352 Teacher courses in Swanley delivered Live Online

These groups are for emerging young writers and will ensure your child loves writing from the beginning! We will play games, laugh and have lots of fun exploring imaginative ideas and beginning to structure a story. For this class your child needs to be able to write at least one sentence on their own. 4 children maximum fully interactive weekly 55 minute lessons qualified, expert teacher optional homework set weekly additional resources set via online classroom lesson recordings for absent students written progress reports three times per year Classes are £90 per month

These groups are for children who can already have basic writing skills, but need support to pull it all together and develop their writing style. This is also a great age for reluctant writers to gain confidence and discover their enjoyment for writing. For this class your child should be able to write at least a paragraph independently. 5 children maximum fully interactive weekly 55 minute lessons qualified, expert teacher optional homework set weekly additional resources set via online classroom lesson recordings for absent students written progress reports three times per year Classes are £90 per month. Variety of times and dates available. Enquire to find out more!

These groups are for children who can already write a whole story with a beginning, middle and end. Children will enhance their writing skills, learn how to edit and improve their writing, expand their vocabulary and experiment with figurative language techniques. We will compose fiction of various genres, as well as deepening our knowledge of non-fiction text types and poetry – all in a fun and creative way! 5 children maximum fully interactive weekly 55 minute lessons qualified, expert teacher optional homework set weekly additional resources set via online classroom lesson recordings for absent students written progress reports three times per year Classes are £90 per month. Variety of times and dates available. Enquire to find out more!

Click to read more about this training, in which we demonstrate a live problem solving approach which is based on the active participation of family members. Course Category Inclusion Parents and Carers Behaviour and relationships Problem Solving Description In this training we demonstrate a live problem solving approach which is based on the active participation of family members. ‘Family Circles’ is an evolving new approach to problem solving with families and is based on our years of family work and the development and use of the Circle of Adults process. Inspired by our own Parent Solutions work and the Circle of Adults process as well as Family Group Conferencing and other Restorative Interventions we bring you Family Circles. Essentially the approach involves gathering a family together for a process that is facilitated but majors on the family members offering each other their wisdom and ideas. The approach is capacity focused, person centred approach to working with families rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for or doing things to families. This training can be modelled with a group of professionals or better still with a family. In our work with families we develop the importance of naming stories or theories and seeking linkages and synthesis between what is found out and explored about the family situation and its history. We like participants to sit with the uncertainty, to reflect on the question ‘why’ but without judgement of each other. Deeper reflections may span a whole range of perspectives from ‘within person’ considerations, to situational or systemic possibilities. Health or emotional issues can be reflected on alongside organisational or transactional aspects of what is going on for the family. The better the shared understanding the better the strategy or actions which emerge from these meetings. Quality hypotheses with a close fit to reality lead to more effective implementation in the real world. We encourage ‘loose’ thinking, a search for connections, deeper listening, an ‘open mind’, speculation and exploration without moral judgements. From this stance self-reflection as well as reflection on the situation can produce remarkable insights. The quality of theories or new stories generated is directly influenced by family members’ experiences and the models of learning, behaviour and emotion, systems, educational development, change and so on that they have been exposed to.  Learning Objectives To provide opportunities for: Shared problem solving in a safe exploratory climate in which the family will find its own solutions. Individuals to reflect on their own actions and strategies An exploration of whole-family processes and their impact Emotional support and shared understandings of issues at a child, parent, family, school and community level. Feed back to each other on issues, ideas and strategies that are agreed to be worth sharing with them. Who Is It For? Anyone interested in working with families in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. Social Care teams School staff Community organisers Educational Psychologists Course Content True family empowerment Deepening shared stories and understandings Facilitating groups Problem solving process Handling family group communication Allowing direct feedback and challenge between participants in a safe way Building relationships Process: Family members are welcomed: Introductions are carried out, ground rules and aims clarified whilst coffee is drunk. A recap from the last session is carried out: To follow up developments and reflections after the last meeting. One issue is selected for the main focus Issue presentation: The family member who raised the concern is asked questions to tell the ‘story’ of the issue or problem. Additional questions/information from the group about the problem are gathered: Ground rules may need to be observed carefully here. Individual participants need to be kept focused and prevented from leaping to premature conclusions or to making ‘helpful’ suggestions about strategy. Relationship aspects to the problem are explored. Metaphors and analogies are invited. How would a fly on the wall see your relationship? If you were alone together on a desert island, what would it be like? Impact of previous relationships/spillage from one relationship to another are explored. Eg what situation they are reminded of? For instance, does this situation remind you of any of those angry but helpless feelings you had with your other son when he was an adolescent? This provides opportunities to reflect on how emotions rub off on other people. The parent feels really frustrated, and on reflection we can see that so does the child System/Organisation factors (Family system/school and community systems and so on): What aspects help or hinder the problem? For instance, does the pastoral system of the local school provide space, or time and skilled personnel able to counsel this young person and work actively with their parents? Synthesis. At this stage the Graphic facilitator summarises what they have heard. They then go on to describe linkages and patterns in what they have heard. This can be very powerful. The person doing the graphic work has been able to listen throughout the presentation process and will have been struck by strong messages, emotions and images as they have arisen. The story and meaning of what is happening in the situation may become a little clearer at this point. Typical links may be ‘mirrored emotions’ strong themes such as loss and separation issues, or repeated processes such as actions triggering rejection. This step provides an excellent grounding for the next process of deepening understanding. What alternative strategies/interventions are open to be used? Brainstormed and recorded. ’Either/ors’ need to be avoided at this time also. This needs to be a shared session in which the family member who is presenting the concern contributes as much as anyone. Care is needed to ensure that this person is not overloaded with other people’s strategies. The final selection of strategy or strategies from the brainstormed list is the problem presenter’s choice. Strategies might include: a special time for the young person, a meeting with the child’s parents to explore how she is being managed at home and to share tactics, a home-school diary, counselling, or an agreed action plan that all are aware of, agreed sanctions and rewards and so forth. Strategies may productively involve processes of restitution and restoration, when ‘sorry’ is not enough. Making it right, rather than punishments or rewards, may then becomes the focus. First Steps. The problem presenter is finally asked to agree one or two first steps which they can carry out over the next 3-7 days. It can help to assign a ‘coach’ who will check in with them to ensure they have carried out the action they have named. This is a time to be very specific. Steps should be small and achievable. The person is just ‘making a start’. A phone call, or making an agreement with a key other person not present at the meeting would be ideal examples. Final reflections. Sometimes referred to as a ‘round of words’ help with closure for all involved. Reflections are on the process not the problem. In large families this is best done standing in a circle. In smaller groups all can remain sitting. Passing around a ‘listening stick’ or something similar such as a stone or light heighten the significance of the process ending and improve listening. Finally the problem presenter is handed the ‘Graphic’ this is their record of the meeting and can be rolled and presented ceremoniously by the facilitators for maximum effect! If you liked this course you may well like: Parent Solutions

