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The Nursery School Company

the nursery school company

At The Nursery School Company we have play at the very heart of our ethos. Our settings have been thoughtfully designed to allow children the opportunity to enjoy learning. We designed our innovative and exciting curriculum to give children the widest range of opportunities. The success of our approach can be measured in the children’s high level of achievement. Our Approach Our educational approach has been brought together using twenty years of experience in the early years. We use the Forest School approach to inform and underpin our outdoor curriculum. We also take influences from other early years philosophers including High Scope, Reggio Emilia and the Montessori method. Whilst we draw on these methods, we are constantly evolving to ensure that the latest scientific findings reflect the modern world and the educational experiences the children are exposed to. For example working to provide STEM (science, technology, engineering and maths) influences whilst also ensuring that we put emotional well-being at the heart of early years practice. Maria Montessori Children are given the freedom to work at their own pace making their own choices and correcting their own mistakes. Montessori method allows children to learn the way they learn best, by doing things for themselves. During independent activities children are encouraged to choose work that appeals to their interests. The teacher will also introduce new work to the children according to their abilities and stage of development. High Scope High Scope is an approach to early years education that has at its core the belief that children gain confidence, initiative and a lifelong love of learning when involved in well-supported activities of their own choosing. A consistent and flexible daily routine which provides for child and adult initiated activities. Opportunities to choose, plan, carry out and reflect on their activities Opportunities for children to engage in the active participatory learning process Adults who value and appreciate children and provide a creative and supportive learning climate Forest school Forest School is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions. Forest school supports play, exploration and supported risk taking. It develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting. Its roots reach back to the open-air culture seen as a way of life in Scandinavia where Forest School began. Reggio Emilia The Reggio Emilia sees children as curious individuals with the power and potential to develop and learn from their environment and the relationships they build with others. Children are viewed as strong and intelligent individuals who should be given every opportunity to reach their potential. Children are viewed as having unlimited potential and being eager to interact with and contribute to the world. The learning process is considered to be of much higher importance than the final product. Teachers create in-depth projects based on observations, information from parents and the interests of the children.

