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1304 Educators providing Guide courses

Guide
Gracielove

gracielove

London

Herein you will find the passionate, conversant guidance of a woman — awakened. An awareness activist experienced in and educating on that which endures — with an ethos on earthling equality. I dedicate this digital space to all reciprocal revolutionary uprisers captivated by the mindfulness movement. My inspired intention is that you find heartening, transcendent answers here. My desire is that you find clarity here. The affirmative feedback I repeatedly receive from both my worldwide community and fellow activists alike is that I have an unusually unique, artistically influential way of conveying and communicating the consequential 'vegan' message. [ I quote 'vegan' as this is a societal label — all human beings are born 'vegan' and biologically herbivorous by nature. ] I therefore find it imperative that I devote my lifes work to spreading an abundance of awareness on the significance of leading an ethically enlightened existence — yes, through high vibrational vegan consumption, though also through conscious consumerism, habitual environmentally pure practices, and everyday slow, sustainable, soulful living. To delve a bit more in depth into my intimate individuality — by nature, I am an unperturbed and reserved being. I keep my ongoings, progressions, and successes close to my chest — as I thrive within the reticent realm of exclusivity and privacy. Either interested in or intrusive of my energy, my disengaged disposition often displeases those who cross my path; their reason or rationale being none of my business. Though I do acknowledge and lovingly accept the fact that sneak peeks into my behind the scenes reflections and small snippets into the unveiling of my soul may entertain, engage, or even [ humbly ] inspire — I simply and straightforwardly came to the conclusion aeons ago that everything one does or accomplishes is not in need of immediate announcement or direct praise. The constant need to boast or broadcast, either for acknowledgment or approval, diverts one from their original purpose. If you are in tune with your truest, most transparent ambitions, then, Cosmos Child — the splendor is already yours. True, to be sure, I invest a tremendous amount of personal energy and vigor into managing and preserving all creative content and formative media shared with you throughout my platforms. Though, I do not exert myself in self serving expression and steer clear of segregating societal labels. I solely use the internet arena as an educational tool. All else exhausts me. All else is ego. The overall mission of anything I write or create is always to evoke momentous moralistic reflection while, in turn, providing assistance in relieving ones mind, body, soul, and lifestyle of all stress, anxiety, toxins, carcinogens, inflammation, fatigue, excess weight, and so on — through the introduction and refinement of leading an ethically enlightened existence. [ Masterwork book 'Conscious' in motion — soon to be released here. ] Over the course of the last decade, progressing by educated personal practice, I have advised countless souls on reclaiming and restoring their elemental and biological herbivorous nature as human beings. My personal qualifications to write, consult, and share intricate details on how to enhance the quality of your lifestyle and the entirety of your wellbeing — all began to transpire through my own healing experiences. I was once lost, just as you may be now. Overweight, undernourished, and indoctrinated. Nevertheless, I had a willingness to wade through the status quo with such fortitude and grit that nothing could keep me from finding the truth. Take note that your past or current struggle is not internally engineered but the result of a transmission — an ongoing broadcast of propaganda from the corrupt and seemingly powerful that has strategically colonized your mind. [ Russell Brand. ] Behind the scenes corporations controlling your consumerism and maximizing on your misery, habits, and ignorance. This planet is not in need of any more 'successful' people, 'wealthy' people, 'celebrities.' No. This planet is in desperate need of more peacemakers, healers, restorers, lovers of all kind. [ Dalai Lama. ] I do not aim to impress you here — I aim to guide you towards taking an authentic look at your personal lifestyle by illuminating the certainty that is your moral agency. The universe will see to it that your manifestations are brought to fruition as long as you are willing to focus your energy and intentions around the areas of your life that matter most. All things are transitory in this world. Our destinies are all non physical. Death seems to make this perfectly clear. Why then do we toil all our lives for that which only perishes? Toil instead for that which endures. Choosing to consume life over death, sunshine over suffering, plants over poison day in and day out is the single greatest and most immediate way to make an impact on your mind, body, soul, and lifestyle — not to mention the monumental impact on the planet and, of course, all earthlings. Earth·ling: n. One who inhabits the earth. We need another, wiser, and perhaps more mystical concept of the earthlings we refer to as 'animals.' Remote from universal nature, and living by complicated artifice, man in civilization surveys creatures through the glass of his knowledge and sees thereby a feather magnified and the whole image in distortion. We patronize them for their incompleteness, for their tragic fate of having taken form so far below ourselves. And therein we err, and greatly err. For the 'animal' shall not be measured by humankind. Gifted with extensions of the senses we have lost or never attained, living by voices we shall never hear. They are not brethren; they are not underlings — they are other nations. Caught with ourselves in the net of life and time, fellow prisoners of the splendor and travail of the earth. [ Henry Beston. ] Humanity yearns for customs and community. Humanity dreams of escaping segregation. Though, the illusion of integrity lies in our folklore and fables. Heritage entices with its tales of woe; tradition seduces with its promise of wisdom. How deceitful human narrative can be. And so, I hereby challenge you to reconsider everything. Deliberately and delicately, conscientiously and concernedly — reexamine everything.

