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603 Educators providing Education courses in Hertford

EducationHertford
Five Minute Box (Uk)

five minute box (uk)

0.0(4)

Borehamwood

The Five Minute Literacy Box and The Five Minute Number Box have been opened by children of all ages since 2003. Since then, the activities and materials have been updated as necessary with best practice dyslexia teaching. When Jane Kendall (BA, Dip RSA SpLD) founded Five Minute Box she realised the effects that early failure has on self esteem and the impact that anxiety has on working relationships in families and peer groups. Jane worked as a Primary School class teacher, Inclusion manager and trainer of Teaching Assistants in the UK. With her training and experience in Specific Learning Difficulties, she observed that many children in each class were struggling with English and Maths early in their education. She found that using structured multisensory programmes of specific games for just a few minutes each day helped children overcome their difficulties while learning strategies to help themselves. Five Minute Boxes are now used by children all over the world. Early use of Five Minute Box interventions helps identify children with potential specific learning difficulties such as dyslexia or dyscalculia. The activities adapt to each child’s differences. Children love taking ownership over their learning using the Boxes. They learn organisational and sequencing skills and help to choose their session goals. Children experience success, which motivates them further.

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Glena Art Studio

glena art studio

London

Glena Art Studio opens in London on the 1st of November, 2022, following seven years old history of the Glena Art Studio project for art education, workshops, and creative events across the UK, Bulgaria, and internationally via online tutoring. The leader and teacher of the studio is Galina Hristova, a practising artist and educator, with BA and MA in Set and Costume design and MFA in Fine Arts. Her professional training started at the widely acclaimed National school of Fine Arts ‘Tzanko Lavrenov’, Plovdiv, Bulgaria, and ended with the MFA Course at Wimbledon College of Arts, UAL, London, UK. Trained in the academic tradition of painting and drawing, Galina now works multidisciplinary with main focus on Painting and Performance art. Together with her teaching experience, she has led different workshops, presentations, and talks. Her practice expands in curation with the realisation of different art exhibitions and live events. Galina has six solo exhibitions and a great number of collective shows. Her purpose as an educator is to guide and encourage students to discover and release their creative potential, but also to support personal development. Through the formation of self-esteem and social integrity, raise values such as equality, compassion, and acceptance.

Bell View Training

bell view training

London

Bellview Institute is a private distance learning college in South Africa, offering top accredited career development courses. It is ideal for those looking to level up and become successful in their chosen career path. We have taken the time to carefully design each one of our courses to allow students to be able to work and study at the same time. As well as gaining all the necessary knowledge and skills that future employers look for. Here at Bellview, we aim to support our students every step of the way to ensure their success!

Queen Elizabeth's School

queen elizabeth's school

4.2(5)

Hertfordshire

Explore Queen Elizabeth's rich and varied history.Queen Elizabeth’s School has been part of the Barnet community since its foundation in 1573 by royal charter.

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Uk China Performing Arts

uk china performing arts

London

UK China Performing Arts (UKCPA), was founded in London, England in 2017, is a dance academy which specialises in Chinese classical and folk-dance but also provides education for ISTD Ballet, Jazz, Hip-hop, K-pop and Ballroom dance both online and in the studio. As an international artistic exchange platform and performing arts company, we have strong relationships with artists and companies from different countries around the world. We have provided professional performance services and collaborations with theatres, media partners and event organisers such as Lebanon Caracalla Dance Theatre with the Abu Dhabi Cultural Foundation, Netflix on the high-profile production of The Crown. We have also successfully hosted events, such as exchanges to the Edinburgh Fringe Festival and the Chinese Culture and Arts Festival, Silk road dance festival, masterclasses such as the Chinese Family Day, the Children’s Creative Dance Masterclass, and the Drama Workshop. We are an official UK subsidiary of CFA (Chinese Folk Dance Association), providing teacher and student training using the Chinese Folk Dance syllabus recognised by the Ministry of Culture and Tourism of the People’s Republic of China. We believe in giving opportunities to everyone who loves dance, with our professional training method that caters to all levels from absolute beginner to professional and also for all ages from 3 years old.

