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110 Educators providing Teacher courses in Edinburgh delivered Live Online

The Self-compassion Community

the self-compassion community

London

I'm a former board level executive director who rose quickly ... and became burnt out, young. I am also a former voice artist - something which served me well when a life-changing injury occurred in 2006. I suffered a ‘hip replacement gone wrong’ which left me with major arterial internal bleeding and genuinely fighting for my life ... physically of course, and subsequently mentally too as the months of physical recovery and pain rolled into many years. I went from being a high-achieving, fast-paced, super capable person, to someone who needed to learn to walk again. That took its toll. And years of pain and effort. Cultivating self-compassion and mindfulness helped me find a way through. Sounds trite almost doesn't it? But it's powerfully, powerfully true. Catherine Kell Meaningful and adaptable teaching I have studied hard to do the work I do, to get all the necessary qualifications and registrations (more on those below). Yet what exams and qualifications alone can't give someone is the heart to do the work. That 'in the veins' pulse to help improve the life of another. And I believe my journey gives me the authenticity to bring compassion-based approaches meaningfully and wholeheartedly to others. I embody what I teach, and I bring kindness, sincerity, warmth, and of course compassion to every interaction. I'm friendly and lively too! I bring an adaptable pace and tone depending on the environment. I'm passionate about bringing the skills of self-compassion and mindfulness into people's lives to help them make transformations, build their resources and step into their full expression and power from a place of self-acceptance and inner strength. It's a privilege to witness the unfolding of all aspects of their good health. Qualifications and Education Catherine has had a personal mindfulness and meditation practice since 2006. She is a qualified and authorised Trained Teacher of the evidence-based and empirically-supported Mindful Self-Compassion programmes and trained through the globally renowned Center for Mindful Self-Compassion in their intensive MSC programme developed by self-compassion pioneers Kristin Neff PhD and Christopher Germer PhD. She is trauma-sensitive in all her work, undertaking ongoing CPD in the trauma field. She has an MA Degree with Honours and as well as her training as a Mindfulness Teacher she holds a Professional Certification in Clinical and Therapeutic Mindfulness for applied use in 1-to-1 session work. Additionally, Catherine is an alumni of Compassion Cultivation Training with the Compassion Institute, a scientifically-backed and evidence-based training programme developed at Stanford University, as well as various compassion, mindfulness, meditation and lovingkindness professional development programs with Tara Brach and Sharon Salzberg, both global leaders in compassion and mindfulness. Catherine is also a Trained Teacher with the Mindfulness in Schools Project, and has passionately brought her skillset to scores of teenagers and school staff as a teacher of kindfulness, gratitude practices and the MiSP evidence-based 10-week mindfulness curriculum developed specifically for pupils and staff in schools. Catherine is a qualified Clinical Hypnotherapist (Dip.Cl.Hyp (Distinction), Cl.NLP, CNHC Reg., SICH HPD, MNCH(Reg.) and Paediatric Clinical Hypnotherapist (Dip.Hyp Paediatrics (Distinction). In her past work with children, Catherine had a particular interest in anxiety, panic attacks and sleep, helping children and adolescents from the age of around 7 to 18. Today, working with adults, Catherine uses hypnosis in a coaching capacity rather than a clinical one in order to help those working with her to cultivate self-compassion, boost life-satisfaction, uplevel and truly thrive. Previously, Catherine provided in-depth parenting support and empowerment services for whole families either in office from a local health centre, or via home visits. Catherine led specialist therapeutic support and learning sessions for mothers based around cultivating mindful self-compassion and strengthening the parent-child connection in parenting. Catherine is a Certified Positive Discipline Parent Educator, holds a Diploma In Positive Parenting and is a graduate of the 'Parenting by Connection Professionals Programme' with Hand in Hand Parenting. Catherine draws all her rich experience into every interaction. She is passionate about guiding people in developing the capacity to be with themselves in the kindest and most supportive way. Self-compassion can truly transform lives. Catherine is an accomplished speaker and provider of workshops and talks. She has contributed as a mindfulness and self-compassion expert to many podcasts and a number of mental health books.

