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287 Educators providing Teaching courses in Brough delivered Live Online

TeachingLive OnlineBrough
Wheeler Primary School

wheeler primary school

East Yorkshire

Welcome to Wheeler Primary School website,Welcome to Wheeler Primary Academy in Hull, proud to be a member of the HCAT family of schools. Wheeler Primary School (incorporating Little Treasures 0-3 provision) is a large, diverse and inclusive school located in the West of the city. We are a warm and welcoming community who value every childʼs unique journey and work in partnership with parents, staff and children to ensure children are happy, healthy and enjoy learning. We believe our children are BRILL and work restoratively by explicitly teaching children to understand, live and learn in a RESPECTFUL, RESILIENT and RESPONSIBLE way. We believe our children are ʻchangemakersʼ and as such encourage children to see themselves as leaders who can make a difference to the world around them. Our curriculum is exciting and engaging and built on ensuring children are given real and meaningful experiences. We invest heavily in the development of childrenʼs social and mental wellbeing and have a dedicated team who champion children both academically and emotionally.

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East Yorkshire Judo Academy

east yorkshire judo academy

Hull

Treads Motorcycle Academy is a family ran motorcycle school of excellence. We provide all manner of motorcycle training in Hull Beverley, and the wider East Yorkshire area. Working from our huge training area at Beverley Leisure Centre, we're easily accessible not only from Hull but also Drifield, Market Weighton, Hornsea, and York.

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Train4Academy Ltd.

train4academy ltd.

3.7(3)

Beverley

Train4Academy offer an online compliance solution for organisations of all shapes and sizes looking to train their staff.

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Act Fast Nl

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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Malet Lambert School

malet lambert school

Kingston-upon-Hull

Malet Lambert has a long and proud history, dating back to 1932. Once a grammar school, it became a community comprehensive school in 1968 and it continues to be true to the word ‘comprehensive’ some 50 years later. Having taught in many schools and as a member of the senior leadership team at previous schools too, I am immensely proud to be at the forefront of the everyday running of this ambitious school. I joined Malet Lambert in 2014 as a Deputy Headteacher, before becoming Head of School in 2016 and, therefore, I now know our pupils, staff and community well. From our thorough transition process in Year 6 through to the close mentoring and support for our pupils taking public examinations in Year 11, we put the needs of individual pupils at the heart of everything we do. At Malet Lambert, we pride ourselves upon having high aspirations. These will ensure that all of our pupils meet their potential by creating a safe, yet vibrant learning environment, which sees first class teaching and learning every single day. We are very fortunate to have such a caring, skilled and dedicated set of teachers, support staff and governors here at Malet Lambert; ultimate professionals who are dedicated to the pupils. Having become part of The Education Alliance (TEAL) in 2016, this has only reinforced the support for our pupils further, by allowing us to work in partnership with other successful schools. 2018 saw us achieve a ‘Good’ Ofsted grading under the new criteria, as well as becoming an Inclusion Quality Mark Flagship School - the only one in the region. After looking through our website and reading our prospectus, please feel free to come and see us, in order that we can show you first-hand what we have to offer the pupils of this wonderful community.

Rollits LLP

rollits llp

3.0(6)

Hull

As a forward thinking law firm rich with heritage, we work as a true partner with each and every one of our clients, offering insightful, progressive advice and expertise in multiple practice areas. As a commercial law firm with specialist private client capabilities, we have an enviable client list including well known national and international names and work with a range of businesses from major PLCs to small private companies and substantial charitable organisations and institutions. Since 1999, we have held the Lexcel accreditation - the Law Society's international practice management standard. This kite mark is only awarded to firms that meet the highest management and customer care standards, and follows rigorous annual independent assessment to ensure the required standards of excellence are met. We also hold the Cyber Essentials Plus accreditation. Cyber Essentials is an IASME accredited cyber security standard which identifies the security controls organisations must have in place within their IT systems to have confidence that they have a basic level of cyber security and are mitigating the most common internet-based threats.

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John Leggott Sixth Form College

john leggott sixth form college

North Lincolnshire,

John Leggott Sixth Form College Today is my proudest moment since coming to JLC 6 years ago. These students have defied all odds and obstacles placed before them, particularly given the pandemic context. I am also proud of the teachers who stretched and challenged our learners to achieve their full potential and the support staff who helped them meet their personal goals

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Courses matching "Teaching"

Show all 841

A Vision of The New Earth - Enjoy the New Quantum Possibilities

By Katarina Heuser

Discover your special powers, receive insights and deep healing together with an abundance of light codes taking your life to the next level!