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MIE Pathways

mie pathways

Dhaka

MIE Pathways is dedicated to empowering students to succeed in higher education abroad through the International Foundation Year (IFY), International Year One (IYO), and Master’s Preparation.  MIE Pathways is the only NCUK-accredited study centre in Bangladesh, dedicated to preparing students for the academic and cultural challenges of studying abroad. The NCUK programmes ensure guaranteed progression to top universities across the UK, USA, Australia, Canada, New Zealand, and beyond. This unique partnership with NCUK (Northern Consortium of UK Universities) opens doors to over 50 prestigious university partners worldwide, offering students access to world-class education. Through these pathway programmes, students are equipped with the academic foundation to bridge their academic gaps. INTERNATIONAL FOUNDATION YEAR (IFY) The International Foundation Year (IFY) is a 9-month programme tailored for students who have completed their O-Levels or equivalent higher secondary education. This programme serves as a bridge to undergraduate studies at leading universities.  This programme helps students transition smoothly from college to university. It provides a strong academic foundation and improves English language proficiency. Additionally, it fosters cultural awareness, ensuring students' success in their chosen fields abroad. Programme Highlights:  a. Comprehensive curriculum: Includes modules in English, Maths, and subject-specific courses such as business, engineering, or humanities. b. Smooth transition: Prepares students to adapt to the academic and social environment of international universities. c. Personalised learning: Individualised support ensures every student’s unique needs are met. INTERNATIONAL YEAR ONE (IY1) The International Year One (IY1) is ideal for students who want to complete the first year of their bachelor’s degree in Bangladesh while enjoying guaranteed entry into the university's second year abroad. Students can complete this qualification within 6 months without leaving their home country. This programme offers the perfect opportunity to save both time and money while experiencing world-class education. Designed to provide academic and cultural preparation, the IY1 programme ensures a smooth transition into the second year of undergraduate studies at 30 leading universities in the UK, Australia, and New Zealand. Programme Highlights:  a. Guaranteed progression: Upon successful completion, students gain direct entry into the second year of undergraduate programmes at top-ranked universities in over 300 disciplines.  b. Career development: The programme includes specialised modules to enhance skills, including critical thinking, teamwork, and industry-relevant knowledge. c. Diverse pathways: Students can choose from a variety of subject options, including business, engineering, and social sciences, to align with their academic and career goals. d. Cost-effective learning: By completing the first year locally, students benefit from significant cost savings while still being on track for an international degree. MASTER’S PREPARATION The Master’s Preparation programme is a flexible 10, 20, or 30-week course designed for graduates who want to pursue postgraduate studies at top universities. It guarantees entry into postgraduate degrees in the UK, Australia, and New Zealand. This programme is perfect for students with study gaps or lower academic backgrounds, helping them improve their qualifications and prepare for further education. Programme Highlights:  a. Academic knowledge: Equips students with essential skills for postgraduate studies, including dissertation writing and advanced research techniques. b. Skill enhancement: Sharpens critical thinking, presentation skills, and academic writing, ensuring readiness for rigorous academic environments. c. Global networking: Offers opportunities to collaborate with peers and faculty from diverse cultural and academic backgrounds. The Master’s Preparation programme is a stepping stone for graduates to achieve their academic and professional ambitions. Key Benefits of MIE Pathways Programmes 1. Guaranteed university progression: MIE Pathways offers guaranteed progression to top international universities through the IFY, IY1, and MPP programmes, ensuring students have a clear path to their desired universities. 2. Comprehensive support: Personalised academic support, career counselling, and university application assistance help students to transfer to studying abroad, with dedicated staff guiding them every step of the way. 3. Global recognition: The programmes are internationally recognised and aligned with the requirements of top universities, ensuring students’ qualifications are highly regarded globally. 4. Expert faculty: Experienced faculty members provide in-depth academic guidance and create a vibrant learning environment to prepare students for success. 5. Career-focused learning: The programmes emphasise career development, offering internships and professional exposure to help students build essential skills and industry connections. Flexible Application Timelines and Scholarships MIE Pathways provides flexible application timelines, allowing students to begin their academic journey at a time that best suits them. Scholarships are available for eligible candidates. These scholarships ensure that financial constraints do not hinder their aspirations. About MIE Pathways MIE Pathways invites Bangladeshi students to embark on their transformative academic journey. Whether you're a high school graduate aiming for undergraduate studies or a degree holder seeking postgraduate opportunities, NCUK’s pathway programmes are here to help you achieve your educational goals. With flexible application timelines and dedicated support at every stage, MIE Pathways ensures a seamless progression to your dream university. Start your journey today and join a global community of students turning their academic and professional aspirations into reality. Source: MIE Pathways [https://miepathways.com/]

