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2451 Courses in Kilwinning

Spanish language courses

By Mac-International

Spanish language courses

Spanish language courses
Delivered in Internationally or OnlineFlexible Dates
Price on Enquiry

Online Options

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BOOKINGS CLOSED! 18th March Sian Ellis-Martin #Agent121. Looking for: ADULT FICTION, NON-FICTION

5.0(1)

By I Am In Print

LOOKING FOR: ADULT FICTION, NON-FICTION Sian Ellis-Martin joined Blake Friedmann in 2018 and is building a list of fiction and non-fiction at the agency.  With regards to fiction, Sian is looking for commercial, upmarket and accessible literary novels. She always wants to be completely absorbed by the world of the novel, to jump into the character’s life and be swept into the narrative as if she’s been there all along. She’s drawn in by compelling characters and relationships, and loves stories with a mystery or question at the heart of them. She’s open to these ideas being explored in a variety of ways, but at the moment, she’d particularly like to find an epic love story, a fun, queer rom-com with an unusual setting or pitch, and/or a sweeping family saga. She leans more towards contemporary settings but does enjoy a historical backdrop too. In non-fiction, she’s looking for narrative non-fiction, history from different perspectives and books that make complicated ideas around things like politics and literature more accessible. Her favourite type of non-fiction book is the one that makes you interested in something or someone you’d never thought you would be. She’d also love to find cookery and food books too, particularly cuisines that are less visible in the book world, or budget cooking. She’s not currently taking on YA, children’s, fantasy or science fiction projects. Sian would like you to submit a covering letter, 1 - 2 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, Sian 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. Submission Deadline: Thursday 6th March 2025

BOOKINGS CLOSED! 18th March Sian Ellis-Martin #Agent121. Looking for: ADULT FICTION, NON-FICTION
Delivered Online + more
£72

Becoming an effective primary history subject leader

5.0(1)

By Historical Association

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.

Becoming an effective primary history subject leader
Delivered Online + more
£208.33 to £291.67

META-Health Professional 2025

By META-Health International

Become a META-Health professional with our 6 months intensive training! Do you want to learn the scientific background of body-mind-interactions and how to integrate this knowledge in your practical work with your clients? This course contains both self-study and live training in online classes and covers the META-Health Level 1 and 2 material. It will take 6 months including 24 live sessions, 2 hours each, mainly in a weekly rhythm. You will get preparatory videos, reading material and tasks that help to understand and integrate the content, while the group sessions focus on demonstrations, discusion of the material, and practical exercises for you. All the time, our trainers and tutors will support you and we’ll be a learning family with an active chatgroup. Altogether you should reckon approximately 5 hours per week.

META-Health Professional 2025
Delivered Online + more
€240 to €1,680

Access Control Course

By Hi-Tech Training

An effective Access Control System can form an integral part of an effective security system. At Hi-Tech Training our course is designed to give participants a practical knowledge of the operation and installation of Access Control Systems. Our experience has taught us that in order to gain the required skills an installer needs to learn through as much practical training as possible. This course involves 50% “Hands-On” training which involves building, setting up, testing and troubleshooting faults using core elements of modern Access Control Systems. At the end of the course, an interested and hardworking participant will have a good solid foundation of knowledge of what access control is all about.

Access Control Course
Delivered Online
£85 to £685

Introduction to Paper Crafting and Mixed Media - Monday 19.00 - 21.00 or Tuesday 19.00 - 21.00

By Craft4Smiles C.I.C.

A standalone 10 week/session course that will introduce you to the basic materials, tools, equipment and techniques used in paper crafting and mixed media work and to Craft4Smiles C.I.C and our tutors. You will be sent all the materials and equipment needed to complete the course. At the end of each lesson you will have a crafted item to take away to keep or show family and friends. You will be told about the other courses you offer so that you can make an informed choice about further learning.