Patchway Dragon Tang Soo Do

patchway dragon tang soo do

Bournemouth

Dragon Tang Soo Do is an Association of friendly family martial arts clubs based predominantly in the South West of England. Tang Soo Do is a traditional Korean martial art which teaches self-defence, fighting skills and weapons, in addition, its many benefits also act as a guide to allow people to live a healthy and harmonious life. Incorporated within the Association is a Japanese based style of martial arts called Wado Ryu. These clubs which are based in Bournemouth joined the Association in 2004 and share our ethos, values and aims. Together we are a strong, united and friendly group of like minded martial artists keen to improve our knowledge and pass on our skills and experience to others. Our clubs cater for people with a wide range of abilities and ages (5 years and above), so whether you want to train to improve your fitness and health, or are keen to learn how to defend yourself, or simply want to find a hobby to relieve stress and make new friends, then we maybe for you! We live in challenging times and nowadays, increasing numbers of people are learning to protect themselves and their families, our martial arts are a very effective tried and tested method of self-defence. However there are many other reasons why men, women and children train with us, our martial art also provides skills such as self-confidence, self-discipline, physical fitness, flexibility, co-ordination and respect, skills that help us all to cope better with the pressures of everyday life. The real benefits of Dragon Tang Soo Do are not the coloured belts you earn, but the positive changes that you will experience, the enhancement of your mind, body and spirit as well as the development of individual character and respect for others. The true goal of Dragon Tang Soo Do is to use the lessons you learn in class to enrich every part of your life. Our Vision The vision of Dragon Tang Soo Do is one where people can practice the Martial Arts in a safe and controlled environment. Dragon Tang Soo Do will strive to retain the important traditional aspects of our style, whilst being adaptable and open to new techniques and ideas. Our Instructors and senior grades will endeavour to provide instruction and guidance in a way that does not prejudice any student and will enhance the development of all, both in and out of the Dojang and Dojo (Training Halls). It is important that people enjoy the learning experience provided by Dragon Tang Soo Do. Goals To develop an individual’s mental and physical health. To build confidence in all who train with us. To have a reputation as an organisation of quality martial artists. To provide scheduled events to support the development of all. To set and maintain high standards. To build healthy relationships with other martial art organisations, in the interest of sharing best practices and continually developing the level of knowledge of the instructors and senior members. To maintain a balance between organisational cost effectiveness and the cost to the practitioner. To provide a challenging, fun environment that keeps the safety of all in mind. Diversity Every single person counts and everyone has a justifiable expectation to be treated with dignity and respect. That’s why through our ‘vision and goals’ the Directors, Masters and Instructors of Dragon Tang Soo Do are committed to ensuring that our Association respects and celebrates diversity and that all members are helped and encouraged to reach their full potential. Central to this we accept that we are all different and believe that everyone should be treated in an honest, fair and transparent manner in which their individuality should be celebrated and not used as a possible means of discrimination or barrier to achievement. If you feel there is anything more we can do to improve the way we treat our students then please speak to an Instructor, Master, Director or Master Thomas our Diversity Lead. History of Tang Soo Do The very first evidence of this ancient form of Korean martial arts appeared during the Three Kingdom era (57 BC-935 AD) as Hwa Rang Do. Since then, 2,000 years have passed. The indigenous martial arts quietly developed through generations of the Korean people. During some eras it flourished and other times it diminished, according to the political, economic or cultural environment. The art was known by various names throughout the eras, such as Hwa-Rang Do, Kyuck Too Ki, Moo Sul, Soo Bahk Ki, Soo Byuck Ki, and others. Following 1945 Korean independence, the Korean martial arts were again merged and flourished throughout the entire Korean Peninsula. Many organisations were founded with various names such as Soo Bahk Do, Tang Soo Do, Tae Soo Do, etc… At the beginning of the modern era of the Korean martial arts, Tang Soo Do was the most popular term for these arts. However, at that time, the Korean political leader was concerned about establishing Korean value based on Korean nationalism. The political leaders recognized the popularity of Korean martial arts around the world, but were opposed to the use of the name Tang Soo Do for the art, as it sounded like a Chinese martial art, because the first word “Tang” could be interpreted as representing the Chinese Tang Dynasty (617-907 AD). In 1964, a government sponsored small group created a new name for the Korean martial arts: Tae Kwon Do. We still respect the original term, Tang Soo Do, and intend to preserve its heritage and value as a traditional way or path. Unfortunately, many Tae Kwon Do instructors did not maintain the traditional values of the true martial arts. Instead, they converted to a sport as they have progressed to the internationally recognized sports arenas such as the Olympic games. This was considered to be a great political achievement, to bring strength and prominence to the Korean government in International politics. True Martial Arts lovers had no place within these Tae Kwon Do dojangs (Training Halls) to continue to pursue traditional martial arts because they abandoned many valuable aspects of true Martial Arts to become a simple competitive sport. We, as Tang Soo Do practitioners are striving to maintain traditional values of respect, dicipline, self control, self improvement, etiquette and ultimately live a healthy and harmonious life, physically and mentally. History of Wado Ryu It would be very difficult to trace the original roots of karate back to their inception, however it is believed that the Okinawan Islands off the Japanese coast were the birth place of the art practiced across the world today. Despite the strong links to Japan, the original name was “Chinese hand" or "Tang hand" which during the early part of the 1900s, the Japanese changed to Kara-te “open” or “empty hand” Wado Ryu is one of the four most popular karate styles practiced today, in comparison with others, it is relatively modern with the founder Hironori Ohtsuka, who had studied other forms of martial arts previously, introducing Wado Ryu in Tokyo around the mid 1930s. It wasn’t until 1965 that it was introduced to the United Kingdom by Tatsuo Suzuki. Our Clubs in Bournemouth have been operating since 1992 and we work hard to maintain the traditions and techniques as outlined by the Founder.