Edinburgh Design School

edinburgh design school

Edinburgh

The Edinburgh Design School is an independent design school based in Edinburgh, Scotland. Founded in 2012, we aim to re establish and promote ceramics teaching and practice which has been disappearing from mainstream publicly funded university and college education. We are a Scottish Qualifications Authority Approved Teaching centre dedicated to delivering a high quality learning experience across a range of learning pathways from beginners to intermediate and advanced classes. Bychoosing to study with us you are make a real difference. We an ethical employer, employing expert teacher practioners and suppliers and we pay ethical rates. When you join us you are not only supporting our classes, you are also joining and supporting a vibrant ceramics teaching and practice community. When you study with us you become part of a wider family of practice dedicated to building and promoting learning and teaching ceramics in Scotland. Our ceramics ecosystem includes our learning and teaching programmes, our Ceramic Artists Residency programme, our Business Incubator programme dedicated to supporting emerging potters start and maintain their own studios and our workshop programme aimed at giving proferssional potters access to new techniques and influences. We work with Craft Scotland to facilitate Continued Professional Development (CPD) for school teachers in Scotland in the fields of Ceramics and we work in partnership with the Edinburgh Ceramics Workshop to provide affordable making space for serious hobbyists and emerging ceramicists. If you are interested in studying with us, joining our studio or you just want to find out more about then please send us an e mail. We would love to hear from you.

Jane Hamilton Pilates

jane hamilton pilates

Edinburgh,

Over the last 12 years, I’ve thoroughly enjoyed teaching Pilates to many people of all ages and abilities, and with varying muscle and joint problems, back issues and health conditions. I started my complementary healthcare training 19 years ago, qualifying in 2002 with a diploma from the London School of Sports Massage. I returned to my home city of Edinburgh that year, successfully building up a client base and running the complementary healthcare clinic Happy Being for 12 years in the west end, until 2020. Back in 2009, I decided to train as a Pilates teacher and qualified with a certificate in mat Pilates teaching Level 3 CYQ (Central YMCA Qualifications). This came from a desire to help my massage clients develop the tools to care for their own bodies rather than relying on regular massage treatments and doing their own exercises between sessions with varying results. The two disciplines successfully ran side by side, with many people coming to the clinic for both massage treatments and Pilates classes. In 2016 I developed my physiological and anatomical knowledge and practical skills further by achieving an advanced remedial massage diploma from the Scottish School of Sports Massage. I apply the knowledge I gained through this training to my Pilates teaching, drawing on a deeper understanding of the human body and how it works. I am constantly developing ideas, combining my vision with a structured modern approach. I’ve worked with many clients with varying levels of fitness and health conditions, from athletes to those with chronic fatigue syndrome CFS/ ME. I start with the 8 fundamental principles of the Pilates Method and the many Pilates movements to bring about new ideas. These are often from varying disciplines which I’ve studied and practised over the years such as Qigong, Tai Chi and even meditation with breath work. Many of the balance, warm-up stretches and cool-down movements in the classes are Qigong-based.