Thelema Online Teaching

thelema online teaching

London

Welcome to the home page of the Temple of Thelema and College of Thelema, a California Non-Profit Religious organization. Temple of Thelema is a true Outer Order of the Greater Mysteries, providing ceremonial initiation; structured training; and regular group work, all in conformity with the principles of The Book of the Law. An investment of time, effort, and commitment is expected from each member. Each is expected to aspire fervently to the Great Work; to dare, with courage undaunted, to perfect that Work; and ever to apply his or her best effort to effect Harmony within the Order, and within the world in general. Each of our locations holds at least 2 monthly private meetings for initiates of the order, supplemented with classes and other instruction online. Additionally each body holds Public Rites open to all. Founded in service to the A∴A∴, the College of Thelema seeks to guide the student to an understanding of the Law of Thelema. Most especially, this means a deeper understanding of oneself and of one's True Will. A combination of instruction techniques is employed, including seminars, written texts, and individual work. For over twenty years, the College of Thelema published the journals In the Continuum (1973-1996) and Black Pearl (1997-2003), maintaining high standards in Thelemic education. Our main campus and other locations offer access to regular classes--in person and online, and personal instruction. Announcements

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assisttutor.com

assisttutor.com

Enfield

Assist Tutor is a leading private education company providing private tuition in small groups or one to one as well as childminding. The company’s vision is enlightened for more than a decade by the experience and vision of its director Mr Ibrahim SAL. Based on Mr Sal’s philosophy Assist Tutor created a student centred learning strategy. Therefore, Assist Tuition Centres have always put the students’ success in front of everything. Achieving this hard task was quite a challenge on its own, nevertheless, developing its own dynamic scheme of work has helped the institution to reach its goals. Apart from preparing its students to higher academic levels, Assist Tutor targets to improve humanitarian qualities of its students. Assist Tutor always advice its learners to become active and helpful with in their societies. Being a good person will always help someone to become more successful regardless of the type of the challenge. Assist Tutor’s popularity lays in its success. Apart from helping to students get high pass grades in their A levels and GCSE exams, most of Assist Tutor learners achieve high passes in selective school exams, 11 Plus exams and all other national tests. Most of our learners are appointed to national maths and science challenges and they become winners. These success stories create a powerful recommendations about our services through word of mouth. Although we are barely advertising, we are accepting great numbers of enrolment requests.

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Sage Mentor

sage mentor

London

Catherine is a Fellow, Certified Management Consultant and coach/mentor who specializes in full-cycle career management. As president of Sage Mentors, she delivers values-based coach/mentoring and consulting services to clients throughout the Greater Toronto Area and across the country. She focuses on the core values of individuals and organizations, providing insight to help them build sustainable futures. Catherine’s extensive and diverse list of clients includes: CI Financial TD Bank Chartered Professional Accountants, Canada Molson Canada Revenue Agency Bombardier Canada Food Inspection Agency Bermuda Hospitals Board Ontario Government — MOH<C, OMAFRA, MTO, MoL, Treasury Board, OIAD, MNR & MOE Ontario Human Rights Commission Alcohol & Gaming Commission Professional Engineers Ontario Education & Experience Catherine Mossop With a degree from Bishop’s University and studies at McGill University, Catherine embarked on a career as a technical-engineering recruiter in the high-tech field. With the shifting winds of the Canadian economy in the ’80s, she began consulting to major corporations on restructuring, transformation and employee career transitions. At the dawn of the millennium, she founded Sage Mentors Inc. to focus on growth and the development of potential through mentorship. Catherine has lent her expertise as an author: The SAGE Handbook of Mentoring, Clutterbuck et al.; Developing Successful Diversity Mentorship Programmes, Clutterbuck et al.; Successful Professional Women of the Americas: From Polar Winds to Tropical Breezes, Punnett et al.; Mentoring and the World of Work in Canada. She is a Fellow, Certified Management Consultants Canada (FCMC), Fellow, International Career Management Professionals (FICMP), Certified Human Resources Leader (CHRL), and alumnus of the Governor General’s Canadian Leadership Conference.