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Lenticular Futures

lenticular futures

Manchester

We're transforming psychotherapy and counselling in three ways: We are re-thinking all therapeutic theory to situate the individual in wider contexts and systems. We ask how everything is connected, by whom and with what consequences! Join us in decolonising, depathologising and ecologising practice, theory and research We can help therapists and training institutes develop future oriented technological competence for more accessible practice. Why is that important? There is a need to decolonise and depathologise the theory and practice of psychotherapy and counselling. We need to understand the problems of the individual as situated in a world which is socially, culturally and economically unbalanced. And we need to have ways of recognising and working with people's complex intersectional community memberships, experiences and talents in therapy. Why now? We are living in a panmorphic crisis (Simon 2021). It's a good time to read the writing on the wall and take action. We can do this by making decolonising and depathologising theory and practice, by responding with EcoSystemic ways of working, by critically engaging with accessible and future oriented technological possibilities. What work do we do? The key areas of our work are Training - Research - Consultancy. We run workshops and seminars to create and support decolonised, depathologised and ecosystemic ways of working. We host conferences on social issues affecting psychotherapy and counselling practice and training. We introduce psychotherapists and their training organisations to new technologies and intramediality to help make learning and assessment more accessible and culturally relevant. We produce research reports on future technology for therapy; neurodiverse therapy; therapeutic space; ecosystemic therapy; indigenous knowing and practice in therapy; new ways of training and assessing counselling and psychotherapy trainees; more... We consult to training organisations and professional membership bodies to help them improve the experience and success of trainees from diverse communities We run leadership and organisational development groups for leaders and managers who are developing inclusive therapeutic services What kind of organisation is Lenticular Futures? We are becoming a Community Interest Company. That means we are a Not For Profit and all proceeds from work support free or low cost projects and research within the organisation. How do we fund this work? We charge for workshops, conferences and seminars we host. We apply for funding. We welcome donations for specific projects or in general What does Lenticular mean? Lenticular Futures is a term borrowed from a paper by Professor Wanda Pillow (link). It's a prompt to hold in mind past, present and future when you meet people or see something. It's an invitation to notice the neurotypical, heteronormative, eurocentric lenses we have been taught to look through and check who-what we are including and who-what we are excluding. It comes from noticing what Wanda calls a "whiteout" in academic and professional literature of Global Majority contributors. This is an era for new curricula and making new theory and practice. Our professions can easily lead changes in the balance of power and develop more user friendly ways of working. What are our philosophical objectives? To theorise and interrogate fundamental taken for granteds in the cultural bias of theory and practice. To develop a lenticular ideology of psychotherapy and counselling which integrates and is led by decolonising, depathologising, ecosystemic, contextual influences of planet and co-inhabitants. To redress the exclusion of knowledge from oppressed population groups. To support therapeutic practices which are generated from within communities. To understand and address systemic influences of capitalism on wellbeing. To critically work with the socio-techno world in which we live. To get that systemic understanding of the world is an overarching metatheory for all our modalities. To decolonise means not having a disordered attachment to theories of disorder. Who are