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YogaSilva

yogasilva

Keynes,

Guidelines for your practice given the current COVID-19 pademic There are a few things that we now have to do... You MUST book your space online as class numbers are limited. If you or anyone you have been in contact with has or thinks they may have COVID-19 please do not attend the session. Bring your own mat, equipment, blanket, and water to the session. Scan the QR Code fo the NHS Track and Trace App if you are using it. We must always keep 2 metres between us and place our mats to allow this. I will have some cones to mark out mat placement. I will not be adjusting you hands on during practice or providing the hands on settling during relaxation. Please be kind to your fellow yogis – we are all coping in different ways and some of us are more apprehensive than others. General Information about the classes. All classes are designed to be suitable, safe and enjoyable for beginner and intermediate Yogis. Adults of all ages are welcome. Please let me know if you have existing conditions by email or telephone prior to the class. For the 90 and 75 minute class - Class format is generally a gentle warm up followed by a flow of postures to increase body temperature and then a range of poses to build strength and increase flexibility. We then move to gentle stretches and twists to cool down. The end of the class usually consists of a breathing practice to calm the body and mind with a final section of relaxation to close the session. For the Beginners class - Class format is similar in order but focuses on the foundation poses with extra time taken to ensure correct allignment and movement into and out of postures. For the Gentle Yoga class - Class format is similar in order but at much less intense level. The class is aimed at those with limited flexibility or reduced strength who want to gradually build and improve both areas. For all classes each person is encouraged to focus on their own practice and to do only as much as feels right for them. We are all different so a posture that one person finds easy another might find more difficult. Yoga is an excellent way to improve your own strength and flexibility against your own starting point - wherever that may be. I use a combination of demonstration, verbal guidance and adjustment. Each posture will be taught with options to practice the next stage or level if the Yogi wishes Every week will have a different focus; some postures will be familiar every week others will be introduced to keep the class interesting and fresh. For the Beginner... It is best to wear comfortable clothing such as leggings or jogging bottoms and a T shirt. Socks, a warm fleece or jumper, maybe even a blanket are useful for relaxation at the end of the class in cooler weather. Some water to sip on is a good idea in hot weather. Please bring your own yoga mat.

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Jackie Thomson HypnoWellbeing

jackie thomson hypnowellbeing

Deganwy

I’ve always been fascinated by people. In fact, I love people and the fact that we are all so different. And I love conversation. We live in a world which is ever-changing. We have to adapt and some of us find that easier than others. And I'm no exception to that. I’ve spent a good deal of my life finding out what makes people tick, and I didn’t even realise it was happening. And that’s how I came to discover my passion – helping people to change the way they see themselves and the world around them. To learn to love themselves again. To believe in themselves. To overcome stress or emotional pain, whatever the cause. And to begin enjoy life again. Just as I have. My own experiences and extensive training have helped me grow, and I know I will never stop growing and evolving. I still study, attend workshops and training to enhance my knowledge and skills. Although, of course, certificates are no indication of anyone's life experience, wisdom or compassion. When I'm not studying, I love travelling and have had many wonderful experiences. I love anything to do with the theatre, music and dance. I grew up in a theatrical world. I played clarinet, performed on stage from a very young age and have directed musicals. Now, I just love to watch. What's next? Watch this space! MY STORY We all have a story, whether it’s just a few chapters or an enormous long novel. I have my story too, and I’ve used it to change my life and completely turn it around. I'd been interested in spirituality and the mind-body connection for as long as I can remember, and a huge life change gave me opportunity to re-examine the way I lived my life. I really believe that we can change our lives by changing the way we see ourselves and what’s happening around us – our thoughts create our reality. If we let go of negative patterns and limiting beliefs, we can change our thoughts and change our lives. After living through and learning from the many challenges in my own life, I recognised the potential for helping others to embrace positive change into their lives as well. I still apply my training in my own life. Recovering from abuse, self-loathing, failed relationships, lack of confidence and many other things that troubled my past has changed my life completely, just as it can change yours. It doesn’t change what’s happened, you can’t change the past, but you can enjoy your life now and create a better future. I know from personal experience how powerful this can be. I can help you to see what’s holding you back, offering you support and guidance as you go forward and take control of your life. I can’t do the work for you, but I will support you all the way, for as long as you need. Wouldn’t that be great? Loving the life you live and living a life you love? I do, and so can you!

