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1106 Educators providing Nature courses

Oldfield School

oldfield school

Bath

We provide an exceptional education in an environment that challenges all students and fosters ambition. Our students have respect for themselves, each other and their school and are well-prepared to face the world as compassionate, confident and resilient young people. Nature of the school and location Oldfield School is a successful, high attaining 11-18 mixed comprehensive with 1250 students located in the historic city of Bath. The school campus is on the outskirts of the north-west of the city and we benefit from a large, semi-rural setting with excellent transport links for students and staff. The school has an attractive, open and dispersed site. A notable feature is the location of teaching rooms and our Sixth Form in Penn House, an 18th century Georgian manor house. Our school has an excellent reputation locally and in the wider community for academic excellence and the quality of pastoral care and support. The school has with a comprehensive intake which reflects the diversity of the local community. The most recent Ofsted inspection was in January 2020, when the school was judged to be good in all areas. A feature of the inspection report was the inclusive nature of the school and the sense of community felt by staff and students. Inspectors commented that staff were overwhelmingly positive about the support that they receive from leaders and on how friendly and welcoming the school is for staff. Oldfield is a school where staff development is an essential feature. The teaching and support staff at the school are an excellent team who work well together to provide opportunities for students to achieve or exceed their potential. The needs of our students are paramount and this is recognised by all staff, who have a common view that only the best is good enough. We have a commitment to sharing good practice in developing leaders, teachers and support staff. The school has a successful and popular Sixth Form of 190 students. We offer a wide range of A Level courses and opportunities for our sixth form students and all faculties offer A Level courses. A Level classes are relatively small, which provides a personalised learning experience for our students. Curriculum The curriculum for Key Stage 3 follows the National Curriculum. Students study either Spanish or French throughout Key Stage 3 with the more able studying both languages. A wide range of courses additional to the core subjects are offered at Key Stage 4. Students are encouraged to study humanities and languages and the great majority do so. There is setting in ability groups in Key Stage 3 and Key Stage 4 where appropriate. Almost all Key Stage 4 examination entries are GCSEs, Year 10 and 11 students typically study 9/10 GCSEs. Subjects are organised in six learning areas with the Leaders of Learning line-managed by the Senior Leadership Team (SLT). Pastoral Care Students remain in the same tutor group throughout their school career. The Heads of Year are responsible for the pastoral care of around 200-224 students from Years 7 to 11. The pastoral leaders are supported and line managed by a member of the SLT. We also have a House system to encourage a sense of community. The four houses are led by a Head of House and there are regular inter-house competitions and fund raising events. Resources and Accommodation The provision of high quality resources is a priority for the school. There are specialist teaching rooms for all subjects and most teachers have their own teaching room. ICT facilities are excellent with specialist ICT teaching rooms as well as comprehensive ICT facilities in many general teaching rooms. The school is very well maintained, ensuring that learning spaces of the highest possible standard are a priority. Oldfield School is a fantastic place to work. Students are keen and helpful and staff are enthusiastic and dedicated to bringing about the highest quality learning outcomes for our students.

University of Chester

university of chester

3.9(217)