Townsend Va Church Of England

townsend va church of england

St. Albans

As the only Church of England secondary school in this area, we offer something very special: a long tradition of a high quality education which develops the personality and talents of every child in our care. The school is open to everyone and you do not have to go to Church to apply for admission. As a Church of England School, we are very conscious of our mission to provide your daughter or son with more than just academic success. We are a school with clear principles and ideals based on a Christian ethos, and this philosophy is central to our success. Our great strength is that we keep reminding ourselves of what every parent/carer knows: children learn best when they are happy. We provide a stimulating learning environment where all children can achieve, whatever their ability or aptitude. All students are valued as individuals and all flourish in a community that lives by the Christian values of love, compassion and respect for each other. We uphold the traditional values of good manners and hard work and have high expectations of all our students. Our teaching encourages independent learning and provides students with those skills and qualities which they need to take them through the 21st century. We instil a love of learning and offer a wealth of cultural, social and sporting activities through which your child can find and develop new interests and skills. I look forward to welcoming you and your son or daughter into our lively and thriving community.

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Decolonise The Curriculum

decolonise the curriculum

London

Decolonizing the Curriculum Project (DCP) at UoK (funded by Teaching Enhancement Award and led by Dr Suhraiya Jivraj, Senior Lecturer in Law) Students are increasingly demanding a ‘liberated curriculum’ that represents their diversity as we see from #liberatemydegree, ‘Why is My Curriculum White?’ and other movements mentioned above as well as Kent Student Union campaign ‘Diversify My Curriculum’. Also at UoK law and politics students on the Race, Religion and Law module (convened by Dr Suhraiya Jivraj) have relished the opportunity both in workshops and through their assessment to explore both historical and contemporary issues that enable them to acquire ‘consciousness of their own position and struggle’ in society and education. The UoK EDI Project phase II strategy acknowledges this need in affirming that the ‘white curriculum acts as a barrier to inclusivity’ including because ‘it fails to legitimise contributions to knowledge from people of colour’. Phase II therefore seeks to ensure that ‘our curriculum reflects and addresses a range of perspectives’ and asks how this can be operationalised specifically at UoK. Modules like RRL and others in KLS are already operationalising a more inclusive curriculum requiring students to engage with key works from critical race/religion and decolonial studies which offer alternative perspectives to those heteronormative and euro-centric perspectives of white, able-bodied men dominating the western canon. This project will go one significant step further by placing students of colour as well as knowledge produced by people of colour at the centre. Being a student led project is crucial as it empowers them to become change actors and co-producers of knowledge, shaping the agenda and curriculum that seeks to include them. Moreover, it enables them to be ‘assets’ rather than see themselves represented as quantitative data in University diversity reports which does not capture the nuance and complexity of their lived realities. Empowerment for self-determination at the grassroots level is key as is apparent from student led movements that have already effected change in the curriculum. The desire for self and culturally intelligible knowledge is now well documented including in the University of Kent, Student Success (EDI) Project, Phase I:Report 2 ‘Theory and research on race and attainment in UK higher education’ by Hensby and Mitton (2017). This project seeks to operationalise this further and more broadly through the following three interlinked activities: 1) Focus groups: · Up to five stage 3 students will lead focus groups of five to ten BAME students from across the KLS UG programme. · The focus group leaders will form a research team and design the format and questions collaboratively, under the supervision of Dr Jivraj, using naturalistic methods and going through the KLS ethics approval process. 2) Publication of findings: · The data from the focus groups will be collated by the research team and will produce an accessible output such as a ‘manifesto of suggestions’ on making the curriculum more inclusive and a co-authored e-book. · The research team will also be supported in publishing findings via a blog and social media. 3) Student led conference · The workshop committee will organise a half day student led conference to discuss the findings and invite speakers from campaigns such as the NUS #liberatemydegree campaign; Why is My Curriculum White? (based at UCL); Decolonising our Minds SOAS; and the #Rhodesmustfall student movements and at least one academic speaker. Watch this space for further details.

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