we? The co-founders are experienced psychotherapists and organisational consultants. We bring a vast amount of experience in systemic thinking about organisations, culture, therapy and counselling training, research and management. We also know how to create initiatives from within the margins. The co-founders are Dr Julia Jude, Dr Gail Simon, Rukiya Jemmott, Dr Leah Salter, Kiri Summers, Dr Liz Day, Dr Birgitte Pedersen, Anne Bennett, Naz Nizami, Dr Francisco Urbistondo Cano and Amanda Middleton. Forthcoming events Lenticular Futures: Crafting Practices beyond this Unravelled World FLIP@Brathay 2nd & 3rd May 2022 https://lf2022.eventbrite.co.uk Indigenous and Decolonising Knowledge and Practice Decolonising Therapeutic Practice read-watch-listen-make groups Future Tech to improve experiences for people doing therapy and in therapy training EcoSystemic Return Reading Seminars Professional Wellbeing events Walking and Outdoors Therapy Creating Decolonised Participatory Groups Systemic Practice and Autism Conference Writing Performance as Research Film, podcast, documentary making with people doing training and therapy Watch this page and our Eventbrite page - : - : - : - : - : - : - : - : - : - : - : - : - : - : - Therapy in a Panmorphic World This era of panmorphic crisis requires urgent, creative, ethics-led responses. Most of the professional theories we live by came into being without their ideological foundations being questioned. We cannot take a step further in this world without a commitment to developing awareness of parallel, criss-crossing, multidimensional, transtemporal, transcultural, transmaterial elements of living – and how they interact. No Meaning Without Context The key systemic value of understanding context is paramount to inquiry, to understanding what is happening and how to move as a relational, situated participant-player. But the contexts in play are often hidden, erased, elusive or remote, and it can be plain hard to see-feel-understand the knowledges and experiences specific to other places, people or disciplines. The Individual Is Not The Problem The psych professions confuse this further through the decontextualising practices of individualising and pathologising explanation of why some people see some things one way and not another. Furthermore, the social construction of truth is a debate that transcends academia and has been put to work by political agendas to foster an era of mistrust of truth. People are now aware that “truth” can be put to work for objectives other than the common good. This undermines social justice issues and what counts as information. Voices from within a community, from within lived experience are undermined by voices from without of those contexts often without a critique of power relations. A Fresh Look at Training Counsellors and "Psycho"therapists We cannot train relational practitioners in aboutness-withoutness ways of thinking. It separates people from place and history, and it creates colonisers and pathologisers whose practices become policy and influence the majority’s “common sense”. Opportunities for other kinds of learning are lost. The first language of the psycho professions of “talking therapy”, whatever its modality, is excluding of other ways of moving on safely and creatively together. The psychotherapies are playing catch-up in how people use technology to communicate in their everyday lives. A Paradigm Shift for Therapy and Counselling The Black Lives Matter movement offers a choice. It can be treated as a passing protest or a cultural shift. This organisation chooses to take the position that no-one should choose to be unchanged by Black Lives Matter. The question is how to be changed in ways that will contribute to a better world? This is more than a matter of equal rights. It is about safety now, it is about heritage, rich, stolen, re-interpreted, it is about past, present and future being held in mind, all the time. Professional practice needs to scrutinise its theoretical heritage with its hidden ideological assumptions to study and guide our ways forward into a new era, to meet change with culturally appropriate language, local knowledges, and ways of being and imagining.