Chester

The institution's original buildings were the first in the country to be purpose-built for the professional training of teachers. The first cohort of 10 male student teachers had been taught in temporary premises in Nicholas Street from February 1840, until increasing student numbers led to a move to further temporary accommodation in Bridge Street later that year. The need for a permanent site led the Dean and Chapter of Chester Cathedral to donate land adjacent to Parkgate Road and the new facilities were opened in 1842 for the 50 student teachers and their school pupils. The Parkgate Road Campus has subsequently been developed to accommodate the needs of students and the University still provides higher education in this location and at other sites in the city and beyond. Education qualifications remain significant and are now a fraction of the 420 course combinations on offer. In the 20th Century, the institution steadily expanded its student numbers and the variety and nature of its courses, which range from Animation to Zoo Management. The University of Chester now has over 1,700 staff and some 20,000 students, drawn from the United Kingdom, Europe and further afield, particularly from the United States, India, China, Nigeria, Turkey, Uganda, Pakistan, Ghana, Bangladesh, Qatar, Indonesia, Vietnam, Japan, Sri Lanka and Malaysia. As well as undergraduate and postgraduate degrees, a new range of foundation degrees and apprenticeship degrees combines conventional university study with learning at work. MPhil and PhD qualifications are an established and growing area of activity, with the University gaining the powers to award its own research degrees in 2007. The emphasis is very much on research that has practical benefits both economically and culturally, and the University provides consultancy support across a variety of areas of expertise. Recent projects have included helping to develop England’s first ‘carbon neutral’ village, discovering a vitamin compound which reduces the risk of heart disease and dementia, translating the Bible into British Sign Language, and research into understanding the psychological impact of cancer to improve wellbeing and quality of life for patients and their families. Development of well-respected courses in Health and Social Care, Humanities, Business and Management, Arts and Media, Social Sciences, Science and Engineering, Medicine, Dentistry and Clinical Sciences, and Education and Children’s Services has further extended the University’s work and connections with industry, commerce and the professions. Many millions of pounds are continually invested in the accommodation and resources to enhance the student experience and there is a strong focus on making students feel supported and at home. Recent developments include the addition of two large accommodation blocks (Grosvenor and Sumner Houses) and a significant expansion of the learning resource centre at the Parkgate Road Campus. The Handbridge former Western Command Army HQ, in which Winston Churchill held wartime meetings with international politicians, is now the Queen’s Park Campus and opened for the academic year 2015/16 as a base for the Faculty of Business and Management, educating the leaders of tomorrow. This followed the launch of Thornton Science Park in 2014/15, hosting the UK’s first new Faculty of Science and Engineering in two decades and bringing together teaching and research with business and innovative industry practices on one site.

Step Into Learning

step into learning

Launceston

V Learning Network is a charitable company originally set up in 2001 as the lead of a consortium created to deliver adult and young people mainstream funded education. The consortium was made up of independent training providers in the Third Sector throughout Devon and Cornwall. In August 2021, due to some changes in funding, the nature and focus of the company shifted slightly. We are used to working in a proactive and agile way so have been able to adapt, evolve and innovate, and continue to do so. To fit the growing needs of the business and to strengthen our brand identity, we have changed the company name to V Learning Network trading as Step into Learning – Step Into Learning will be the sole, public facing name used across all our touchpoints going forwards. We still offer young people mainstream funded education and we currently work with three charities and Community Interest Groups (The Outdoor Place, Transferable Skills Training, Cornwall Neighbourhoods for Change), enabling them to deliver high quality training by providing sustainable funding. The funding allows our partners to offer a range of training opportunities and deliver quality programmes within Cornwall. Step Into Learning also delivers quality, in-house training, projects and services via its own training division. Step Into Learning is based in Launceston, Cornwall, however, our reach extends much further. We offer training across Devon and Cornwall and have the scope to cover any geographical location due to our flexible delivery – face to face, blended learning (mix of face to face and online) and online. Step Into Learning specialise in working with learners looking to open up new career pathways, or those looking to get back into work. We are committed to giving back to our local community: * SILC is our counselling service providing free, confidential counselling for the Launceston community. * Our community larder for Launceston opened in May 2022. The focus of the community larder is reducing food waste and giving local people access to nutritious food that would otherwise go to waste.

Jenny Wade Coaching

jenny wade coaching

Edinburgh

My goal is a simple one. To enable people to be their best and succeed in what is true to them. Sometimes we get stuck in the mire; can’t see the wood for the trees. My gift is to help you clear your own path. I am a straight-talker and down to earth with great insight and the ability to get to the heart of the matter quickly. Clients may come to me with the topic of problems at work when the real issue is one of a more personal nature, and vice-versa. I believe in coaching the person, not the problem as it is all connected and I love helping people to achieve more balance in their lives. Prior to re-training as a Co-Active coach with CTI (The Coaches Training Institute – the world’s leading coach training organisation) I worked in Restaurant/Hospitality management for over 18 years. This provided me with the opportunity to meet, support and serve a diverse group of people with vastly different personalities leaving me in a great position to coach a wide range of individuals. Why choose a Co-Active coach? What is different about a Co-Active coaching conversation? Coaching is not about solving problems, although problems will be solved. It is not primarily about improving performance, attaining goals or achieving results, although all of that will certainly happen over time in an effective coaching relationship. I believe that coaching is chiefly about discovery, awareness and choice. It is a way of empowering people to find their own answers, encouraging and supporting them on the path as they continue to make important life-giving and life-changing choice. The power of choice itself is an amazing thing, I believe that every situation has possibilities and that people really do have the power of choice in their lives. I also LOVE to cook and am a big fan of gaming in my spare time to help keep my brain active – it’s also very social and I love people.

