator's 3D capabilities Module 6: Adobe Premiere Pro Basics • Introduction to video editing • Premiere Pro's workspace • Importing and organising media • Basic video editing and transitions Module 7: Advanced Premiere Pro Editing • Advanced video editing techniques • Working with audio and sound • Applying effects and colour correction • Exporting video for various platforms Module 8: Adobe Acrobat for Document Management • Introduction to Adobe Acrobat • Creating, editing, and organising PDFs • Adding interactivity to PDFs • Digital signatures and security features Module 9: Integration and Workflow • Seamless integration between Adobe software • Creating assets in Photoshop/Illustrator for use in Premiere Pro • Exporting and importing files for collaborative work • Best practices for project management Module 10: Portfolio Development and Practical Projects • Final projects for each Adobe application • Developing a professional portfolio • Presenting and sharing your work • Preparing for Adobe certification exams (optional) Please note that the duration and depth of each module can vary depending on the level of expertise required and the specific needs of the learners. Additionally, it's important to adapt the curriculum to the learners' proficiency levels, whether they are A Level/GCSE students or adult learners with different experience levels.

Learn how to repair your clothes and learn some classic darning techniques with Sarah Ward, via Zoom