A Vision of The New Earth - Enjoy the New Quantum Possibilities
Delivered Online
£70

From Conflict to Connection: Transforming Difficult Conversations with Parents/Caregivers (Jun 25)

5.0(1)

By Born at the Right Time

Inspiring, interactive and unique 4-hour CPD certified Communication and Co-production training.

From Conflict to Connection: Transforming Difficult Conversations with Parents/Caregivers (Jun 25)
Delivered Online + more
£120

Online Dental Practice Legionella Responsible Person Course (3 Hours)

By The First Principle Group Ltd

Enhance your dental practice's safety and compliance with our 3-hour CPD accredited Dental Practice Legionella Responsible Person Course. Designed for Practice Owners, Registered Managers, and Senior Infection Control Leads, this online course offers expert guidance on legionella management, aligning with HSE ACOP L8, HSG274 Part 2, HTM 04-01, and HTM01-05 standards. Gain advanced understanding and confidence in legionella prevention in dental settings. Receive a GDC-compliant CPD Certificate upon completion. Join our live sessions led by skilled instructors for a transformative learning experience in dental health and safety management.

Online Dental Practice Legionella Responsible Person Course (3 Hours)
Delivered Online + more
£214.29 to £750

BOOKINGS CLOSED! 3 June Marilia Savvides #Agent121. Looking for: ADULT FICTION

5.0(3)

By I Am In Print

LOOKING FOR: ADULT FICTION Marilia Savvides founded The Plot Agency in 2024. She began her career in publishing at Peters Fraser and Dunlop, where she spent eight years, first as International Rights Agent, and later as Literary Agent, building her own list of authors. In 2019, she joined 42MP, where she worked as Literary Agent for four years, helping to launch and set up the Book Division. She is particularly interested in fiction that is beautifully written and cleverly constructed, but still accessible to a wide readership. She is often drawn to darker tales that weave together excellent characters and an impossible-to-put-down story, from immersive book club novels with a splash of suspense, crime and thrillers, accessible horror, and speculative, genre-bending or dystopian stories. She also adores smart, witty contemporary rom-com in the style of Emily Henry. In the thriller, crime and mystery space she is interested in most areas, except military thrillers and organised crime/ mafia / mob stories. Big hooks and clever set ups are a big bonus! She adores Karin Slaughter (especially her standalone novels) and Gillian Flynn. In the book club / reading group space, she’s particularly drawn to fiction in the vein of Jodi Picoult, Liane Moriarty and Celeste Ng, and absolutely fell in love with Bright Young Women by Jessica Knoll, both for the incredible voice, and the exquisite use of structure and time. Complicated family dynamics, empathetic and smart approaches to controversial issues, stand out protagonists (like Elizabeth Zott in Lessons in Chemistry or Bernadette in Where D’You Go Bernadette), long buried secrets, complicity, the road to justice, and impossible decisions, are all themes she finds herself drawn to. In the horror space, she’s a sucker for amazing female-centric stories in the vein of Yellowjackets, and the kind of contemporary, accessible horror that Stephen King always nails. She wants to get lost in a world that feels within reach of ours. In the speculative and dystopian spaces, she’s interested in genius ideas that set up big questions or reflect the most broken (and sometimes hidden) parts of society. She loves Octavia Butler, Margaret Atwood, George Orwell, and also adored The Leftovers, Station Eleven, Wanderers, and The Power. The what-ifs of life and fiction fascinate her. In the grounded sci-fi space, she’d love to find a smart, immersive, and accessible story like The Martian. She doesn’t represent fantasy or romantasy. In regards to sci-fi, unless it’s very grounded and has crossover potential to a mainstream audience, it’s not for her. In the romance space, she’s particularly drawn to smart, complex and witty characters, where the chemistry is jumping off the page. She loves contemporary settings and all the tropes, though the voice and characters must come first to make the reading experience fully immersive. She wants to be cackling, and rooting for the characters with all her heart. She is very hands-on editorially, and loves working with her authors to shape their manuscripts, and brainstorm ideas. The best part of the job is discovering debut authors, and helping them find a home for their books. Marilia would like you to submit a covering letter, 1 - 2 page synopsis and the first 5,000 words of your manuscript in a single Word document.  (In addition to the paid sessions, Marilia is kindly offering one free session for low income/underrepresented 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 20th May 2025 at 12 noon UK BST