Introduction to Paper Crafting and Mixed Media - Monday 19.00 - 21.00 or Tuesday 19.00 - 21.00
Delivered Online + more
£495 to £550

BEHAVIORAL INTERVIEWING: BUILDING A CONSISTENT FRAMEWORK AND PROCESS

5.0(4)

By Improving Communications Uk

LEARN ABOUT BEHAVIORAL VS. TRADITIONAL INTERVIEWING, AND HOW TO INCORPORATE AND DEVELOP INTERVIEWING SKILLS TO ENSURE THAT YOU FIND THE RIGHT CANDIDATE FOR THE JOB. Behavioral Interviewing means asking candidates questions that will help you to discover how the interviewee acted in specific employment-related situations. Because past performance is a good indicator of how someone will act in the future, this style of interviewing is extremely useful, and the method of choice for recruiting teams. In this session, you will learn about behavioral vs. traditional interviewing, and how you can incorporate and develop your interviewing skills to ensure that you have the right candidate for the job. OBJECTIVES Participants will be able to: Build a consistent framework and process to ensure an unbiased candidate experience; Choose job specifications and determine how success will be measured (skills); Identify characteristics and qualities that will support the required skills; Prepare questions to elicit descriptions of behaviors, attitudes, and skills necessary for the job; Review legal and appropriate interviewing etiquette/guidelines, including social media research; Screen candidates, using resumes and phone interviews; and Conduct successful role-play Behavioral Interviews in class. CLASSES WILL INCLUDE: Workbooks for future reference and study. Workshop / role play with actual interview scenarios to assist in internalizing data. Time for individual questions and concerns to aid in personalizing tactics. Online Format—Behavioral Interviewing is a 4-hour interactive online class for up to six people. Register for this class and you will be sent ONLINE login instructions prior to the class date. Rich has an engaging presentation style. The New Mexico chapter of the International Society for Performance Improvement (NMISPI) gave high marks to his interactive and lively Improving Customer Service workshop. There were opportunities to share ideas and analyze different techniques, and 87% of attendees said that they would recommend this workshop to others. Ildiko OraveczNew Mexico International Society for Performance Improvement

BEHAVIORAL INTERVIEWING: BUILDING A CONSISTENT FRAMEWORK AND PROCESS
Delivered Online + more
£316

Supporting Neurodiverse Practitioners in Early Years Settings.

By The Leadership Wizard

Join me for this free training to promote "Celebrating Neurodiversity Week" During this training we will explore definitions, characteristics and most importantly how you can support the challenges that Neurodiverse practitioners may encounter in an early years setting. We will be focusing on: Dyslexia Dyspraxia Dyscalculia Autism ADHD Join me on Tuesday 18th March to become a Leadership Wizard in supporting neurodiverse practitioners.

Supporting Neurodiverse Practitioners in Early Years Settings.
Delivered Online
FREE

Unlocking Our-Selves: The Seekers with Bárbara Godoy

By Therapy Harley Street

Experiential Group Process. A playground for therapists to nurture the imagination, release inhibitions and mobilise therapeutic insights. Unlocking Our-Selves: The Seekers Experiential Group and Process Work with Bárbara Godoy A playground for therapists to nurture the imagination, release inhibitions and mobilise therapeutic insights “Supportive, thought-provoking, emancipating, grounding” Inspired by the most prominent world seekers from antiquity to date. This year’s programme will take us on a profound personal journey of enquiry by cultivating presence and activating aliveness in the group environment OPTION 1: Tuesday Evenings Group 6 pm to 7.15 pm Term 3: Eastern Mystics 17and 24 September 1, 8, 15, 22 and 29 October 5, 12, and 19 November OPTION 2:  Friday Lunchtime Group 12.30 pm to 1.45 pm Latin American Writers 20 and 27 September 4, 11, 18 and 25 October 1, 8, 15 and 22 November Venue: Online – Zoom - Fee: £300 (term) Bárbara Godoy M.A., Adv. Dip. Exi. Psy. Existential Psychotherapist Group Leader, Counsellour, Lecturer and Supervisor, MBACP & UKCP accredited, SEA Professional Member, Director of Therapy Harley StreetBárbara’s academic contributions in London since 2008 include lecturing and researching on the theory and practice of Phenomenological Existential Therapy on Doctorate, MA and professional courses at the School of Psychotherapy and Counselling Psychology, Regent’s University and the New School of Psychotherapy and Counselling directed by Emmy van Deurzen. Bárbara has facilitated and designed therapeutic Group Work since 1997. She brought her earliest workshop: “Experiences” to large groups in The Netherlands, Italy, France, UK and Argentina. These awareness-intensive processes are a legacy of the human potential movement (HPM) of the 1960s, with techniques such as AUM Meditation Marathons, Psychodrama, Bioenergetics and Primal Feelings work.

