322 History courses in Workington delivered Live Online

I am a Reiki Teacher in Manchester and one of the few traditionally trained Reiki Masters in the UK who have been trained by international best-selling Reiki author Penelope Quest. My teaching methods use traditional Reiki techniques perfected over many years and you can be assured of my support during and after your course. I teach all three levels of Reiki courses, level 1 reiki. level 2 reiki and reiki master level 3

Platelet-rich Plasma (PRP) treatments Nationally Recognised Qualification No previous experience or qualifications needed Open College Network Accreditation Level 4 (as required for minimally invasive procedures) Covers standards set by HEE Employed (salon) or Self-Employed opportunities Basic understanding of English language required OPEN TO ALL APPLICANTS

Historical Association webinar series: Making history accessible Presenters: Gemma Hargraves and Sally Lonsdale From a special school perspective, Sally Lonsdale will explore how history is encountered at her school. With secondary students working at Key Stage 1 age related expectations, history is seen as an ‘enriching subject’ with a strong focus on literacy and vocabulary. The session will explore how students with Profound and Multiple Learning Disabilities and those with EHCP outcomes are supported and show how history teaching can be effective and joyful when directed by student experience and interests and focusing on skills rather than specific knowledge. To use your corporate recording offer on this webinar please fill in this form: https://forms.office.com/e/bdNUSwLNrL Image: A Squire "Old English" padlock on a gate latch in Devon (Image: Partonez/Wikimedia Commons)

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? The course will take place in ten online sessions from January–May 2025. 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, though participants are encouraged to attend the recording sessions live in order to make the most of the programme. All recordings will be made available on the course Moodle page within two working days of the live recording session. 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 22 January 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? (Live and recorded) Monday 27 January 2025, 4pm–5.30pm 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? (Live and recorded) Wednesday 19 February 2025, 4–5.30pm 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 (Live and recorded) Tuesday 25 February 2025, 4–5.30pm 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 (Live and recorded) Monday 3 March 2025, 4pm–5.30pm 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 (Live and recorded) Tuesday 11 March 2025, 4pm–5.30pm 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 (Live and recorded) Tuesday 18 March 2025, 4pm–5.30pm 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) Tuesday 25 March 2025, 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 (Live and recorded) Wednesday 30 April 2025, 4pm–5.30pm 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 14 May 2025, 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.

LOOKING FOR: PICTURE BOOK TEXTS / ILLUSTRATIONS Lucy Brownridge is Editorial Director at Wide Eyed Editions and Frances Lincoln Children’s Books, and formerly Thames & Hudson where she helped to establish the Children’s list. She has developed and edited books for children with Alan Ahlberg, Quentin Blake, Mariajo Ilustrajo, Kristjana S Williams, Bob & Roberta Smith, Yuval Zommer and Joe Coelho among others. She is the author of The Cat Family series, and many non-fiction titles for children. She is interested in the history of picture books and is always looking for innovative ways to use the book format. Her favourite books are funny, deceptively simple, thoughtfully written, distinctively illustrated and encourage a love for reading both words and pictures. Lucy would like you to submit the following depending on whether you are a picture book writer / illustrator or both. ABOUT YOU Include a covering letter, in a word document, telling Lucy about yourself and your sources of inspiration. If you have one, include a link to your website. She is keen to read stories she hasn't seen before or see artwork with a distinctive style rather than something that fits with trends. She has particular experience with picture books and illustrated narrative non-fiction. AUTHORS Please send a full manuscript (or 3), in a word document, starting with a short summary/blurb. Make the summary punchy and engaging. Remember that the best picture book stories are simple and every word should count. Do you see this book as part of a series? ILLUSTRATORS If you have a picture book idea please send a story board and a summary of the story. Please send a diverse selection of artworks from your portfolio. It is useful to see examples of the following: people of different ages and ethnicities, character studies showing a range of clothes and expressions, animals, a selection of everyday objects, wide-angle vistas, an example of a book cover (i.e. a classic book reimagined). Please send these in PDF where possible. (In addition to the paid sessions, Lucy is kindly offering one free session for low income/under-represented writers. Please email agent121@iaminprint.co.uk to apply, outlining your case for this option which is offered at the discretion of I Am In Print).  By booking you understand you need to conduct an internet connection test with I Am In Print prior to the event. You also agree to email your material in one document to reach I Am In Print by the stated submission deadline and note that I Am In Print take no responsibility for the advice received during your agent meeting. The submission deadline is: Thursday 24th April 2025 14:00 UK BST