The City Of Edinburgh Music School

the city of edinburgh music school

Edinburgh

One year ago today, we were not sure how we would be delivering educational experiences for our students. Two years ago, the situation was even worse as we were not sure whether we would be able to offer anything meaningful at all in person. The relative normality of this year’s first day of school brings reassurance and joy. So far it seems that everyone has grown over the summer, and our returners look more confident and poised than they did six weeks ago. No doubt they have many stories to share, much better in person than through the various social media platforms that they have been inhabiting. Our new S1 students are excited about starting this new phase in their lives. A few have had to ask for directions to classes, but good for them that they have the confidence to do so. They will bring much to the future of our school and in the blink of an eye they will be in S6 preparing for the next phase. Being Part of the Community The vast majority of our students are showing their pride in being part of the Broughton High School community by wearing school uniform and dress code. That is part of their contribution to their school, and is most welcome. I would emphasise that although school uniform is much less expensive than the designer clothing that teenagers might choose to wear, we are keen to support families who are struggling with the cost of clothing. The best way to access this is via our guidance team, through either a direct phone call or an email to school reception. Academic Success More detailed information will be forthcoming, but I am absolutely delighted to share that the attainment gained by our S4-S6 students last year was outstanding. Despite the many challenges that they had to face, they contributed to the best set of SQA results that the school has ever seen. Better than the exam-free years of 2020 and 2021. Better than any year since statistics have been recorded in the current format. This is particularly remarkable, given that the national pass rates have actually declined this year. This level of academic success is not just down to ability but comes as a result of many factors: hard work and resilience; support from parents and carers; and untiring high quality teaching and regard from staff are some. A massive well done from me and the whole school staff to those young people. Senior Staffing News We welcome Mrs Lisa Evans to our school senior leadership team. Mrs Evans has been a curriculum leader in another Edinburgh school for the past eight years, and was previously an English teacher at Broughton. I am delighted that Mrs Evans is back in the Broughton HS family and we look forward to great things. Recently we also welcomed Mr Steven Frew back to Broughton HS after a few years as a curriculum leader in East Lothian. Mr Frew joined us just before the end of the summer term in the role of Senior Development Officer. One of his key roles is to explore the diversity in our school community and make the most of the opportunities that this provides. This will be fascinating and will provide further impetus to cohesion and success in our school. Mr Frew was also previously with us as a Business Education teacher. It speaks volumes for Broughton HS that staff who have progressed in their career are keen to re-join us further down the line. I am pleased to inform you that Mrs Shona Wallace, Depute Headteacher, has been appointed on an acting basis to the Headship of Craigroyston Community High School. Mrs Wallace will work hard – as she always does – to support the community at Craigroyston. We wish her well, and look forward to her return in the latter part of the academic year. Finally, I would like to thank our parental community for the support you give to our school. We will keep trying together to make things as good as possible for our young people. Most of the time we get it right, and long may that continue. John J Wilson Headteacher *********** Broughton High School aspires to be a learning community known for its excellent learning and teaching. We maximise student achievement; provide support, welfare and inspiration. We are committed to continual improvement. Our students will be confident, successful and able to contribute effectively and responsibly to society. They should foster an interest in life long learning. We are a consistently improving organisation. Our core values are the same - respect, inclusion and integrity in all that we do. Tolerance and a willingness to learn about other cultures have been at the heart of Scottish education for centuries. By embracing the Scottish tradition and developing through a curriculum for excellence we hope to develop as truly global citizens. Broughton High School is developing as a centre of excellence in the wider community with our business partners and neighbours utilising the building during and beyond the school day. The development of partnership working is important to us and we actively pursue their development. In school, it goes without saying that we provide a secure and healthy environment, but we aim for much more. We aspire to personal excellence at all times. In every classroom, on the playing fields, through every note played in the Music School we aim for the highest standards. These can only be achieved if the whole school community works in partnership.

Michael Starkey

michael starkey

Edinburgh

I’m Michael Starkey. I’m an experienced music tutor offering lessons for 5 string banjo and acoustic guitar in Edinburgh, Scotland. These are for individuals and groups of all ages and abilities who maybe don’t know how to get started with their playing; feel stuck with where their playing is at; or are looking to hone their skills further by developing specific playing techniques. I help musicians (and aspiring musicians): Get their playing off the ground by learning the basic skills needed to begin making music Appreciate their existing skills and build on these by offering advice and ways to move forward with their playing Gain confidence making music with other people Develop techniques specific to old time clawhammer banjo playing, fingerpicking folk and country-blues acoustic guitar and acoustic guitar accompaniment for traditional folk music My reasons for teaching: I believe that music has had a very positive impact on my life. I started playing as a young teenager and have always been in bands and going out to gigs and sessions since. For me, it’s a good way to spend time with other people but also with myself. I find that when I’m playing, I’m less likely to be worrying about other things. A bit later on, I came across clawhammer banjo and old time stringband music and got obsessed. I found that there weren’t that many people to play with or learn from where I live so I decided to take up banjo teaching. I like to travel in the US, learn from musicians there, pickup new tricks and tunes and then bring them back over here to share. My experience: I am a full time musician, teacher (and gardener). I had my first guitar student when I was a teenager. I work with individual students from my home in Leith and also teach group classes for the Scots Music Group in Edinburgh. In recent years as a community gardener I have worked in therapeutic horticulture with people struggling with their mental health and with individuals with Autism. I’ve also worked as a tree planter. I play in a number of different bands, have toured and gigged across the UK and have made a number of recordings. I also co-host a weekly old time music session in Edinburgh. Check out my personal website – michaelstarkeymusic.com to see and hear my latest projects. Get in touch….. If you are interested in banjo and/or guitar lessons then I’d like to hear from you. Please use the contact form or have a look at the other pages on the site to find out more about banjo lessons or guitar lessons. There is also a page with some field recordings and more information about old time music. I’ll leave you with this clip of fiddle player Jeri Foreman and myself playing the old-time tune, Five Miles of Ellum Wood.

