260 Educators providing Identity courses delivered Online

exeter self defence academy

Exeter

AS A CHILD I WAS A BIG FAN OF MARTIAL ARTS MOVIES, ANYTHING STARRING BRUCE LEE IN PARTICULAR. WHEN MY PARENTS FINALLY HAD ENOUGH OF MY BROTHER AND I REENACTING SCENES AROUND THE HOUSE THEY SENT US TO KARATE LESSONS. MY MOTHER WAS A VERY SUCCESSFUL PRACTITIONER HERSELF. I STUDIED KARATE FOR ABOUT 10 YEARS, ON AND OFF, AND FELT CONFIDENT IN MY ABILITY TO DEFEND MYSELF, DESPITE NEVER HAVING PRESSURE- TESTED MY TRAINING IN THE REAL WORLD. I WAS BULLIED AT SCHOOL BUT TREATED IT AS A POINT OF PRIDE NOT TO RETALIATE. BESIDES, MY HANDS WERE REGISTERED AS LETHAL WEAPONS,SO IT WOULD BE UNFAIR AND IRRESPONSIBLE TO TURN THAT HUGE ADVANTAGE AGAINST AN UNWITTING ASSAILANT, RIGHT? AT 16 YEARS OLD I HAD MY RUDE AWAKENING. I WAS BADLY BEATEN UP BY THE JEALOUS, OLDER EX- BOYFRIEND OF MY THEN GIRLFRIEND. THE ONLY THING MY 10 YEARS OF TRADITIONAL TRAINING HAD ARMED ME WITH WAS THE MISGUIDED CONFIDENCE THAT SIMPLY PROLONGED THE BEATING. IT WAS CLEAR THAT THE SKILLS I HAD DEVELOPED IN THE DOJO WERE NOT TRANSFERABLE TO SELF- DEFENCE. A FRIEND OF MY DAD'S WAS A HIGH- LEVEL THAI BOXER, AND AFTER TELLING HIM ABOUT MY IDENTITY CRISIS HE INVITED ME TO HIS GYM. I COULDN'T BELIEVE MY EYES. PEOPLE WERE PUNCHING AND KICKING EACH OTHER. HARD. THERE WERE NO RITUALISTIC FORMS OR 'KATAS'. YOU PRACTISED A FEW SKILLS AND THEN YOU PUT ON YOUR GLOVES, PUT IN YOUR GUM SHIELD AND TRIED TO MAKE THOSE SKILLS WORK UNDER INTENSE PRESSURE. Lewis Kemp-Sloan, Owner I WAS WAY OUT OF MY DEPTH AND I LOVED IT. I KNEW THAT I WOULD BE FAR BETTER PHYSICALLY AND PSYCHOLOGICALLY PREPARED FOR CONFLICT IN THE FUTURE BECAUSE WE WERE IMMERSING OURSELVES IN IT EVERY TIME WE STEPPED INTO THE GYM. FROM THERE I WAS INTRODUCED TO THE GRAPPLING ARTS, SUCH AS BRAZILIAN JIU-JITSU, JUDO AND WRESTLING. I LOVED THE 'HUMAN CHESS' ASPECT OF IT; THE WAY YOU CAN DRAW YOUR OPPONENT INTO A TRAP AND THEN USE TECHNIQUE AND LEVERAGE TO THROW OR SUBMIT THEM. THE NATURAL PROGRESSION FROM THERE WAS MIXED MARTIAL ARTS (MMA), IN WHICH THE STRIKING AND GRAPPLING ARTS ARE COMBINED TO GIVE THE CLOSEST THING TO NO- HOLDS- BARRED, REAL WORD HAND-TO-HAND COMBAT IN THE SPORTING WORLD. THE MOST EXCITING THING ABOUT THIS SPORT FROM MY PERSPECTIVE WAS THE WAY IN WHICH PRACTITIONERS DEVELOP THEIR OWN STYLES, WHICH WAS FAR MORE PRAGMATIC THAN THE APPROACH I WAS USED TO IN TRADITIONAL MARTIAL ARTS. DURING A SUCCESSFUL COMPETITIVE CAREER IN MMA I WAS APPROACHED WITH THE OPPORTUNITY OF TEACHING CLOSE QUARTERS COMBAT TO LAW ENFORCEMENT OVERSEAS. IT WAS A DREAM COME TRUE. I WAS TASKED WITH DEVELOPING A PROGRAMME THAT WAS FUNCTIONAL AND EFFECTIVE. I MANAGED THAT PROJECT FOR ALMOST 10 YEARS, DURING WHICH TIME THE EMPHASIS ALWAYS CENTRED ON OUR CORE TENETS; PRACTICALITY AND EFFECTIVENESS.