This course is for kids and young learners who: Have completed Level 2. Know how to read, write and speak basic Greek. Use a variety of expressions while speaking with family and friends. Communicate with native speakers in simple Greek.

FAA Level 2 Award In First Aid For Youth Mental Health (RQF) Classroom (1 day course), Virtual (3 x 2½ hour sessions) Gives learners knowledge of Youth Mental Health First Aid Gives learners the skills to help young people with mental health problems and improve their mental health Course Contents: What is Youth Mental Health? The role of the mental health first aider Identifying mental health conditions Recognising and managing Stress Mental health conditions Recognising a range of mental health conditions:DepressionAnxietyPsychosisEating disordersSuicideSelf-harmPost-traumatic stress disorderConduct disorders - BullyingDrugs and alcohol Mental health first aid action plan Benefits of this course: These figures, taken from the Young Minds website show clearly how many young people suffer with their mental health... One in six children aged five to 16 are identified as having a probable mental health problem That means that, on average, five children in every classroom have a mental health problem 80% of young people with mental health needs agreed that the coronavirus pandemic had made their mental health worse Suicide was the leading cause of death for males and females aged between five to 34 in 2019 Around half of 17-19 year-olds with a diagnosable mental health disorder has self-harmed or attempted suicide at some point In 2018-19, 24% of 17-year-olds reported having self-harmed in the previous year, and seven per cent reported having self-harmed with suicidal intent at some point in their lives So please, learn more about how to help these youngsters, and give them the chance to live happy, healthy lives Accredited, Ofqual regulated qualification Our Mental Health First Aid Courses are nationally recognised, Ofqual regulated qualifications accredited by First Aid Awards Ltd in association with NUCO Training. This means that you can be rest assured that your Mental Health First Aid Certificates fulfill the upcoming legal requirements and are a very good way to make sure you and your employees have a supporting workplace to deal with staff's mental health conditions. The Ofqual Register number for this course is 603/7176/6

These lessons are created for students ready to delve into diverse aspects of English. Students will enhance their reading and analytical skills through studying a variety of texts, including novels, plays and poetry from different genres and historical periods. They’ll develop their creative and non-fiction writing abilities, focusing on grammar, punctuation and effective communication. In addition, students will engage in discussions, improving their spoken English and listening skills. This comprehensive course aims to foster a love of reading and writing, making learning both fun and enriching! 6 children maximum fully interactive weekly 55 minute lessons qualified, expert teacher optional homework set weekly additional resources set via online classroom lesson recordings for absent students written progress reports three times per year Classes are £90 per month. Variety of times and dates available. Enquire to find out more!

This course is for young learners who: Have completed Level 3. Know how to read, write and speak Greek at a very good level. Use a variety of words and expressions when speaking with family and friends. Communicate with native speakers in Greek without much strain from either party.

These sessions are created for students eager to explore more complex texts and refine their analytical skills. Students will enhance their ability to critically evaluate literature, comparing themes and characters across a wide range of texts. They'll advance their creative and non-fiction writing, taking it to the next level by focusing on sophisticated language use and technical accuracy. through engaging discussions around fascinating topics, such as moral issues and social contexts, students will develop their oral communication. The overall aim of thios course is to deepen their love of language in an enjoyable environment. 6 children maximum fully interactive weekly 55 minute lessons qualified, expert teacher optional homework set weekly additional resources set via online classroom lesson recordings for absent students written progress reports three times per year Classes are £90 per month. Variety of times and dates available. Enquire to find out more!

Train the Trainer, Trainer Development,