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Act Fast Nl

act fast nl

Scunthorpe

Act Fast is a well-established Independent School near Scunthorpe in North Lincolnshire. Act Fast has grown organically as the need for a high standard of provision has emerged and developed. The premise of Act Fast’s provision is that we are promoting the value of education to previously disaffected young people. what we do We operate a bespoke curriculum at Act Fast, which is both written and delivered by in house staff and is in line with the DfE Independent Schools Standards. We overtly deliver lessons in the following subject areas: Maths up to Functional Skills level 2 standard English up to Functional Skills level 2 standard Motor Vehicle Technology with the Institute of the Motor Industry up to level 2 standard PSHE (Including RSE) against a verified and recognised scheme Motocross, delivered by qualified and experienced staff Physical Education through a range of on-site and off-site activities. Art/Crafts Music Further to this, lessons in the following subject areas are delivered as embedded features of the timetabled lessons. Human and Social Understanding Aesthetic and Creative Scientific Technological British Values Our learners know if they work hard, they are awarded by riding the motorcycles here at Act Fast. This has proven to be successful, helping young adults to achieve their qualifications and have a positive attitude towards learning. Curriculum Act Fast has made a commitment to give every young person who is capable of the opportunity to reintegrate and to take a range of exams. For those subjects that Act Fast does not currently deliver, as we develop learners opportunities will increase. We are an accredited exam centre through OCR, NCFE, ABC, D of E, and when required will extend this to meet the needs of our learners. Our curriculum also enables and encourages learners to develop their interests and talents. We have a number of students here who have found their passion for music, learning how to play the guitar, as well as a large number of young, talented motorbike riders who love learning about riding, fixing and maintaining the bikes. It’s important to us to support our learners in keeping them physically and mentally healthy. We have access to: Mental Health Champions, outreach support and therapeutic counselling services, available to all our learners. We have regular sports activities within our timetable to encourage physical exercise, as well as access to local gyms and leisure centres. These activities help to prepare young people to access their community in adulthood. Hidden Curriculum Act Fast’s curriculum, throughout the range of its delivery, is heavily invested in the “Hidden Curriculum”. The Hidden Curriculum argument is that the most valuable lessons our young people receive here are to arrive on time, respect authority, follow instructions, keep regard for safety, take responsibility for their actions, behave in an acceptable standard, liaise with other people respectfully, and respect other people’s personal choices, encouraging equality and diversity. Other ways in which we promote equality and diversity include: Challenging negative attitudes amongst students. Setting clear rules regarding how people treat each other. Treating all students and staff equally and fairly. Using resources that have multicultural themes. Creating lessons that reflect and promote diversity in the classroom. Making sure that all students have equal access to participation and opportunities. Ensuring that all procedures and policies are non-discriminatory. Making sure that classroom materials never discriminate against anyone. Safeguarding protected characteristics throughout our culture and ethos. All of these things, to a greater extent than formalised subject lessons, will make them responsible, independent, resilient and above all else employable young people once they finish their school career. Act Fast has trained and qualified staff to recognise some of the barriers to learning that students face. These barriers might be due to Adverse Childhood Experiences and with knowledge and understanding of such issues Act Fast staff can help students overcome them to maximise their potentials. Referral, Application and Introduction After a referral is made to Act Fast, we invite a representative from the referring body (usually the Inclusion Officer), the learner and the learner’s parents into Act Fast for a familiarisation visit. During that visit the learner is given a tour of the facility, is introduced to key staff members and receives an explanation of the culture of Act Fast. Learners are given the opportunity to voice any concerns and any questions they have are answered. We set a high expectation on behaviour here, and partly because expectations are high, but also because more established learners mentor new arrivals, new learners very soon fall into compliance with our way of doing things. Act Fast works because our learners buy into the culture. This is the first opportunity that a young person has to involve themselves in how we operate here. Application forms must be completed prior to a young person starting at Act Fast. Once applications are complete, the referring body typically takes a few days (sometimes up to a week) to arrange their transport. Personal data will be stored and processed at this point, and details entered into our MIS system, Arbor. We insist on a Personal Learning Plan (PLP) meeting with stakeholders and the young person present within the first month. This allows any teething troubles to be voiced and solutions to be sought. Further PLP meetings are held regularly, no less frequently than once a term. At those meetings, Act Fast staff will deliver a report detailing the engagement of the young person, levels of educational attainment, attendance, general engagement, and commentary on the likelihood of a reintegration being successful. Reintegration planning must be tailored to suit the needs of the individual. Staff Investment Our staff all take part in quality training including regular CPD sessions and ongoing programmes of accreditation such as SSS online training (recently completed by all staff members). Training needs identified are acted on as soon as practical. The organisation believes and invests in the continuous professional development of its people. Our commitment to CPD is such that every member of staff has received CPD accredited training in the last 12 months. Our qualified teachers ensure pedagogical