Executive Ahead

executive ahead

London

We bring together the best of two worlds — advanced academic research in strategy and comprehensive expertise from business — to deliver customised training for industry leaders and help them address specific situations of strategic change. We form teams of strategy scholars and business experts who are best positioned to anticipate and understand critical shifts in an industry. Together they design a unique learning experience around a strategic problem that organisations in that industry are going to face. Then they deliver engaging sessions of collaborative learning that greatly improve participants’ strategic thinking. We can help you... Think ...to understand change As a leader, you deal with continuous change. You look at the ever new opportunities and challenges arising from technological innovation, from advancements in knowledge and science, from new trends in society, and from transformations in the natural environment. And you wonder. The history of business offers countless examples of dominant firms that have been wiped out by a change that they did not see coming. Understanding the nature and magnitude of change is key. It is the first step towards formulating a new strategy and designing a new role for your organisation. But problems are increasingly complex and interconnected. Traditional knowledge and standard ‘business school frameworks’ don’t always apply to these extraordinary situations. Through tailored, problem-based learning, we help you gain complete understanding of the changes to come. Learn ...to create a new vision Every minor shift in any industry has the potential to turn into that ‘big change’. The change that creates new scenarios of use, defines new business roles and relationships and gives rise to new leaders. To remain relevant, today’s leaders must gain a different understanding of strategy. We take you on a journey that will reframe your thinking. We help you ‘see’ today the impact that transformations in the business environment will have on your organisation tomorrow. Together we assess options, we travel pathways and we explore sinergies to find innovative solutions for the future. Together we create a new vision.

Ecole Nationale SupƩrieure des Arts Visuels de la Cambre

ecole nationale supć©rieure des arts visuels de la cambre

Friends of La Cambre was created in 1979. A non-profit association, it organizes events and study trips, and helps support young graduates by creating an annual prize. Link to the document Voyage Henry van de Velde and the Bauhaus.pdf President's word “In any form of social life, the status of the artist provides a good criterion for evaluating the general state of culture. »John Dewey The idea of an association of Friends of La Cambre goes back to the foundation of the school which was then called the Higher Institute of Decorative Arts. We are in February 1928. The present association is more recent since it was born in 1979 with a similar object, to support the creation (the investigation) and the pedagogy of the school by its contribution in material and immaterial means. We have this ambition, to support students in carrying out exceptional projects, to support them, more modestly but no less necessarily, in carrying out experiments linked to the school's pedagogies. Other supports can be envisaged, of a social nature for example. What are the Friends of La Cambre made of? They are women and men who have the desire to be linked to the beginning of something that takes shape in the act of creation, who have the desire to offer their own means to its realization by being present because they believe in vita nova (there is creation only because there is life). They are women and men driven by intranquility, who know the fragility of the creative gesture. These are women and men who have decided to accompany the paths of expression, because are we ever sure to say, to show, what we want to say, to show? A school is first and foremost a place of meetings, experiments and therefore exchanges. The Friends of La Cambre can be a part of this place. They are able to bring this unique place that is the school into contact with other worlds, not to be their "sound echo", but to bring something different.