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calderdale music

4.8(12)

Halifax

Making music is inherently human: it connects us, has the ability to improve our lives and brings people together. It also helps people to grow in self-esteem, build essential skills and lead bright futures. It’s the reason we exist: to help the young people, schools and communities of Calderdale to have access to – and benefit from – life-enhancing music and arts opportunities. Calderdale Music Trust was established in May 2015 having previously been part of the local authority when it was known as Calderdale Music Service. In 2019, we took an important step forward in our transformational journey. We made changes to our structure and the way we operate, including the appointment of a new leadership team who share a passion and vision for making a positive difference in the communities we serve. Marking a new chapter, we have invested in our stunning new flagship HQ in Halifax, that will make it easier to bring people together, providing a community base for live performances, private lessons, a place to gather, and much more. We also listened to feedback from our schools, parents and our team resulting in our new name and brand identity: Calderdale Music. There’s no final destination; we see this as an ongoing journey to keep doing better and providing better services, which we’ll do by listening to the needs of our learners, their guardians, schools and hub partners. Our ambition is to create an inclusive, forward-looking service that puts people and their unique musical learning adventures at the heart of everything we do. We currently work with thousands of children, young people and adults, and this figure continues to rise year on year. We take pride in our professional development (CPD) offering to schools and our flexible, bespoke approach to teaching, working around the curriculum to make music a fun and pleasurable experience for young people. Our music leaders are among the best in the sector. We offer much more than just music education, we provide support, performance opportunities and a community for learners from all backgrounds to come together socially and share a passion – or just try out something different. Although steeped in musical history, and without doubt some of the finest brass bands in the world, we believe Calderdale can do more to reflect and celebrate its musical and cultural diversity. So as the lead organisation for Calderdale Music Hub, we’re working with local schools, cultural organisations and community groups to bring exciting opportunities and live performances to the doorsteps of Calderdale. We’re here to shine a spotlight on the amazing talent, diversity and prospects our region has to offer. Our vision for the future is to open life-long music and arts education opportunities to all, providing a cultural heart for Calderdale that unites, motivates and inspires people to live more creative lives.

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parliament hill school

London

Parliament Hill is a vibrant and exceptional learning community in which all girls are enabled to grow and succeed. Located on a beautiful site on the edge of Hampstead Heath, and easily accessible to all parts of Central and North London, we provide a peaceful and secure environment for rich and stimulating learning experiences. Proud of our distinctive character as a diverse and fully comprehensive girls’ school, we value individuality and celebrate the relationships that make us a uniquely positive and supportive school community. We have an unswerving commitment to our inclusive culture and a well-established reputation for providing an education of the highest quality for girls. Our motto, which runs as a golden thread through everything we do captures our essential ethos: we are a High Achieving and Happy school. At Parliament Hill we understand the opportunities and challenges of being a young woman in a dynamic and changing world. We empower our students to take advantage of every opportunity to enhance and transform their lives, enabling every girl to forge a strong positive identity as a young woman in the 21st century. Our academic and creative curriculum is distinctive and tailored to our context. We are highly successful in developing confident, articulate and independent learners who are motivated to achieve now and in the future. Parliament Hill operates as a centre of excellence and we are routinely invited to share our expertise with other schools and organisations across the country and internationally. We are part of the longest established and most successful sixth form consortium in London, LaSWAP, which enables our students to access the widest range of opportunities, expertise and resources. A high number of students gain places at Russell Group universities, including Oxbridge, and students benefit from excellent preparation and guidance on applying to the universities of their choice. Parliament Hill has a long tradition of helping others in our school, our local community and around the world. We expect all students to be positive role models to others, to strive to be the best that they can be and to contribute to making the world a better place. I hope that you find our website informative and that you will take up the opportunities to visit and experience our high achieving and happy school community.