Historical Association webinar series: Making history accessible Presenters: Catherine Priggs and Dale Banham  In this session, participants will review their action research projects established during the first webinar. Coaching conversations will encourage reflection, allowing participants to share their actions and insights. Additionally, they will begin developing a strategic plan to outline next steps for supporting students with SEND in accessing the history curriculum.  To use your corporate recording offer on this webinar please fill in this form: https://forms.office.com/e/bdNUSwLNrL Image: A Squire "Old English" padlock on a gate latch in Devon (Image: Partonez/Wikimedia Commons)

BCG Course

Learn how to take blood ... train as a Phlebotomist Nationally Recognised Qualification No previous experience or qualifications needed OCN Accredited - Level 3 (advanced) CPD Accredited (The CPD Certification Service) Covers all steps up to live blood draw Practise on artificial arm and fake blood! Basic understanding of English language required OPEN TO ALL APPLICANTS

LOOKING FOR: MG, YA, ADULT FICTION, ADULT NON-FICTION, NON-FICTION FOR 7+ Megan Carroll is looking for writers in a variety of areas, and from a wide range of backgrounds – she is particularly keen to hear from Black, Asian, and LGBTQIA+ writers. Her main areas of focus this year are adult fiction and non-fiction, as well as non-fiction for 7+, and MG and YA fiction. In Fiction, Megan is keen to see high-concept love stories (think The Flat Share or The Lock In) for both commercial and reading group readers. She’d love to see those familiar romance tropes – enemies to lovers, friends to lovers, love triangles, forbidden love etc. – with underrepresented characters at the centre. She is also looking for historical fiction and gothic horror (think Laura Purcell, Stacey Halls and Silvia Moreno-Garcia) – anything that has a creepy, uneasy undertone is likely for Megan’s list. Megan is also actively looking for upmarket fiction and would love to see layered family drama, contemporary stories about life today and darkly comic novels that explore a specific time, place or experience. In Non-Fiction, Megan is keen to hear from experts in their field talking about topics relating to film, music, true crime, popular culture, history and issues from largely unrepresented perspectives. She is keen to see memoir, narrative non-fiction and essay collections. In Children’s and YA, she is keen to see contemporary YA with humour, and romance at the heart – fun and emotional stories that appeal to the interests and issues of the teenage readers. She’d also love to see thrillers and horror stories for this age group too. It’s unlikely that high fantasy novels for YA readers will be right for her, but she is keen to see stories with fantasy elements in a real world setting. On the younger end, Megan is looking for funny, contemporary middle grade – think Louise Rennison and Karen McCombie – and anything creepy and spooky for 8-12 year old readers too. She’d love to find something like Lemony Snicket’s A Series of Unfortunate Events and is keen to find original adventure stories in both fantasy and realistic settings. Megan would like you to submit a covering letter, 1 page synopsis and the first three chapters or 5,000 words of your manuscript in a single word document. (In addition to the paid sessions, Megan is kindly offering one free session for low income/under-represented writers. Please email agent121@iaminprint.co.uk to apply, outlining your case for this option which is offered at the discretion of I Am In Print).  By booking you understand you need to conduct an internet connection test with I Am In Print prior to the event. You also agree to email your material in one document to reach I Am In Print by the stated submission deadline and note that I Am In Print take no responsibility for the advice received during your agent meeting. The submission deadline is: Thursday 24th April 2025

About this course This practical course will help primary teachers to understand the purpose of assessment in history and consider current best practice. We will explore ways of continuing to improve the quality of teaching and learning in history through effective assessment strategies. We will go through practical ideas and resources to enliven teaching and learning in history and provide opportunities for assessment. This course will provide guidance and support to help develop the accuracy of teacher judgements. During the course, we will look at examples of writing and outcomes from different schools and consider how these outcomes demonstrate progress and attainment in history. Outcomes • understand the purpose of assessment in history • consider current best practice • explore ways of continuing to improve the quality of teaching and learning in history through effective assessment strategies • explore practical ideas and resources to enliven teaching and learning in history and provide opportunities for assessment • provide guidance and support to help develop the accuracy of teacher judgements Course leader The course is led by Steven Kenyon. Steven is a member of the Historical Association’s primary committee, having worked as a primary school teacher and then Deputy Head Teacher between 2004 and 2018. He joined Lancashire Professional Development Service in April 2018 as a Teaching and Learning Consultant for Primary History and English. He works closely with Lancashire Archives to promote and develop local history work in primary schools. This year he is a judge for the Historical Association's Young Quills Awards.