Courses matching "Teacher"

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HA Webinar: Developing formative and extended writing in primary history

5.0(1)

By Historical Association

Historical Association webinar series: History and literacy: better together Presenter: Andrew Wrenn This practical webinar will demonstrate how giving pupils opportunities to write formatively can capture their understanding at given points in a learning episode, helping them to structure their developing thinking and supporting teachers in spotting and correcting misconceptions in good time. It will consider effective ways of challenging pupils to write at length, including various forms of writing frames linked to the development of disciplinary concepts, and supporting pupils in reaching independent conclusions of their own. It will also show how all these strategies can be important contributions to the development of general literacy. To use your corporate recording offer for this webinar please complete this form: https://forms.office.com/e/HYhgpvBBuG

HA Webinar: Developing formative and extended writing in primary history
Delivered Online
£31.67 to £55.83

Reiki Master Practitioner Level 3 Online Course

By Margaret Cook - Learn More About Reiki

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

Reiki Master Practitioner Level 3 Online Course
Delivered Online + more
£397

Existential Dialogues 2025: “In-Sanity, Who is Sane?” with Prof E. Spinelli

By Therapy Harley Street

Ten live dialogues between Prof Ernesto Spinelli and International Existential Therapists followed by an Experiential Study Group. A phenomenological approach to re-view psychopathology: We aim to explore the lived experiences of irregular perceptions of reality with an open mind. Each Saturday includes a live dialogue between Prof Ernesto Spinelli and an International Existential Therapist; a moment to share your thoughts and feelings with the teachers; and a final integration facilitated by Bárbara Godoy. This series of ten Dialogues set out to explore the multifaceted dimentions and complexities associated with Existential Therapies. It attempts to engage with various interpretations of insanity through the lens of patients' often painful, confounding, and deeply unsettling life experiences. TIMES AND DATES 2025 25 Jan. “Knots” with Prof. Ernesto Spinelli 2 Feb. “Healing” with Dr. Michael Guy Thompson 22 Mar. “Difference” with Dr. Todd DuBose 12 Apr. “Polarization” with Prof. Kirk Schneider 3 May “Character” with Prof. Robert Romanyshyn 21 Jun. “Opening” with Dr. Yaqui Martinez 19 Jul. “Meaning” with Dr. Jan Resnick 25 Oct. “Invention” with Dr. Betty Cannon 15 Nov. “Hallucination” with Prof. Simon du Plock 13 Dec. “Hysteria” with Bárbara Godoy Full course (including dialogues): £1260 (2 pm to 5 pm – UK time) Only Dialogues: £630 (2 pm to 3 pm – UK time) Venue: Online Zoom Read the full Programme here > Course Organised by:

Existential Dialogues 2025: “In-Sanity, Who is Sane?” with Prof E. Spinelli
Delivered Online + more
£630 to £1,260