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The Complete Works Education Service

the complete works education service

London

From a theatre company, staging plays and creative projects in schools across the capital, to sector-leading, Alternative School: our journey since we began in 1999 has been eventful. Our founder Phil Richards and his partner Neil Powney (pictured above) first formed The Complete Works as a Theatre in Education company, performing plays and workshops in schools throughout London. At the time, Phil led a small team of actors and creatives who were passionate about engaging young people in the performing arts. What became clear in these early years, was the power of creativity to inspire young people, who were otherwise disillusioned by education. One day, Phil answered a newspaper advert, seeking someone to teach a young person to read. This was a teenager who had never enjoyed or engaged with education and had left behind a long succession of unsuccessful teachers, who had branded him “unteachable”. Phil drew on his years in the creative industries to take a fresh approach to the challenge and was able to help this young man discover the joys of learning and subsequently gain entrance to college. This was the beginning of our transformation from theatre company to school. Phil’s success led to more young people being referred to us, each of whom, for their own reasons, had lost interest in education. Through the same creative and compassionate approach, Phil and his team found a way to reignite what had been lost in each of them. After all these years, our core value of individualised, creative learning remains the same. In 2013, we gained our official school status with the Department of Education. We had been doing the work of the school long before this point, so to have it officially recognised was a huge moment for us. We had our first Ofsted inspection a year later, and they confirmed that we were a Good school, an accolade we have maintained ever since. In 2016, Phil took a step away from the day to day running of the school, continuing as a consultant and trainer, and appointing Chrissie Roberts as CEO. Chrissie joined TCW in 2003, spending 12 years as Deputy Chief Executive, developing the vision for the school’s growth alongside Phil. As CEO, Chrissie has overseen a period of rapid development, in which we have greatly broadened our offer, adding new subjects to the curriculum, enriching our pastoral and wellbeing support, developing our teacher training, and exploring new ways to integrate creativity into our work. Every year, hundreds of young people of all ages and backgrounds join our community and every single one of them receives a unique educational package, with therapeutic and creative input at every stage. One afternoon in 1999, Phil and Neil opened a copy of “The Complete Works of William Shakespeare,” in the hope of finding the perfect word or phrase to name their new theatre company. Nothing in those hundreds of pages suited quite so well as the words on the front cover. Back then, “The Complete Works” referred to the range of plays and creative workshops that we ran. Today it means “the whole package” - education that has everything, tailored to suit anyone.

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Real First Aid Ltd

real first aid ltd

Wales,

There is more than one reason to choose REAL First Aid: Find out how we justify our claim to providing the best possible First Aid and pre-hospital medical training for remote, industrial and hostile environments. 0001 Quality Assurance To begin with our teaching and business practices are measured against stringent national and international standards. It's all very well saying we're different but you need to know that you are engaging with a credible training provider that will provide valid and recognised outcomes. 0010 Stealth Learning At the heart of our business is rock-solid educational theory. Whilst we pride ourselves on our unique approach to training it is not superficial novelty or fashionable gimmicks; our professional understanding and application of student centered learning ensures the most effective and engaging training. Effortlessly. 0011 Scenario Based Training We chose the company name "REAL First Aid" for a reason. The best way to learn is to do it and the best way to do it is as realistically as possible. All of our courses take the theory out of the classroom and provide opportunities for candidates to apply knowledge and skills in realistic, work-related scenarios to develop true understanding. 0100 Casualty Simulation Casualty Simulation takes the concept of Scenario Training a stage further by introducing realistic visual stimulus. This makes treating casualties easier (as you can see what you are treating as well as the outcomes) and can desensitise the candidate; preparing them for the realism of treating actual casualties. All of our courses feature an element of casualty simulation but our more advanced courses include professional quality moulages and casualty prosthetics. 0101 Less PowerPoint, more to the point We love PowerPoint! But only when it used effectively and unfortunately it rarely is. None of our basic courses, including First Aid at Work feature slideshow presentations. Step away from the tedium of watching a trainer read a script and get involved in practical training. 0110 Technology: Applied We avoid an unnecessary reliance on PowerPoint but embrace technology when it can be applied to add value to learning. Here are some examples of how we use technology in outdoor environments to provide the best possible education experiences. 0111 Stay Connected When you leave us, the learning continues. We employ several channels to provide you with regular updates including the latest developments in First aid and pre-hospital care as well as drip-feeding you with short articles. for as long as you want to receive them. Things change and three years is a long time to go between training - regular exposure helps prevent knowledge fade and ensures that while your certificate may be gathering dust, your abilities remain fresh. 1000 Our Clients This all sounds great. But how do you know these ideals mean something in the real world? Here are just some of the organisations who have benefited from a different way of learning. 1001 Testimonials Don't just take our word for it, read what some of our previous candidates think of how we do things.

