3837 Educators providing Riding courses delivered Live Online

Name: Trail Hunt International Foundations - INSTRUCTOR
Price: 700 GBP
Availability: InStock

Riding Live Online

kings mill school

East Riding of Yorkshire,

Situated in the heart of the community of Driffield, we are a unique and special place to learn. ‘Learning for Life’ is the foundation of all we do at Kings Mill and underpins our whole curriculum from Early Years through to Sixth form. The school caters for pupils aged 2-19 years. We are on two sites. The main school site houses Early Years through to Key Stage 4. The school was completed in May 2017 and has been purpose built to meet the needs of our pupils. Alongside eleven new classrooms we also have a new hydrotherapy pool, rebound room, sensory therapy room and sensory rooms. Students aged 16-19 are based at The Kings Mill Student Centre which is based at Driffield Secondary School approximately a mile away from the main site. This comprises three classrooms and a combined common room and food technology area. There is also opportunity for joint working with Driffield School. Our sixth form students also visit main site to access the facilities as required. All our pupils and students have complex needs and we offer specialist provision for pupils on the autistic spectrum and pupils with multi-sensory needs. Our curriculum principles and ethos are supported by a wide range of activities which happen on and off site. Sport plays a very important role in the life of the school and we believe in encouraging healthy competition and leadership skills. The school has enjoyed great success in local, regional and national sporting events. Please take time to browse our website which we hope will introduce you to our school and ethos. We are proud of our wonderful school and wish to share our vision and success with you all.

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nextgen learning

London, United Kingdom

NextGen Learning offers futuristic learning tailored for emerging leaders. Dedicated to empowering learners, this platform boasts a vast array of courses, crafted by industry professionals, for both personal and professional growth. Dive into a transformative journey, unlocking unparalleled potential, and equipping yourself with qualification & skills designed to lead tomorrow's world.

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dog friendly training & therapy centre

East Riding of Yorkshire, Aughton

dog friendly training | Training Dogs Training Dogs

swanland kids club

East Riding Of Yorkshire

Swanland Kids Club

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her next chapter

Leamington Spa

Tenacious. Terrific. Trustworthy. Truthful. And sometimes Trouble. When you ask my family, friends and coworkers about me, they will probably list these attributes. Or qualities. For good and for bad. I am the only child to my mother Grace and my father Ken who met in Blackpool, England during the Second World War, which means much of my family resides in England. Including my daughter who met my son-in-law during her junior year abroad at Oxford University. I grew up not knowing that my mother had an accent, never understanding the difference between English and American terminology so that even today I will say a word and people will look perplexed, and I realize I am using the English word and not the American one. I’m an only child because my parents decided traveling back to England would be very difficult with more children. My father made a point to keep me from being spoiled which was a double-edged sword because his lack of praise left me with a feeling that I had to try twice as hard as anyone else just to keep up. The end result is one very motivated woman, and I constantly seek continued learning and new challenges. My first words were undoubtedly “When are you going to give me a horse?” and thus Patience Prize and I became a team when I was 14. My father once again made sure I knew the horse was not to be taken for granted when he said, “Now you’ve got a horse, you’d better get a job. And you won’t be paid for mowing the lawn anymore.” My love of animals produced my first job at the local veterinarians cleaning up cages and feeding animals. One small dog had broken her two front legs, was terribly vicious, and no one could touch her. After her surgery she was crammed up in a corner while still asleep, and I moved her into a more comfortable position and, of course, petted her and spoke to her. After that I was the only one who could open her cage and touch her without getting bitten. She must have known my smell. Years passed and I became both a photojournalist and regular journalist with local Berkshire County Massachusetts newspapers. When I returned to college to complete my bachelor’s degree, my journalism provided me with life experience credits and thus I completed my BA in English. What to do next? I had student loans, so I needed either grad school or a second job. My daughter waitressed at a local restaurant open only on weekends and they said they needed a dishwasher, so she said, “My brother needs a job.” Then they asked, “So who else do you have at home?” and she said, “My mom.” Thus, I tried the second job routine as a waitress. We served wine in long-stemmed glasses and carried them on a tray. During one shift I was at a table of two women and the tray started to tilt, and I couldn’t stop it! So, I stood there and watched the wine glasses crash down on the table and splash everywhere. It was not a happy time for all involved. So, I said, “That’s it, I’m going to grad school.” I took my daughter and son to see Phantom of the Opera on Broadway, we ate at the Russian Tea Room, and I told them they couldn’t bug me for two years. The non-traditional program at Vermont College of Norwich University was a full-time program so I had a full-time job, a full-time grad school program, a son in high school and a daughter in college. During my internship I worked 7:00 a.m. to noon, drove to Albany, New York (a one-hour drive one way), worked at a public relations firm from 1:00 to 6:00 and stopped at the restaurant where my two offspring worked about 7:00 for a glass of wine and a light dinner. Then I realized I didn’t have time to clean the bathroom, so I hired a cleaning lady (very inexpensive in a small town back then) and decided that was an expense associated with grad school. That was a valuable decision. The downside of a small town is that a master’s degree doesn’t allow for many jobs at a living wage. I decided I would move. After networking for several years and finding a church in Washington, DC I moved to northern Virginia on October 2, 1999, never having lived more than 6 miles from where I was born. I got a job the second day. I bought a house that January and a horse, Sonny Madison, in January 2001 and have never regretted my choice or looked back. At some point in 2018 I found Her Nexx Chapter and started writing for them. It provides me with a chance to get in touch with my creative style since my most prevalent job has been a technical writer. Now I’m also the Editorial Project Director and a member of the Advisory Board. It’s a tremendous value to women everywhere, and I always enjoying learning something new and sharing my blogs with the community. So here I am. I’m still horseback riding and trying to keep fit. I try to look for the positive side of life even in times of turmoil – notice I said “try” because sometimes life gets to be a tad difficult. But that’s my story and I’m sticking to it!