Existential Dialogue 2025: "Difference" with Dr. Todd DuBose

By Therapy Harley Street

Sanity is privileged over insanity, which is stigmatized. A therapoet views differences without hierarchy, valuing each unique expression. We aim to explore the lived experiences on irregular perceptions of reality with an open mind. Each Saturday includes: a live dialogue between Prof. Ernesto Spinelli and an International Existential Therapist; a moment to share your thoughts and feelings with the teachers; and a final integration facilitated by Bárbara Godoy. This series of ten dialogues set out to explore the multifaceted dimentions and complexities associated with Existential Therapies. It attempts to engage with various interpretations of insanity through the lens of patients often painful, confounding, and deeply unsettling life experiences. Difference - between Prof. Ernesto Spinelli and Dr. Todd DuBose "Sanity and insanity have been situated in relation to each other on a hierarchical scale that privileges sanity over, beyond, above, and more than its “less than” subjugated copy, insanity. Framed in this way, insanity can only be stigmatized, devalued and pathologized, while sanity is that to which we are to strive, uphold, and genuflect. The therapoet as a phenomenological hermeneutic horizontalizes a spectrum of “sayings of suffering souls”, or “befallings”, which is the originally meaning of “symptom”, not as a pathogen to be excised. Countering supremacist hierarchies of sanity/insanity, or health/illness, the therapoet sees difference, not as deficient, but just different, anew, and not in relation to any centric norm, but just to other differences. The relation to other differences is a relative gradation, whose incomparability resists any kind of nothing-but-ism any more than a fish can be said to be nothing but a squirrel with fins, or dirt as nothing but dry water. The therapoet, therefore, attends to each showing or saying of the suffering soul, sufficient in itself, as it is, in its own way of presencing, by being with it, letting it be, without why.” Dr. Todd DuBose. Dr. Todd DuBose is a world-renowned, Distinguished Full Professor at The Chicago School’s College of Professional Psychology. He teaches philosophical foundations of practices of care, ethics, loss and mourning, psychology and spirituality, psychopathology, among other courses, all from a human science perspective, and with a particular focus on therapoetic care. He is a licensed psychologist, supervisor, consultant, and former chaplain, with over thirty-five years of experience. He holds degrees in continental and comparative philosophy of religion and existential-hermeneutical-phenomenological human science clinical psychology and integrates these approaches as a way of caring for such experiences as the impossible (no way out, boundary or limited situations), extreme experiences (such as psychosis, nihilism, suicidal and homicidal ideation), and the taboo (the places no one wants to go: the unwanted and unacceptable, unsayable, unforgiveable, forbidden, and irreverent). He regularly presents workshops in several international venues such as the Circulo de Estudios en Psicoterapia Existential, in Mexico City, Mexico, the Zhi Mian International Institute of Existential-Humanistic Psychology in Dali, China, and the Centre for Existential Practice in Melbourne, Australia. He is widely published and has written on caring for others in very difficult situations including traumatic loss, surviving the COVID-19 pandemic, and meaninglessness. He has also written a short dialogue with Miles Groth, edited by Loray Daws, called, Dialogues on The Soul of Existential Therapy, published by The Society for Existential Analysis. Most of all, he considers himself simply a fellow human being. Prof. Ernesto Spinelli was Chair of the Society for Existential Analysis between 1993 and 1999 and is a Life Member of the Society. His writings, lectures and seminars focus on the application of existential phenomenology to the arenas of therapy, supervision, psychology, and executive coaching. He is a Fellow of the British Psychological Society (BPS) as well as an APECS accredited executive coach and coaching supervisor. In 2000, he was the Recipient of BPS Division of Counselling Psychology Award for Outstanding Contribution to the Profession. And in 2019, Ernesto received the BPS Award for Distinguished Contribution to Practice. His most recent book, Practising Existential Therapy: The Relational World 2nd edition (Sage, 2015) has been widely praised as a major contribution to the advancement of existential theory and practice. Living up to the existential dictum that life is absurd, Ernesto is also the author of an on-going series of Private Eye novels. Date and Time: Saturday 22 March from 2 pm to 3 pm – (UK time) Individual Dialogue Fee: £70 Venue: Online Zoom FULL PROGRAMME 2025: 25 January “Knots” with Prof. Ernesto Spinelli and Bárbara Godoy 22 February “Healing” with Dr. Michael Guy Thompson and Prof. Ernesto Spinelli 22 March “Difference” with Prof. Tod DuBose and Prof. Ernesto Spinelli 12 April “Polarisation” with Prof. Kirk Schneider and Prof. Ernesto Spinelli 3 May “Character” with Prof. Robert Romanyshyn and Prof. Ernesto Spinelli 21 June “Opening” with Dr. Yaqui Martinez and Prof. Ernesto Spinelli 19 July “Meaning” with Dr. Jan Resnick and Prof. Ernesto Spinelli 25 October “Invention” with Dr. Betty Cannon and Prof. Ernesto Spinelli 15 November “Hallucination” with Prof. Simon du Plock and Prof. Ernesto Spinelli 13 December “Hysteria” with Bárbara Godoy and Prof. Ernesto Spinelli Read the full programme here > Course Organised by:

Existential Dialogue 2025: "Difference" with Dr. Todd DuBose
Delivered Online
£70

Master Plant Tinctures

5.0(14)

By Numinity

Master Plant Tinctures made by a master herbalist in Peru.