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Clinical Masters

clinical masters

London

Online Master's degrees in Clinical Psychology 149 Masters Psychology Check match 6,950 EUR / year 2½ years Gain a comprehensive knowledge of the core areas in psychology, as well as the practical skills associated to them with this fully online and part-time Psychology MSc from the University of Liverpool. M.Sc. / Part-time / Online University of Liverpool Online Programmes University of Liverpool Online Programmes Online Featured Health Psychology Check match Tuition unknown 2 years Health Psychology from Ulster University provides stage one of the professional training in Health Psychology. M.Sc. / Part-time, Full-time / Online Ulster University Ulster University Online Featured Psychology and Neuroscience of Mental Health Online Check match 1,789 EUR / module 2 years This innovative online Psychology and Neuroscience of Mental Health programme from King's College London provides a comprehensive and integrated exploration of the current understanding of the psychological and neuroscientific basis of mental health. M.Sc. / Part-time / Online King's College London King's College London Online Featured Global Mental Health and Wellbeing Check match 4,480 EUR / full 8 months Curious about the mental health policies adopted by various countries? Then consider the 100% online Postgraduate Certificate in Global Mental Health and Wellbeing from University of Essex Online. Postgraduate Certificate / Part-time / Online University of Essex Online University of Essex Online Online Featured Psychology Check match 24,036 EUR / year 2 years The Graduate Diploma of Psychology at Swinburne Online will teach you to analyse behaviour, disorders and cognitive processes to deepen your understanding of human nature. Postgraduate Diploma / Part-time / Online Swinburne Online Swinburne Online Online Featured Mental Health Psychology Check match 6,950 EUR / year 2½ years Develop your skills within psychology with our 100% online part-time Mental Health Psychology MSc at University of Liverpool Online Programmes. Throughout your studies, you will explore the fundamentals of general psychology and key areas of mental health. M.Sc. / Part-time / Online University of Liverpool Online Programmes University of Liverpool Online Programmes Online Featured Global Mental Health and Wellbeing Check match 6,721 EUR / year 1 year, 4 months Mental health and wellbeing is on everyone’s radar, not just locally but across the world. The pandemic has made us all more aware of how important it is to prioritise our mental health so if you want to explore this further, consider the 100% online Postgraduate Diploma in Global Mental Health and Wellbeing from University of Essex Online. Postgraduate Diploma / Part-time / Online University of Essex Online University of Essex Online Online Featured Global Mental Health and Wellbeing Check match 6,721 EUR / year 2 years The conversation around mental health and wellbeing is becoming increasingly important across the globe, particularly in the aftermath of the Covid pandemic. If you want to be part of a growing industry, consider the 100% online MSc Global Mental Health and Wellbeing from University of Essex Online. M.Sc. / Part-time / Online University of Essex Online University of Essex Online Online Featured Perinatal Mental Health Check match 3,751 EUR / year 3 years On this Perinatal Mental Health course at Sheffield Hallam University, you’ll develop as a healthcare professional specialising in perinatal mental health. M.Sc. / Part-time / Online Sheffield Hallam University Sheffield Hallam University Online Featured Evaluating Psychology - Research and Practice Check match 7,275 EUR / year 1 year, 1 months This Evaluating Psychology - Research and Practice module from The Open University UK examines how cognitive, social, counselling and forensic psychology research fosters understanding and helps to solve real-world problems in three domains - the home, workplace and