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centre for child mental health

London

As a child, Rob Allen had wanted to be either a farmer, an archaeologist, or Luke Skywalker, so no one was more surprised when he became a teacher in his late twenties. Having experienced his own schooling as a perplexing ordeal that was best avoided, he cites a combination of cross-country running and his English teacher as the reasons he made it through to complete his education. Whilst he acknowledges that the teacher is not a therapist, he feels they serve an important therapeutic function since traumatised children regularly use class discussions and their creative writing as a vehicle to disclose their experiences. To this end, Robert A. Johnson, Irvin Yalom and Alice Miller were more constructively formative in his early career identity than Piaget or the Minister for Education ever were. Whilst he has worked as a pastoral lead across a variety of age ranges, it has been his work as an unofficial mentor where he has found the most satisfaction, acting as an emotionally available adult to individuals with a variety of needs and challenges, and from diverse cultures and backgrounds. He is currently employed by an independent school in Kent, where he is Head of English, deputy- DSL, a CEOP ambassador, and a PGCE/ NQT mentor. His current interests are in the application of Jungian thought to educational models and supporting the work of Trauma Informed Schools.

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exp digital ventures

London

This is our story We were born with one passion, with one aim, with one desire. To use technology the way it should be used. To use technology to open up education, and in particular financial education, to whoever needs it regardless of their income, wealth, race, sex, religion or location. We wanted to use technology to empower individuals to develop themselves through financial expertise, organisations to improve their performance through enhanced human capital and ultimately communities and families to benefit as a result. We’re on target and since our birth we have had the privilege of working with and learning from inspirational individuals and organisations from all 4 corners of the world in countries as varied as the UK in the north, Singapore in the east, South Africa in the south and the Cayman Islands in the west. We’re only part way through our journey but we’re doing better than we expected. The best is yet to come though, Education + Technology = Ethical Empowerment.The ExP Group’s brand is unique in many ways. Our corporate identity has the “ExP person” right in the centre to emphasise our people concept. Our vision and founding principles were built into our name to ensure that we remain focused on what we really stand for. “ExP” is pronounced “E ex P” but it originated“E” multiplied by “P”. Thank you for being part of our story.

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kimberly college

We believe that young people learn best when they have structure as well as space and time to foster creativity - time to think and grow. We think that learning should be inspirational, challenging and fun. We work hard to nurture our students’ unique gifts and needs within a supportive College community. Our Teachers are dynamic educators, passionate and knowledgeable about learning, with a strong understanding of contemporary, evidence-based teaching and learning practice. The objectives of Kimberley College are to provide multi-age, non-graded education which incorporates a thinking skills based curriculum, to develop an individualised curriculum, to create a school environment which nurtures intellectual and moral autonomy, and to nurture self-respect and self confidence in students. Every person at Kimberley College has the right to a strong sense of belonging. This occurs when each person has the opportunity to express themselves and to learn to appreciate others whilst treating others with respect and being treated fairly. It also occurs when each person knows our school provides a safe environment for them to create their own identity within a community that values diversity and promotes equity. The school has a non-exclusive enrolment policy. Teachers have a strong belief in the need to develop moral and social intelligence in an environment which respects all religious and secular beliefs.

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urban botanical

Dundee

Urban Botanical is a Botanical Design Service based in Dundee. Our bespoke service offers beautiful, romantic, naturally styled botanicals for your wedding or event. I established in 2016 Urban Botanical, my intention was to approach floristry from a fresh perspective, one not bound by rules or code. My background is in Fine Art having graduated with a BA Hons in Fine Art from Duncan of Jordanstone then continuing on to gain a Master’s degree in Art History from St Andrews University. After University I worked as a freelance Arts Educator running workshops in DCA and McManus Galleries for a few years prior to working in floristry. By 2015 I was working in a local florist, my second florist job but my urge to push the forbidden boundaries and explore the ‘frowned’ upon often caused disagreement. My background in Fine Art influences my approach to floristry, often problem-solving in a different manner from the ‘old fashioned’ or ‘traditional methods’ of floristry. The floristry that excited me was different, it was modern..… arty.. I decided then I had to find my own group of like-minded artist type florists. Through ‘The Glasgow Flower School’ I came to meet Jay Archer – Multi-award-winning florist Jay is known for championing British-grown, sustainable and seasonal flowers, and is widely respected within the wedding and floral industry. Jay talked about largely being self-taught, her work was beautiful, I was in love.. I finally found the definition of ‘floristry’ that I fitted into. My confidence started to grow and I started to really believe in myself but also I realised that just like Art, Floristry is subjective and not everyone will like what I like. During my final year at Art School, we learned the basics of being a ‘self-employed’ artist, learning things like how to quote and price a particular job based on materials, design, and execution which has obviously helped me a lot, also things like Brand Identity, bookkeeping, and accounts. Brand identity or brand ethos for me is something of a journey, constantly defining the things that are important to me, for what I want Urban Botanical to look like, what it represents. Whilst Urban Botanical is my career it is also my lifestyle. Country forage walks with my children is just normal for us, as is collecting ‘pretty weeds’ and wildflowers. Throughout the spring and summer, my ethos is to mainly use locally grown flowers, greenery, and herbs some of which produce the most delicate flowers as well as scent which is an important factor in my bridal work. Scent can evoke memories which is where my love for flowers started as a little girl picking flowers in my parent’s garden, making perfume, and potions. Do I like my job? YES – I love my job, working with nature, and the seasons is something I never realised I would love so much.