Master Plant Tinctures
Delivered Online
£60 to £210

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

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

ONE SPACE LEFT! 26th March Louise Buckley #Agent121. Looking for: ADULT FICTION

5.0(2)

By I Am In Print

LOOKING FOR: ADULT FICTION Louise Buckley has worked in publishing for well over a decade. She was inspired to enter the publishing industry after completing an MA in Creative Writing and then spent a hugely enjoyable year working as a bookseller for Waterstones, wishing that she could have a hand in publishing books. After a year working at Dorling Kindersley, she then spent almost five years working in the commercial fiction division at Pan Macmillan, where she published a mix of commercial bestsellers and award-winning authors. Most recently, she was an Associate Literary Agent at Zeno Agency Ltd. As an agent she represented a roster of commercial and literary fiction, including Anne Griffin’s When All is Said, which spent five weeks at number one in Ireland and sold into 17 territories. She is delighted to be working with Hannah at Hannah Sheppard Literary Agency. Louise is looking for:- Literary and upmarket fiction that focusses on the underdog, the repressed, the suppressed. Louise is especially interested in novels that represent working-class people or children going through difficult circumstances (think Shuggie Bain by Douglas Stuart, My Name is Leon by Kit de Waal or Boys Don’t Cry by FÍona Scarlett). Irish literary and book club fiction. Think Claire Keegan, Louise Kennedy or Anne Griffin. In commercial fiction she loves novels set during the Second World War, such as The Nightingale by Kristin Hannah, The Beekeeper of Aleppo by Christi Lefteri or The Midwife of Auschwitz by Anna Stuart. Louise recently read and loved The Last List of Mabel Beaumont by Laura Pearson and would love to see anything in the same ‘older person going on a journey’ category, a more recent The Unlikely Pilgrimage of Harold Fry. Louise had a lot of fun publishing a ‘pet fiction’ novel as an editor (Molly and the Cat Café) and would love to find an author who can write an Alfie the Doorstep Cat/Dog. She has a soft spot for novels featuring time-travel or parallel universes, a ‘what if’ that plays around with conventions. At the literary end this would be books like Life After Life by Kate Atkinson, The Shining Girls by Lauren Beukes or This is How You Lose the Time War by Amal El-Mohtar and Max Gladstone. At the more commercial end Louise loved Wrong Place, Wrong Time by Gillian McAllister, Dark Matter by Blake Crouch and Oona Out of Order by Martina Montimore. She also enjoys novels set in the real world but featuring a hefty dose of magic or the supernatural. They can be commercial or literary, present-day or historical. Think Rivers of London by Ben Aaronovitch, Threadneedle by Cari Thomas, A Discovery of Witches by Deborah Harkness or The Gifts by Liz Hyder. And also cosy fantasy in the vein of Legends and Lattes or The House in the Cerulean Sea. Cosy or humorous crime. Recently, Louise absolutely loved Over My Dead Body by Maz Evans. When she was an editor Louise published the hit Luckiest Girl Alive by Jessica Knoll and would love to represent incisive, intelligent suspense written by authors such as Jessica Knoll and Gillian Flynn, or something a little more subversive and blackly comic like My Sister, the Serial Killer by Oyinkan Braithwaite. More generally, Louise would also love to see novels with a disabled protagonist or someone (like herself) who is living with an invisible disability. As an ex-primary school teacher, she also warmly welcomes submissions from teachers, especially if the submission falls into one of the other categories she has listed. Following-on from this, she enjoys reading stories that follow a ‘beating the system’ narrative. Horror. Louise is currently really enjoying the horror resurgence and would love some more horror for her list. She is looking for all types of horror from the more literary, suspenseful horror along the lines of Andrew Michael Hurley to the more commercial like Witchcraft for Wayward Girls by Grady Hendrix. Louise is also a big fan of horror mash-ups, especially body transformation horror such as Nightbitch, and horror mixed with, say, vampires, in the vein of Hungerstone or The Lamb. She would also love to see some dark academia. Think If We Were Villains or In My Dreams I Hold a Knife, and is a huge fan of gothic horror, so would love to see something that’s a modern-day Shirley Jackson or Rebecca. Louise is NOT looking for: -romance -romantasy -epic, traditional fantasy -space opera -straightforward women’s fiction -children’s fiction of any kind -non-fiction Louise would like you to submit a covering letter, 1 page synopsis and the first three chapters or 5,000 words of your manuscript in a single word document. (In addition to the paid sessions, Louise is kindly offering one free session for low income/under-represented writers. Please email agent121@iaminprint.co.uk to apply, outlining your case for this option which is offered at the discretion of I Am In Print).  By booking you understand you need to conduct an internet connection test with I Am In Print prior to the event. You also agree to email your material in one document to reach I Am In Print by the stated submission deadline and note that I Am In Print take no responsibility for the advice received during your agent meeting. The submission deadline is: Tuesday 18th March 2025