content methods are in place to deliver high standards of teaching for our young learners. We engage with our staff continuously here and know of the main pressures on them, including managing workload. We aim to support every staff member to help guide them throughout their career at Act Fast. Educational Framework It is our aim to provide an educational framework which is heavily invested in the hidden curriculum. By that, we mean that as well as lessons formalised in Maths and English for example, our young people develop an understanding of: working to a process arriving on time respecting authority abiding by the rules accepting that their first choice may not always be the right choice following instructions not expecting to leave early attending every day These are the skills whereby a young person will be employable post 16. Without these key skills, a young person is unlikely to be able to function in the workplace. We develop the hidden curriculum, embedded in everything we do, in order that our learners gain an understanding of their expectations being matched by the expectations of attendance, compliance and engagement We have a tracking system in place for our core subjects. We also use a “readiness to learn” scale, whereby a learners attitude, engagement, and involvement in their own work is measured. Bespoken When evolving Act Fast into an independent school I was very mindful that Mainstream school had not been a successful outcome for the majority if not all of our learners. It was imperative that we were bespoke and able to meet the needs of all our learners and not just the few. For this reason we created our own curriculum that is more sympathetic to our learners’ needs. Our teachers create an environment that allows our young people to focus on learning. 1:1 support as well as small group teaching (where appropriate) is in place to make teaching more effective, allowing tutors to concentrate on each individual learner’s needs. We believe in student voice here at Act Fast. Our EHCP’s (Educational Health Care plans) allow us to capture our learners’ views. It’s not only in our annual reviews that we give learner’s opportunity to be heard. For example, one young adult suggested we invested in a bigger bike here, so we put arrangements in place and made this happen. We encourage our learners to make their voices heard. Below are some examples of student voice council meetings held at Act Fast and how they shape decisions made at the school. Student Voice Meeting 040322 We have effective arrangements to identify learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. We strongly promote our policies and legislation such as safeguarding, diversity and equality of our staff and learners at Act Fast. Ofsted Report 2022 Best Bits: “Act Fast school is a place where the proprietor and staff go the extra mile to support the pupils who attend. It has a unique vision of how to ‘hook’ pupils back into education, and it is successful in doing so. Act Fast has started to re-engage pupils who have experienced difficulties in their education”. “Parents believe that, finally, a school ‘gets’ their child. The wider curriculum, built around motor-cross, is a distinctive feature of the school. It motivates pupils to attend and to behave well. For those pupils who do not wish to ride the bikes, staff work with them to find alternatives. The proprietor and staff have limitless ambition for what pupils can achieve in their personal development. At the heart of this is a patient, careful building of relationships, and, in many cases, a re-building of trust between the pupil and their experience of education.” “The special educational needs coordinator (SENCo) has a strong understanding of the requirements of pupils with special educational needs and/or disabilities (SEND). Recently, the SENCo has started to work with a senior leader to more effectively incorporate pupils’ SEND targets from their education, health and care (EHC) plans into teachers’ planning.” “Leaders have also recently taken action to improve the school’s support for pupils’ reading. For instance, a primary specialist has been appointed with experience of teaching phonics to the weakest readers. The English lead is in the process of building a programme to encourage pupils to read widely and for enjoyment. Leaders’ wider curriculum for pupils’ personal development is, to very large extent, a strength of the school.” “The proprietor’s vision for getting young people who have had difficult experiences of school back into education is impressive. It is backed up by an innovative personal development curriculum, built on a range of activities that take place in the afternoons. These include a variety of motor vehicle-related opportunities, as well as visits out of school to a range of venues. Recently, for instance, pupils have started to be taken to a local engineering firm to participate in a scheme to broaden their career aspirations. Pupils know that there is a plan in place for them to make a suitable next step into further education or training at the end of Year 11.” Improvements: “Leaders’ PSHE curriculum includes reference to the protected characteristics and the school is a respectful community: however, coverage of the protected characteristics in the curriculum strategy is not as detailed as it could be, so pupils’ understanding is not as developed as it could be. Leaders should revisit their curriculum thinking for PSHE so that teaching of the protected characteristics is made more overt.” “The current curriculum is based on a limited set of qualifications in two subjects. For a registered special school, this lacks ambition. As a result, pupils experience a narrow curriculum, including a limited suite of qualifications. Leaders should take action to broaden and deepen their curriculum so that pupils have opportunities to study a wider range of subject content, organised coherently and cumulatively over the entire secondary and post-16 phases; and, for those who are capable, to a higher level of accreditation.” “Leaders have not taken the required action with regard to the statutory guidance for the teaching of RSHE. Consequently, parents have not been made aware of the school’s policy and their parental rights within the policy. Also, the teaching of Inspection report: Act Fast NL Ltd. RSHE is not clearly planned in the school’s curriculum. Leaders should take action to be compliant with the statutory guidance and to ensure that curriculum thinking incorporates structured RSHE teaching.”