society. Master / Part-time / Online The Open University UK The Open University UK Online Featured Applied Psychology (Online) Check match 13,869 EUR / year 1½ years Are you fascinated by how the human brain works and passionate about applying these insights to improve the lives of others? If so, Liberty University’s master’s in Applied Psychology (Online) is the program for you! M.A. / Part-time / Online Liberty University Online Liberty University Online Online Featured Psychology (Online) Check match 5,751 EUR / year 1 year, 3 months Accredited by the British Psychological Society (BPS), the online Postgraduate Diploma in Psychology (Online) course at University of Derby is ideally suited to anyone who is looking pursue a career in psychology, bringing you one step closer to becoming a Chartered Psychologist. Postgraduate Diploma / Part-time / Online University of Derby Online Learning (UDOL) University of Derby Online Learning (UDOL) Online Featured Psychology Check match 23,199 EUR / year 1 year If you are a psychology graduate, undertake an additional year of study to get registered as a provisional psychologist with the Graduate Diploma of Psychology from Deakin University. Postgraduate Diploma / Part-time, Full-time / On Campus, Online Deakin University Deakin University Multiple locations Featured Clinical Mental Health Counseling Check match 30,953 EUR / year 2 years Our practice-based Clinical Mental Health Counseling program at Auburn University prepares counselors to work in inpatient, outpatient, non-profit, private practice, community agency, governmental, and educational settings. Master / Part-time, Full-time / On Campus, Online Auburn University Auburn University Auburn, Alabama, United States Featured Health Psychology Check match 5,391 EUR / year 2 years This Health Psychology Masters degree at University of Derby is an extremely popular, accredited online Masters. It’s stage one of the professional training in health psychology and is therefore an essential step towards becoming a Chartered Psychologist and a Registered Health Psychologist.. M.Sc. / Part-time / Online University of Derby Online Learning (UDOL) University of Derby Online Learning (UDOL) Online Featured Psychology Check match 11,299 EUR / year 2 years Broaden your mind and kickstart your career in psychology with a BPS accredited Masters from Northumbria University. M.Sc. / Part-time / Online Northumbria University Northumbria University Online Featured Psychology and Learning Disability (Distance Learning) Check match Tuition unknown 2 years This Master’s Psychology and Learning Disability (Distance Learning) course from the University of Portsmouth looks in detail at learning disability, neurodiversity and autism from a psychological perspective. M.Sc. / Part-time / Online Faculty of Science and Health Faculty of Science and Health Online Featured Introduction to Mental Health Science Check match 4,378 EUR / module 9 months This online Introduction to Mental Health Science module from The Open University UK introduces the key topics in mental health science from biological, psychological and social science perspectives whilst developing your postgraduate study skills. Master / Part-time / Online The Open University UK The Open University UK Online Featured Clinical Psychiatry (Online) Check match 5,451 EUR / year 1 year Mental health care is evolving. There have been recent changes to the Mental Health Act, the official recognition of spectrum disorders such as OCD and autism, and the increasing demand on mental health services, with approximately 1 in 4 people in the UK likely to experience a mental health problem every year. Learn more with the Clinical Psychiatry (Online) Postgraduate Diploma from Diploma MSc Postgraduate Diploma / Part-time / Online Diploma MSc Diploma MSc Online Featured Psychology Check match 7,382 EUR / year 1 year The MSc in Psychology at Unicaf Scholarships has a strong emphasis on psychological investigation and exploring ethical issues. M.Sc. / Part-time / Online