Unlocking Our-Selves: The Seekers with Bárbara Godoy
Delivered Online + more
£300

Endometriosis Masterclass

By CCMIG

Endometriosis masterclass. Two day practical theory and hands on course on all aspects of endometriosis management. Expert faculty and live surgical cases.

Endometriosis Masterclass
Delivered in London or Online
£550

Vulnerable Road Users - International CPC - Online

5.0(27)

By PETM

This is an International Driver CPC - 7hours course - Vulnerable Road Users and it is suitable for LGV & PCV and will cover: Where Do We Encounter VRU’s? Who Are the VRU’s? Sharing Road Space, Route Planning, New Traffic Systems, Professional Drivers Role, Hazard Perception, Defensive Driving, Blindspots, Vehicle Safety Systems, Cyclists, Pedestrians, Motorcyclists, Horse Riders All courses start at 07:45 hrs and finish at 15:45 hrs All courses are 8 hours long with included 2 breaks of 15 minutes and a lunch break of 30 minutes. Approval: This course is registered with JAUPT as approved for Driver CPC qualification. Course Approval Number: ICRS5814/475. On completion of the course, all attendees will receive a certificate of attendance. Please note repeat courses are not accepted by DVSA and by joining this course you confirm that you are aware of the modules covered by you and certify that, if you have covered these before you are happy to repeat the modules due to needing further education on the subject.

Vulnerable Road Users - International CPC - Online
Delivered Online + more
£55

Educators

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Heathers Happy Hounds

heathers happy hounds

5.0(34)

Stewarton

My name is Heather Dugdale and I am a local lass who has always loved animals, especially dogs and horses.  My Grandfather had a small holding in Kilwinning where he bred Clydesdales and Springer Spaniels,  so I think it’s definitely in the genes.  After many years of working with the Council as an IT Technician I decided to start studying dog behaviour and science based training in the hope that I could become a Dog Trainer when I retired, lucky enough for me I was given the opportunity to take early release (sounds like a prison sentence!) and follow my passion . In 2017 I gained an Ofqual recognised level 4 Diploma in Canine Behaviour Management and Training from Animal Jobs Direct,  and passed an Animal Behaviour and Welfare course from the University of Edinburgh,  successfully completed a Dog Emotion and Cognition course with Duke University and  went on to assist a fully qualified Kennel Club Instructor with her Canis Dog Training Classes which where invaluable,  and gave me the hands on experience I needed to start my own classes. I continued my education and became a member and accredited trainer with the IMDT , having passed my exam with a distinction in 2021.  I gained membership of the APDT in June 2023, which is a highly valued organisation in the Professional Dog Training Industry,  and with this rigorous exam came the opportunity to be listed on the ABTC register, which is a Council that sets and maintains standards of knowledge and practical skills needed to be an animal trainer, training instructor or animal behaviour therapist and is used by shelters and vets.    At present I am also a member of the Kennel Club,  and my club is listed for the Good Citizen Award Scheme, which is probably the most well-known training scheme in the world,  but you don't need to sit any exams,  just have fun training and if you change your mind as you become more confident,  why not go for it!  so if you would like to find out more then please visit  https://www.thekennelclub.org.uk/training/good-citizen-dog-training-scheme/ [https://www.thekennelclub.org.uk/training/good-citizen-dog-training-scheme/] . I also provide 1-2-1 training for those people who need to set their own timetable. In the near future I hope to become a Kennel Club Accredited Instructor for both Companion Dog Training, assistance dogs, and the Good Citizen Award scheme,  this kitemark of quality and excellence is also highly valued in the Dog Training Industry.   In the distant future, I hope to become a fully qualified behaviorist and add this to my list of services.    I think training should be fun, and I believe happy dogs make for happy owners, and that’s why I chose the name Heathers Happy Hounds.  So come and have some fun!