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By School of Shamanism

Sessions can happen ONLINE or IN PERSON. Please read below to choose the session that is more appropriate for you (you'll be asked to select one in the booking process) If you have questions please drop me an email info@schoolofshamanism.co.uk Don't worry if you do not know what to select, just come and I'll be happy to help you:-) Shamanism is probably the oldest way to see through our hearts and not our eyes to connect with the nature of our creation. It allows us to go behind and beyond the surface of things, to understand why and how certain situations occur in our lives. Shamanism is a spiritual practice that goes beyond every beliefs and culture and is about trying to reach our full potential as we walk on planet earth, so connecting ourselves to the whole. Shamans were described as the first physicians, magicians, artists, storytellers, spiritual beings. But shamans are healers that make changes in invisible realms to help healing in the ordinary reality of the community. Shamans see in the darkness (which is the meaning of the Siberian word “Shaman”) while connecting with the divine outside the time in an altered state of consciousness. We can work together using different methods: A) Shamanic healing We can work together to solve one of these imbalances in your life, where you feel: lost and without life purpose, unhappy and unsatisfied, anxious and worried, overwhelmed and stressed, without energy and hope, uncertain about your future, stuck in repetitive dynamics, unable to manifest abundance, incapable of making decisions,not aligned with your heart, disconnected from the universe,impatient and impulsive, not focused and balanced, with low esteem and more? B) Ikigai coaching to find your soul mission through shamanic work Ikigai is the manifestation, the realization of who you are. It has always been with you, it is your reason for being. Some people are lucky to find a job that corresponds to their true passion. They earn a living doing what they love. But there are a lot of people that do not have such a privilege or can’t find the courage for such a big change.The Japanese people from the island of Okinawa have a word for you: Ikigai. It’s your “reason for being”, where you combine what you love with what you are good. Ikigai is 'what makes you happy to get out of bed in the morning' and is formed by the union of two words: iki which means 'life' and gai that is 'what is worthwhile' which the ancients called “happiness”, your soul mission. Our session together will be a deep inner journey, suitable for those who already know their life mission and those who have no clue at all about it or just are not aware how to combine their gifts and skills. You will reconnect with your inner voice and true skills to realize your true life mission. C) Shamanic divination is a powerful practice rooted in the traditions of indigenous cultures worldwide. It involves using sacred tools like bones, stones, eggs, sticks, shells, beads and more to access wisdom from the past and present. These tools reveal patterns, offering guidance on life’s journey. Whether you seek clarity or understanding, the practice connects you with the cosmic web of life. Explore this ancient path to deeper insights with us. There are several options in which I can offer you a reading: Eggs:Egg ‘Limpia’: A Shamanic cleansing ritual and a tool for DivinationThe egg is a powerful tool in shamanic healing, used for ‘Limpia’ (meaning 'cleansing') to remove misplaced energy. As the egg sweeps over the aura and body, it absorbs negative energy, leaving you feeling lighter and rejuvenated.After the cleanse, we interpret the egg in water to gain insights into your emotional, physical, and spiritual state. This sacred ritual, passed down from indigenous healers, helps restore balance and harmony Stones you will need to bring(have with you) 3 medium/big stones with some marks on them and we will then choose 1 and I will guide you through the full process to find the answer to a burning question. My personal reading tools (shells and pebbles) Together in the session we can also find your 9 Power Animals. Everyone has nine power or totem animals that emulate each person’s abilities, talents and challenges. For example if a person is connected to Wolf as a power animal, that person is a born teacher, pathfinder, innovator. This does not mean that the person has acknowledged the gifts. The 9 animals are one for each of Direction (4 plus above, below, within) and two animals that walk aside you each time and that maybe have come to you in dreams for years or that you are simply drawn to. Through the use of cards, while connecting to my Spirit Allies, I will find out which animals are your main guides into your life. D) Spiritual Mentoring I am happy to help you with any questions you have about spirituality, about your personal journey, about any doubts you may have about the next steps to take in life. you will also receive your full essence and symbol from me though "soul remembrance : I will undertake a shamanic journey for you to retrieve the essence of your gifts and talents and a symbol to be blown into your solar plexus. E) Meditation Struggling with your practice or even to sit down quietly for more than 10 minutes? Meditation is simply the creation of a nice space, it’s not achieving exctasy, it’s slowing down and doing something with mindfulness.  