Cuban Salsa School

cuban salsa school

This website came about because we feel there is a lack of general info on Cuban Salsa in the World Wide Web written in English from a non-native dancer’s point of view. We are looking at it as an enthusiastic learner looking in from the outside. Hopefully this way we can inspire other non-native dancers to keep learning about the dance in particular and the culture in general. We love everything and anything about Cuban Salsa. If you run a school or events, do let us know so we can include them on our website for highly ranked Google exposure. Or if you have a topic related to Cuban Salsa that you are passionate about, why not become one of our GUEST WRITERS. We will look through them all and publish the ones that we believe adhere to our vision in general. We are looking for more of lighthearted info topics rather than the ones generating heated debates. In addition to all of that, we also offer prominent ADVERTISEMENT SPACE on our website. Contact us if you’re interested in any of these collaboration opportunities. W H O W E A R E Julia, coming from a non-dancing background, started dancing Cuban Salsa in 2009 and quickly became addicted and very much involved in the Edinburgh salsa scene. Soon she progressed from organising social salsa groups to co-teaching with some of the best local teachers and has continually improved her dancing skills by learning from the best of national and international teachers, at classes and conventions around Europe as well as in Cuba. While her dancing continues to improve, taking it to the stage and later on choreographing different dance groups, it is her strong business background and warm personality that brought success to Cuban Salsa School (went from zero to the biggest salsa school in town). During her time running the school, she built another passion on the back of it as a teacher. Continuously improving her teaching method, she then passed on her knowledge to her team of instructors (who now have gone and teach their own classes). Following her relocation, she is now managing Cuban Salsa School in the current format that allows her to continue working on it remotely. Col has also been dancing Cuban Salsa since 2009 and is known as one of the top Cuban style dancers in the Edinburgh scene. He then moved out of the country but still maintain his passion for Cuban Salsa wherever he goes even to this day. His experience includes: founding Salsa4Water Edinburgh, a group dedicated to raising money for Wateraid which soon became one of the most popular Cuban Salsa groups in the city; trained by the highly regarded Ballet Folklorico Cutumba and Raices Profunda, and also had private classes with former members of casino.com (Cuba’s most famous Rueda group) and profesoras de CFN (Conjucto Folklorico Nacional de Cuba) during his visits to Cuba; co-founded the successful Cuban Salsa School in Edinburgh; also at the moment Col belongs to Oye Timberos performance group in Warsaw, training and performing regularly. Col’s speciality is dancing with connection to the music and he draws on his extensive experience as a musician to help teach this to his students as well as developing the key techniques that allow someone from a non-dancing background to learn authentic Cuban body movement and style.

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The Shackleford Centre

the shackleford centre

Godalming

Shackleford Village Hall started life as the Shackleford Institute, built in 1893 as ‘a private charitable club for the purposes of reading and recreation for its members …’. The Hall was opened by Lord Midleton of Peper Harow, who became its first president. The original brick-built Victorian building includes an open vaulted hall, with a stage and ‘Green Room’ and catering facilities. The building incorporates a self-contained cottage. In 1974 a Social Club was added but in 1995 a fire destroyed part of the building. It was rebuilt maintaining its Victorian features and with improved facilities. The main hall is named Pilkington Hall after a long-serving president and benefactor. In the early 2000’s the Social Club and the Hall were being used less and less and in particular the Social Club was no longer attracting sufficient interest to justify the running costs. The Hall was in daytime use as Acorns Nursery, but with minimal activity in the evenings and at weekends. In 2009, the constitution was revised and modernised, and the members agreed to transfer the assets to a newly formed charitable company limited by guarantee. The original objectives of ‘The improving of the conditions of life of the inhabitants of the Parish of Shackleford…’ are preserved in the current Memorandum and Articles. At the same time a decision was made to close the Social Club and relocate Acorns to the refurbished area previously used by the Social Club. This had the dual advantage of giving Acorns a dedicated space, allowing them to develop a permanent setting, and freeing the Hall for daytime use by other groups. The nursery now operates independently and the area occupied by the nursery is named the Brigstocke Room, in recognition of services to Shackleford and the locality by Sandy and Diana Brigstocke. The Cottage was also refurbished and established as a separate entity to the Hall and is now rented independently of the rest of the Centre. This restructuring of the constitution, and revised operation of the Centre, generated sufficient income to begin improving the facilities leading to more regular use of the Pilkington Hall, which is now widely used for a range of activities and the Centre benefits from an active program of continuous improvement. The Centre is in regular use by Acorns Nursery, St. Mary’s School, various clubs and classes, and residents of the surrounding area. We welcome new groups and look forward to seeing you. Quilting has been underway at the Hall for many years as can be seen in the picture above. The quilters meet every Friday and welcome new members. The Village Hall makes an excellent venue for clubs, classes, presentations and meetings and has full catering facilities for events of all kinds. Conveniently situated a few minutes off the A3 just south of Guildford in the Surrey Hills, an area of outstanding natural beauty, Shackleford Village Hall has all the charm of a traditional village hall but with modern facilities providing a warm and comfortable venue for a wide range of clubs, classes and events including Yoga, Pilates, Art Classes, Quilting and more. The hall is located close to the parish church of St. Mary’s, with easy access and ample parking.