BOOKINGS CLOSED! 3 June Marilia Savvides #Agent121. Looking for: ADULT FICTION
Delivered Online + more
£72

Tea 'N Chat - LINETTE MANUEL - 3D PRINTED FASHION

5.0(4)

By Textiles Skills Centre

Tea 'N Chat free event - Talk with LINETTE MANUEL about 3D Fashion printing.

Tea 'N Chat - LINETTE MANUEL - 3D PRINTED FASHION
Delivered Online
FREE to £10

C01M03 - FD&FA Installation principles - BS 5839-1 (online)

5.0(1)

By Ember Compliance

Learners will develop knowledge from the FD&FA foundation BS 5839-1 module and/or industry experience and apply this to the installation of FD&FA systems.

C01M03 - FD&FA Installation principles - BS 5839-1 (online)
Delivered Online + more
£230

HA Webinar: Why teach history directly?

5.0(1)

By Historical Association

Historical Association webinar series: Direct history teaching Presenters: Mike Hill and Jacob Olivey In this opening session, Jacob and Mike will outline what they mean by direct history teaching. They will explain how this differs from some methods that have become common in history teaching – and why a more direct approach can be more effective, inclusive, and enjoyable for pupils.  To use your corporate recording offer on this webinar please fill in this form: https://forms.office.com/e/Qr1PfgRHSS We are able to offer the webinars in this series at a subsidised cost as the presenters' time has been partially funded by their school, Ark Soane Academy. We are open to developing partnerships across schools and trusts. If you are interested in discussing this further, please contact Mel Jones at melanie.jones@history.org.uk

HA Webinar: Why teach history directly?
Delivered Online
£8.33 to £12.50

BOOKINGS CLOSED! 4th June Siân Ellis-Martin #Agent121. Looking for: ADULT FICTION, NON-FICTION

5.0(3)

By I Am In Print

LOOKING FOR: ADULT FICTION, NON-FICTION Siân Ellis-Martin joined Blake Friedmann in 2018 and is building a list of fiction and non-fiction at the agency.  With regards to fiction, Siân is looking for commercial, upmarket and accessible literary novels. She always wants to be completely absorbed by the world of the novel, to jump into the character’s life and be swept into the narrative as if she’s been there all along. She’s drawn in by compelling characters and relationships, and loves stories with a mystery or question at the heart of them. She’s open to these ideas being explored in a variety of ways, but at the moment, she’d particularly like to find an epic love story, a fun, queer rom-com with an unusual setting or pitch, and/or a sweeping family saga. Siân leans more towards contemporary settings but does enjoy a historical backdrop too. In non-fiction, she’s looking for narrative non-fiction, history from different perspectives and books that make complicated ideas around things like politics and literature more accessible. Her favourite type of non-fiction book is the one that makes you interested in something or someone you’d never thought you would be. Siân would also love to find cookery and food books too, particularly cuisines that are less visible in the book world, or budget cooking. She’s not currently taking on YA, children’s, fantasy or science fiction projects. Siân would like you to submit a covering letter, 1 - 2 page synopsis and the first three chapters (or 5,000 words, whichever is shorter) of your manuscript in a single word document.  (In addition to the paid sessions, Siân is kindly offering one free session for low income/under-represented writers. Please email agent121@iaminprint.co.uk to apply, outlining your case for this option which is offered at the discretion of I Am In Print).  By booking you understand you need to conduct an internet connection test with I Am In Print prior to the event. You also agree to email your material in one document to reach I Am In Print by the stated submission deadline and note that I Am In Print take no responsibility for the advice received during your agent meeting. Submission Deadline: Thursday 29th May 2025 at 12 noon UK BST

BOOKINGS CLOSED! 4th June Siân Ellis-Martin #Agent121. Looking for: ADULT FICTION, NON-FICTION
Delivered Online + more
£72

SOLD OUT! 4th June Laura Williams #Agent121. Looking for: YA, ADULT FICTION, NON-FICTION