ONE SPACE LEFT! 26th March Louise Buckley #Agent121. Looking for: ADULT FICTION
Delivered Online + more
£72

Level 5 Learning & Skills Teacher

By Cavity Dental Training

Unlock Your Potential as a Learning & Skills Teacher with Our Level 5 Course This qualification is for those looking to teach in Further Education and Skills Sector (FES), usually in settings where students are aged 16 and above whether that is in FE colleges (whether general or specialist), independent training providers (ITPs), Adult Community Learning (ACL) providers or offender learning. In their daily work, A learning & Skills teacher interacts with other teachers and FES professionals and students of different ages, abilities, backgrounds, and ambitions. Also interacting with employers and stakeholders. Teachers who are specialists in a particular technical or vocational subject, sector or occupation will typically maintain close working relationships with others working in their industry/sector and keep their own knowledge and skills up to date. Learn about the Cavity Training Learning & Skills Teacher Course This qualification allows candidates to learn, develop and practice the skills required to prepare each of their students for progression to/or within employment or to further study. To deliver to a diverse group of students, including those with special educational needs. Fees This course can be completed as an government funded apprenticeship, through Cavity Training, or as a privately funded course for £4500. You can either pay as a lump sum or alternatively, you can split into 12 instalments. Entry requirements Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. Structure To achieve the qualification the learner must compile a portfolio of evidence during the on-program period of the apprenticeship, which will typically contain 15 discrete pieces of evidence. Two pieces of evidence should be records of observations of the apprentice teaching, with the accompanying lesson plan, and support materials for the observed lesson. The lesson observations must have been carried out by an experienced teaching practitioner in the capacity of a manager. With a final professional discussion. Knowledge Our course is delivered via live training webinars with specialist tutors. Skills and Behaviours You will be appointed a designated Learning & Skills Tutor, who will coach you through your qualification and complete regular assessments with you to support you to complete your qualification. You will have weekly contact from your Tutor. How we compare with our competitors? Don't just take our word for it, here is what our staff think Bridget I did my course years ago. It was classroom based one night per week. I think I would prefer to be more ‘hands on’ like it is now. Cavity really are a great company to work for. I truly believe that there expertise will ensure the next generation are amazing! Gina I did mine over an apprenticeship but the company my employer used wasn’t great and I didn’t get much support. Although I passed I can only imagine the length that Cavity have gone to to ensure that the students feel supported. As an employee, its super! Enquire Today

Level 5 Learning & Skills Teacher
Delivered OnlineFlexible Dates
£375 to £4,500

HA Webinar: Teaching neurodivergent students to succeed at GCSE History and beyond

5.0(1)

By Historical Association

Historical Association webinar series: Making history accessible Presenters: Gemma Hargraves and Kate Wright This session will offer practical strategies teachers can use to support and challenge neurodivergent students at GCSE. Covering the importance of scaffolding and Vygotsky’s Zone of Proximal Development, Kate Wright will offer a SENDCo’s perspective on how best to support GCSE historians. From Frayer models and graphic organisers to explicitly teaching key concepts and vocabulary, the session will outline how to achieve clarity in lessons, resources and homework. To use your corporate recording offer on this webinar please fill in this form: https://forms.office.com/e/bdNUSwLNrL Image: A Squire "Old English" padlock on a gate latch in Devon (Image: Partonez/Wikimedia Commons)

HA Webinar: Teaching neurodivergent students to succeed at GCSE History and beyond
Delivered Online
£31.67 to £55.83