Francesca Lo Verso Counselling and Psychotherapy

francesca lo verso counselling and psychotherapy

My name is Francesca. The following bio may offer some more background on why I work the way I do. I grew up in Italy, but I spent half of my life outside my country of origin. This brought me face to face with the challenges of finding a sense of belonging and home elsewhere. This makes me particularly attuned to cross-cultural dynamics, multi-lingual living and the struggles of understanding who we are in this new reality. My early studies (a degree in International Relationships and Peace Studies) helped me understand human distress from the perspective of power dynamics and systemic oppression, hence why my framework of reference is systemic. A decade later, when I retrained as a counsellor, I combined my earlier studies and previous work experience in the third sector (ranging from supporting victims of human trafficking and refugees to the homeless) to find voluntary and subsequently paid work within a counselling service for people who use substances and are involved with the criminal justice system. Through my time at this counselling service, I understood trauma from a systemic point of view and learned to convey safety and support clients to find it in their life and within themselves. I am now a senior counsellor for a local charity for alcohol use. Since 2017, I’ve volunteered as a counsellor for the therapeutic community Time and Space, supporting people who hear voices, dissociate, and self-harm. My experience here has taught me how to look beyond the labels, centre the person in the work we do together and trust, no matter what, that the person knows best what works for them in their healing journey. Alongside this, over the years, I have nurtured a deep connection with nature, which kinship brought me a sense of connection, dignity and respect that I now extend to the other-than-human beings and world, too (hence why I have embraced a vegan lifestyle).

Medway School of Pharmacy

medway school of pharmacy

London

The Medway School of Pharmacy is a unique collaboration between the University of Greenwich and the University of Kent. Since opening in 2004 we have become recognised as an established school of pharmacy, by the regulator The General Pharmaceutical Council (GPhC). Our mission Our mission is to produce, through innovative teaching and research delivered in a supportive and caring environment, high-quality professional graduates committed to lifelong learning. A number of strategic objectives have been developed from our mission statement: To anticipate future needs of the Profession, Industry and the National Health Service and to provide high quality versatile resourceful practitioners to meet those needs. To widen access to educational opportunities through the development of a broad portfolio of programmes and courses and new approaches to teaching and learning. To develop an internationally recognised research reputation that will exploit the multidisciplinary nature of the school. To engage postgraduate students in lifelong learning through registration for higher degrees and/or Continuous Professional Development (CPD) by the development of innovative multidisciplinary approaches to education and training. To provide enterprise and consultancy in support of the Profession, Industry and the National Health Service. To continue to develop a vibrant school that empowers staff and students to maximise their contribution, through the provision of good working conditions and a variety of personal and professional development opportunities. To observe high professional standards in all activities. Innovation led We have designed an innovative patient-focused MPharm programme and believe that the future of pharmacy lies in meeting patients’ needs through working in partnership with patients, other health-care professionals, the NHS and industry. Pharmacists are the only healthcare professionals with a unique knowledge of medicines from manufacture to their use in patients, and pharmacy offers a wide range of career options. Our MPharm programme already provides a significant amount of work placements to enhance the clinical learning, competencies and employability skills of our graduates.

Paint with Ray

paint with ray

London

Welcome, this my story of how I came to be a Bob Ross instructor. I loved art when I was at school but never found the opportunity to develop this interest. A long career in farming nurtured my love of the countryside and I took enormous pleasure in observing nature; early mornings, sunrises and mists, majestic trees, sparkling sunshine on the water etc. Later in life, as fate would have it, I found myself laid up for 6 weeks after an operation, and with so much time on my hands, I needed an activity – in an attempt to keep me occupied my wife gave me a painting by numbers kit. After that first very basic kit, I had begun to rediscover my love of painting. I rapidly moved on to acrylics then watercolours and then one day I came across Bob Ross on the television and was fascinated by his ‘Wet-on-Wet’ technique of painting with oils. I was amazed at the incredibly professional and delightful paintings which were possible to create in just one sitting and I watched his programmes over and over again. By 2011 I had attended Bob Ross instructor workshops to learn this method of painting for myself. Passionate about sharing this wonderful way of painting with others and discovering I had a natural aptitude for teaching, in 2012 I qualified as a Bob Ross instructor for ‘Wet-on-Wet’ floral techniques and in 2013 returned and qualified in landscape painting. My classes in my studio in Great Glen, Leicestershire, are friendly and relaxed and above all informal. We have fun together, make new friends, gain confidence through learning a new skill and anybody, even someone who has never picked up a brush before can produce a fabulous piece of art over the course of the day to take home and enjoy – a painting to be proud of. I guarantee you’ll have a thoroughly enjoyable and rewarding experience.