5.0(3)

By I Am In Print

LOOKING FOR: YA, ADULT FICTION, NON-FICTION Laura Williams is literary agent at the Greene and Heaton Literary Agency. She is seeking literary fiction, commercial fiction, psychological thrillers and high concept Young Adult. Laura is actively building a fiction list and a small non-fiction list. She is currently looking for literary fiction, edgy commercial fiction, psychological thrillers and high-concept contemporary young adult, as well as narrative non-fiction of all types. Her taste is quite dark, and she loves gothic, ghost stories, horror and anything sinister. She also loves books that make her cry, from big love stories to intense family dramas. She is open to historical or horror YA, but not magical or fantasy.  Meditative or moving novels about modern life, appeal to Laura, sad stories with love and the importance of caring for each other shining through. She also loves stories about female friendships or conversely groups of women who don't get on, such as the hugely fun BAD SUMMER PEOPLE by Emma Rosenblum. She is always on the lookout for a big tragic love story to make her cry happy or sad tears. At the more commercial end of fiction, think funny novels with warmth and romantic comedies with a bit of depth – think Marian Keyes. Most of all Laura is looking for novels she hasn’t read before – something unusual structurally or thematically, something that shines a light on a subject the author is passionate about, something that’ll break her heart or raise her blood in an entirely new way. Laura is always looking to promote diverse voices from across the globe, and is particularly keen on LGBTQI+ stories. Laura would like you to submit a covering letter, a 1-2 page synopsis and the first 5,000 words of your completed manuscript in a single word document. (In addition to the paid sessions, Laura 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 27th May 2025

SOLD OUT! 4th June Laura Williams #Agent121. Looking for: YA, ADULT FICTION, NON-FICTION
Delivered Online + more
£72

Dyslexia - What is Working Memory? Strategies to Support Memory

5.0(113)

By Dyslexia Support Services

💥 Dyslexia & Working Memory The Masterclass That’s Helped Hundreds of Educators and Parents Make Real Change Do you feel like your child or student is trying hard… but still falling behind? Do they seem overwhelmed, forgetful, or struggle to follow instructions? 👉 It’s not laziness. It’s likely a weak working memory. And it’s more common than you think — especially in children with dyslexia. But here’s the GOOD news: with the right support, these children can THRIVE. 💡 Join me LIVE for my most popular masterclass – and discover the game-changing strategies that actually work. 👋 Hosted by Paloma Forde Special Needs Educator, Consultant, International Speaker and Dyslexia Screening Expert 💫 Founder of Dyslexia Support Services 🎯 With 27+ years of SEN experience, I’ve helped hundreds of educators and parents across the globe understand and support children with weak working memory — and I want to help you too. ✅ This session is for you if: You're a parent wondering why your bright child is struggling to keep up You’re an educator or TA constantly re-teaching or reminding the same students You’ve heard about working memory but don’t fully understand it You’re desperate for real solutions, not just theory 🧠 What we’ll cover: ✔️ What working memory is – and why it matters ✔️ How to spot the early signs in your child or students ✔️ Get a taste for what it is like to have a weak working memory with a practical activity! ✔️ Practical, proven strategies that will reduce overwhelm and ensure you are supporting your child/students in the RIGHT way. ✔️ PLUS: A live Q&A with me so you can get tailored advice 💥 What you’ll walk away with: Clear understanding of working memory and how it affects learning Confidence in spotting the signs in your child or student A bank of go-to strategies that can be used at home or in school Confidence in working with kids with a weak working memory knowing that they CAN achieve — when we give them the right support 📌 Key Details: LIVE via Zoom Replay available if you can’t make it live Sponsored by International Dyslexia Learning Solutions (IDL) Early Bird pricing ENDS 15th May – don’t miss out! 🎟️ BOOK YOUR PLACE NOW Spots are limited and always fill fast — this is my most popular webinar for a reason. Looking forward to supporting you! See you there, Paloma Forde The Go-To Global Dyslexia Screening Expert Founder | Dyslexia Support Services Please note that by signing up to my webinar, you will automatically be added to my mailing list. You can unsubscribe at anytime. You will also be automatically subscribed to IDL and can also unsubscribe anytime. Tickets are non-refundable.

Dyslexia - What is Working Memory? Strategies to Support Memory
Delivered Online
£18.99
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