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bedstone educational trust

Llanymynech

We recognise that the world of education is in upheaval, and are undertaking a transformation to ensure that Bedstone’s identity is repositioned to take advantage of fast-emerging opportunities now and in the future, whilst retaining the caring ethos and focus on safeguarding for which it is well known. Our purpose is to deliver an educational experience with academic rigour, treating everyone individually and equally to be equipped to thrive in contemporary society. Our aim is to develop students with the intellectual inquisitiveness to prosper, as well as the emotional strength, community awareness and moral compass to become the very best global citizens that they can be. Expectations are high. We are keen to ensure that academic success is one of the key features of the school. Our pupils will realise their full potential. By the time they leave, their results will ensure that they are capable of taking up places at the top Universities or on the most competitive corporate apprenticeship schemes. Kindness is at the heart of the Bedstone Family – the school motto, “Caritas”, literally translated means charity. We value tolerance towards each other; being confident enough to respect each other’s opinions and views – putting others before ourselves. We seek to inspire and nurture every student, from the youngest in our dedicated Junior School to the oldest in our Senior School or Sixth Form, helping to build on their unique strengths and leave Bedstone as well-rounded individuals.

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the brunts academy

0.0(69)

Nottinghamshire

The Brunts Academy, is a popular and oversubscribed high achieving secondary school with a great tradition of success. We believe that an outstanding education develops our students academically, socially and morally, giving them the knowledge and skills to be successful at school and in life. We also feel it is important for our young people to develop outside of the classroom and we offer a wide range of enrichment and extra-curricular opportunities to help prepare our students for the next stage of their education, training or employment. As a ‘Values’ driven Academy our staff and students aspire to display the following values in all they do: Ambition - Fulfil your potential Integrity - Be honest and trustworthy Inclusivity - Respect for everyone Resilience - Never give up Endeavour - Always work hard We believe that secondary education represents a major stage in the life of each young person and so we aim to work together with parents, carers, trustees, agencies and the local community to support our young people; enabling them to develop and grow within this community and in building together a real sense of identity within The Brunts Academy. We demand excellence of ourselves and our community so that we can best serve our students and have an ambitious future. The Brunts Academy is proud of the success our students achieve year on year and through our constant focus on teaching and learning, we see our students develop into lifelong learners whilst enjoying their time with us.

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aylesbury grammar school

Aylesbury

Aylesbury Grammar School has a long history of inspiring and nurturing our young people to explore for themselves who they want to be and find their place in the world. The value of education and the strength of character of the next generation has never been greater. We are expertly placed to enable our students to flourish academically whilst also ensuring they are well-equipped to understand and meet the challenges they face with empathy and humility. Through knowing and understanding each individual, not just through their academic achievements, our students flourish in all they do. The School is committed to a culture of innovative learning and achievement through our pioneering expertise, an uncompromised curriculum and life-enriching opportunities across both curricular and extra-curricular activities, all within an extraordinarily caring and supportive environment. Our history of nearly 425 years is celebrated in all aspects of school life, none more so than in our House system which provides a sense of ownership, belonging and a healthy level of competition and camaraderie. Aylesburians are, for many years to come, loyal to their school with many returning to celebrate at Old Aylesburian events, adding to their sense of identity and growth through achievement the School brings throughout their lives. We hope you get a sense of what it means to learn and be part of our community and how we might be the right place for your son to nurture his character.

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