YES Your Entire Self

yes your entire self

5.0(13)

Largs

Main Health Benefits: Reduced Stress with Increased Happiness Buddha was asked : ’What have you gained from meditation’? He replied ‘It’s not what I have gained, let me tell you what I have lost; anger, anxiety, depression, insecurity, fear of old age and death’. Sympton Reduction - reduced stress, anxiety with increased life quality Biological Markers - positive changes in cortisol levels affecting the immune system Neuorplasticity - the brain's ability to change in response to life circumstances & learning MINDFULNESS – FORMAL AND INFORMAL There are two ways of practising mindfulness; the formal way and the informal way. Formal mindfulness is better known as meditation. It involves following established practices taking time out of your day to be still and silent, to focus on your breath, to be aware of sounds, senses, thoughts and feelings. It can also involve totally clearing the mind. Informal mindfulness requires no conventions. It simply means bringing mindful awareness to everyday life, to daily activities such as eating, walking, driving and housework. Informal mindfulness is also part of your interactions with other people, at work, at home and in your social life. People have been practising mindfulness for thousands of years. It is stated it originated from ancient Buddhist, Hindu, Chinese and Tao Te Ching philosophies. However, some may suggest that it has its roots in Judaism, Christianity and Islam. To give an idea of dates; Buddhism was founded around 400-500 BC by Siddhartha Gautama who was referred to as the Buddha. My feeling is that I am just grateful for all those who have practised before us from all corners of the world, inviting this practice into my life to bring calm into the chaos. 'The role of such mindfulness practices is to keep the mind properly grounded in the present moment, decreasing reactivity to what happens in the moment. It is a way of relating to all experience - positive, negative and neutral - such that overall levels of suffering are reduced and a sense of wellbeing is increased' (Germet & Fulton, 2005). Today there are a variety of definitions within the Eastern and Western approaches. We are indebted to Dr Jon Kabat-Zinn for bringing the benefits of mindful practice to the West through his Mindfulness Based Stress Reduction (MBSR) programme (based on a type of Buddhist meditation called Vipassana). Dr Kabat-Zinn defined it as 'paying attention with purpose, non-judgemental and while in the present moment' (Kabat-Zinn, 1994, 2005). Over the years, I personally have benefited physically and mentally from mindfulness by: making time for 'non-doing' allowing me to be still enough to tap into my 'inner voice' living my experiences in a non-judgemental way, accepting as it is, letting go of my need to 'control' bringing moment to moment awareness to my physical body, thoughts, feelings and emotions What I have learned is that Life happens all around us; sometimes we can select what we experience and other times the experiences are a natural part of life. Either way, mindfulness practice has supported me to recognise the difference if I only honour myself enough by giving time to do mindfulness/meditation practice. Mindfulness is a way of life, a choice of behaviour and thinking. WHAT IS THE UNIVERSAL LAW OF ATTRACTION (LOA) Main Health Benefit: Learn to listen to your Inner Coach, not your Inner Critic In accordance with the Law of Attraction, you attract into your life those things, circumstances and conditions that correspond with the nature of your dominant, habitual thoughts and beliefs, both conscious and subconscious. The basic premise of the LOA is that like energy attracts like energy. The belief is that as we came from ‘source energy’ in order to attract what we want, we have to resonate with the energy of the Universe’s vibration by feeling, thinking and visualising our wants/purpose in life. However, taking specific action is always needed. As our focus is on LOA the more general lesson is that being positive, proactive and loving attracts more of the same into your life. Meanwhile pessimism, fear and lethargy will lead to a more negative experience in all aspects of life. By working to live more positively even just today, you’re already using the LOA to create a better existence. There are however 12 spiritual Laws of the Universe which are a network of interconnected spiritual laws that can impact on every aspect of your life. These laws can be used to assist in Law of Attraction work. WHAT IS NATURE THERAPY Main Health Benefit: Boost your immune system with relaxed mind and body. Nature Therapy can also be known as forest bathing, forest being or Japanese Shinrin-Yoku and describes the practice that combines a range of exercises and tasks in an outdoor environment. Garden therapy, horticultural therapy or ocean therapy may be viewed as forms of nature therapy. Many studies show diminished stress, reduced blood pressure and positive effects on the immune system.