It is familiarizing with knowledge and bring it to practice. Meditation on a concept is not reflecting on something, it’s to feel it deeply- First you learn how to meditate, then you use it as one of the most precious tools of change. So 1) we learn 2) we understand 3) we familiarize…...and we change! These sessions are designed for your bespoke challenges and needings, for those that feel the urge to quiet the mind and find focus and concentration in their daily life. There is no labelling about the style of these classes, no schools imprinting. My approach is creative and flows according to what my intuition suggests the student would benefit for. We will discuss your available dates if you feel starting a journey and we can work out a suitable package that follows your requirements. Beginners and experienced welcome. If you feel the call to become a practitioner, join our waitlist for the Year Course starting in October 2025 https://shamanicpractitioner.scoreapp... GIADA'S JOURNEY Creative and Spiritual Explorer of the human well-being running events for 20 years worldwide Shamanic Teacher *Toltec tradition: three years formal training with Two Birds at Anam Cara, Scotland *Japanese Yamabushi tradition with Selene Calloni Williams Shamanic and Integral Yoga Teacher Ikigai Coach and Forest Therapy Guide qualified with Selene Calloni Williams at the Imaginal Academy Professional Esoteric Numerologist graduated at The Connaissance School of Numerology, England Cacao Alchemist Practitioner obtained with Firetree Alchemy, Scotland Corporate Mental Health Coach achieved with WeFocus, Denmark and twenty years working in corporate Practitioner of Buddhist teachings, meditation and the Five Tibetan Rites Yoga Founder of Drink In Art exhibitions of local artists in private flats Founder of School of Shamanism (formerly Invisible Caims) workshops, classes, therapies, retreats Founder of Art and Spirituality centre for creativity and well-being Co-author of a non-profit book with 33 Italian women about our stories in different countries By attending to our classes, workshops, 1to 1 sessions and retreats you agree to our TERMS AND CONDITIONS Payment  Bookings are non-refundable.  Disclaimer  By booking any event or 1-1 session -online or any other venues – with us, you release Giada Gaslini, Invisible Caims/School of Shamanism, Art and Spirituality and any business partners working with for the event from any liability arising out of any personal injuries, emotional or physical release, death, expectations of results, theft in the venue or damages that may happen to people and objects while attending. We recommend that you consult your GP regarding the suitability of undertaking an exercise programme, if the class you are booking includes it like with yoga or similar, and following all the safety instructions required before beginning to exercise. When participating in an exercise, there is the possibility of sustaining a physical injury. If you engage in this exercise programme, you agree that you do so at your own risk, are voluntarily participating in these activities and assume all risk of injury to yourself. You acknowledge that coaching, shamanic healing and counselling are not to be used as a substitute for psychotherapy, psychoanalysis, mental health care, or other professional advice by legal, medical or other professionals. Our sessions are aimed at inner research, problem solving and personal growth, they do not replace the work of doctors and psychotherapists because they do not consider, treat or aim to solve pathologies and symptoms that are strictly medical. All contracts subject to and governed by the law according to my current insurance.   Added element of the disclaimer If the class happens in any venue and you are causing any damage to the property, you are taking responsibility of your actions. It is down to the individual to take personal responsibility when participating in physical activity and when entering a space that is used and shared by other parties. Giada Gaslini and Art and Spirituality do not take any responsibility about possible risks that may arise but can only advise and enforce guidelines and legal requirements as defined by the Scottish Government and local authorities.   

Shamanic 1-1: healing/ikigai/divination/mentoring
Delivered Online & In-Person in Edinburgh + more
£55 to £420

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4.6(39)

By Geopace Training

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4.6(39)

By Geopace Training

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4.6(39)

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