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invisible advantage ltd

It took us two years to find our company name! We realised that, when you work with us, you get a significant advantage. However, that advantage is ‘Invisible’. We believe that it is only the results of working with us that should be obvious, not the work itself. We all know people who’ve been to talks and training courses who emerge sounding like robots, or with a bunch of notes that just get thrown into a drawer. We never give scripts, or rules. We change people’s behaviour by inspiring them to think differently – so, ‘Invisible Advantage’! Our methodology is based on some simple, but extremely effective ideas: Entertainment and education go hand-in-hand. Every seminar, talk, workshop and training session should entertain at the same time as instruct. It’s the most fool-proof way of influencing people to take notice, to learn and to change their behaviour. The best teaching is easier to remember than to forget. We give people new experiences that will stay with them. Traditionally, delegates have been seen as passive receptacles for knowledge. We don’t believe this is effective – if you were only told how to ride a bike, you’d never learn, however once you’ve experienced riding a bike – you can never forget! On our courses, sessions and talks, attendees are active participants – engaging in learning ideas through enjoyable games, intriguing tasks and strategic exercises that make learning unforgettable and easy to apply. The best learning occurs when someone is presented with challenges, but in a supportive environment. We understand that taking on new ideas is an activity and does take effort, and this is difficult enough without added stress. Our content is carefully designed to become increasingly demanding while keeping the atmosphere fun, stimulating and ‘light’. Everything has to be related to the ‘real world’. Our way of working is designed to give people new skills and ways of thinking that are immediately useful. We keep theory to a minimum, and design our work around real-life role-play scenarios. Instead of talking about networking, we’ll re-create a networking event. Instead of discussing negotiation, we’ll get people negotiating. Instead of ‘presentation skills’ we’ll work with a real presentation. Working in this way means that people immediately see the relevance and are keen to try out their new skills. All the senses have to be engaged to create a rich learning experience. Learning really ‘sticks’ when someone enjoys it and is fully involved. Everyone learns in their own way, some people respond well to text, some to visuals, some to listening and reflecting, and some to getting up on their feet and trying things out on their own. We ensure that everything, from the invitations, through to the sessions and the follow-up, stimulates attendees in all these ways. Self-awareness is the key to change. If we want to develop, in any sphere, we have to know what we’re doing now – how we’re talking, how people react to us, how persuasive we are, how confident we appear, etc. Once we can see that clearly, we begin to see how to change. Woven throughout all of our work is the skill of developing self-awareness: physically, vocally and psychologically. Lee Warren Lee is co-founder of Invisible Advantage and delivers most of the public speaking engagements. He has spoken all over the globe at conferences, association events and internal meetings for many of the world’s largest organisations. He is the author of ‘How to Persuade Anyone To Do Anything (well, almost!)’ and ‘Grown-Ups Don’t Use PowerPoint’, two eBooks designed to help people who need to communicate more effectively in business. He’s currently working on a new book aimed at business presenters, due to be published in 2017. Lee has a strong background in sales, and is one of the U.K.’s most popular magicians – Prince William described him as ‘absolutely amazing’. He’s also a qualified Alexander Technique teacher and theatre writer. He’s written for The Almeida Theatre, The Royal Opera House and The Aldeburgh Festival. Lee is fluent in Spanish and good at playing the piano badly. Lee Warren “I’m passionate about the power of public speaking to create change. When I present, I try to bring the very best of the worlds of magic and business together to deliver something amazing that will also get results by speaking your language. I work hard to make sure that my sessions work for you. Starting with the outcome, I work backwards to design talks, seminars, keynotes & training sessions that are interactive, amazing and inspiring.” James Harwood James Harwood James was a co-founder of Invisible Advantage, and remains a Senior Associate. He advises on larger projects and strategy and delivers some of our training sessions and workshops. As well as a busy corporate trainer, James has been a professional West End actor and a teacher of The Alexander Technique. Matt Boardman Matt Boardman Matt is a presentation coach based in Madrid who also works on business development for Invisible Advantage. We’re convinced this makes us a global company! Matt is a graduate of Cambridge University, and was a leadership consultant at Deloitte. For five years he has delivered training in public speaking, building relationships and influencing techniques to charity volunteers in the UK, Kenya and Uganda. In his spare time he performs stand-up comedy. Our Associates We’re very lucky. Although we’re a small company, we’re connected to many of the leading experts in the fields of communication, PR, media, networking and sales. All of our associates are skilled at combining their subject knowledge with strong delivery and energy, which means that they can deliver the results you need through authentic, credible advice, delivered in a way which works. Our associates can work 1-2-1, with small groups or sometimes outside a learning environment – such as through Skype, teleconferencing and on-site presentation support.

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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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Courses matching "Riding"

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Duration 3 Days 18 CPD hours This course is intended for This in an intermediate and beyond-level course is geared for experienced Python developers looking to delve into the exciting field of Natural Language Processing. It is ideally suited for roles such as data analysts, data scientists, machine learning engineers, or anyone working with text data and seeking to extract valuable insights from it. If you're in a role where you're tasked with analyzing customer sentiment, building chatbots, or dealing with large volumes of text data, this course will provide you with practical, hands on skills that you can apply right away. Overview This course combines engaging instructor-led presentations and useful demonstrations with valuable hands-on labs and engaging group activities. Throughout the course you'll: Master the fundamentals of Natural Language Processing (NLP) and understand how it can help in making sense of text data for valuable insights. 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