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Decolonise The Curriculum

decolonise the curriculum

London

Decolonizing the Curriculum Project (DCP) at UoK (funded by Teaching Enhancement Award and led by Dr Suhraiya Jivraj, Senior Lecturer in Law) Students are increasingly demanding a ‘liberated curriculum’ that represents their diversity as we see from #liberatemydegree, ‘Why is My Curriculum White?’ and other movements mentioned above as well as Kent Student Union campaign ‘Diversify My Curriculum’. Also at UoK law and politics students on the Race, Religion and Law module (convened by Dr Suhraiya Jivraj) have relished the opportunity both in workshops and through their assessment to explore both historical and contemporary issues that enable them to acquire ‘consciousness of their own position and struggle’ in society and education. The UoK EDI Project phase II strategy acknowledges this need in affirming that the ‘white curriculum acts as a barrier to inclusivity’ including because ‘it fails to legitimise contributions to knowledge from people of colour’. Phase II therefore seeks to ensure that ‘our curriculum reflects and addresses a range of perspectives’ and asks how this can be operationalised specifically at UoK. Modules like RRL and others in KLS are already operationalising a more inclusive curriculum requiring students to engage with key works from critical race/religion and decolonial studies which offer alternative perspectives to those heteronormative and euro-centric perspectives of white, able-bodied men dominating the western canon. This project will go one significant step further by placing students of colour as well as knowledge produced by people of colour at the centre. Being a student led project is crucial as it empowers them to become change actors and co-producers of knowledge, shaping the agenda and curriculum that seeks to include them. Moreover, it enables them to be ‘assets’ rather than see themselves represented as quantitative data in University diversity reports which does not capture the nuance and complexity of their lived realities. Empowerment for self-determination at the grassroots level is key as is apparent from student led movements that have already effected change in the curriculum. The desire for self and culturally intelligible knowledge is now well documented including in the University of Kent, Student Success (EDI) Project, Phase I:Report 2 ‘Theory and research on race and attainment in UK higher education’ by Hensby and Mitton (2017). This project seeks to operationalise this further and more broadly through the following three interlinked activities: 1) Focus groups: · Up to five stage 3 students will lead focus groups of five to ten BAME students from across the KLS UG programme. · The focus group leaders will form a research team and design the format and questions collaboratively, under the supervision of Dr Jivraj, using naturalistic methods and going through the KLS ethics approval process. 2) Publication of findings: · The data from the focus groups will be collated by the research team and will produce an accessible output such as a ‘manifesto of suggestions’ on making the curriculum more inclusive and a co-authored e-book. · The research team will also be supported in publishing findings via a blog and social media. 3) Student led conference · The workshop committee will organise a half day student led conference to discuss the findings and invite speakers from campaigns such as the NUS #liberatemydegree campaign; Why is My Curriculum White? (based at UCL); Decolonising our Minds SOAS; and the #Rhodesmustfall student movements and at least one academic speaker. Watch this space for further details.

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