8253 Courses

In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to hospitality and community building – the Community Circle. The purpose of community circles is to bring people from a local community together to share their skills, talents, gifts and resources. This idea is based upon the premise that ALL of us need three things in our lives to make us happy and fulfilled: these are money, friendship and meaning. We believe that everyone needs community, everyone needs to be heard and everyone needs to have fun. Online Course now available via Teachable Platform – Creating Community Circles Learn at your own pace… lots of text and video support Category Inclusion Peer Support Parents and Carers   Description  Building Community Circles In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to hospitality and community building – the Community Circle. The purpose of community circles is to bring people from a local community together to share their skills, talents, gifts and resources. This idea is based upon the premise that ALL of us need three things in our lives to make us happy and fulfilled: these are money, friendship and meaning. We believe that everyone needs community, everyone needs to be heard and everyone needs to have fun. Community Circles are based upon reciprocity and the assumption that EVERYONE has both gifts and needs – whether these are labelled or not. The circles adopt the fundamental value of inclusion that ‘all means all’, no one is excluded from community circles, instead the circle members work out how to include everyone equally and safely. A community circle is made up of participants and allies from the local community. The meeting starts with everyone sharing food and conversations. Next the group comes together in a circle so that everyone can see each other and shares what is good and new in their lives, everyone gets a turn to be listened to. ‘New and Good’ breaks the habit of thinking about and acting from what’s wrong, it is an exercise of giving and receiving attention with one another and it also provides a strong foundation of strengths from which we can think about and tackle difficulties. The group is then asked the question what do they want, need or have to offer. Community circles provide a great foundation or starting point from which to explore connections, build relationships, locate resources and share skills. These circles will be a particularly important resource for Brokers and the people that they work for. They provide a safe forum in which people can meet and friendships can start, a natural reservoir of people and relationships where people can be invited to offer their time and capacity. To be successful we have to start from a belief in inclusion. A belief that: 1 We are all born ‘in’. 2 All means all. 3 Everyone needs to belong. 4 Everyone is ready. 5 Everyone needs support. 6 Everyone can communicate. 7 Everyone can contribute. 8 Together we’re better. Learning Objectives For participants to learn how to create a Community Circle. For participants to understand the underlying rationale and ethos of this way of working. To explore ways of maximising an individual’s inclusion and connection with the wider community. To explore ways of helping with friendship, social connection and education. To increase confidence, social skills and presence of disabled adults and those with a wide range of need in their local community by focusing on their contribution. Who Is It For? Anyone interested in mobilising the community to make it more inclusive around disabled or challenging individuals. Course Content Understanding ordinary needs – plus the true dimensions of social inclusion Building relationships Creating natural circles of support Creating a community circle If you like this you will almost certainly enjoy: Person Centred Planning using PATH and MAPS

This workshop gives an opportunity to focus on the emotional needs of boys and how to meet these. We lift the lid on an emerging urgent inclusion issue,namely meeting the emotional needs of boys. Everyone knows a boy. They may be pupil, son, brother, parent or partner. Boys when they become adults are over represented in the prison, and mental health system. Course Category Meeting emotional needs Description This workshop gives an opportunity to focus on the emotional needs of boys and how to meet these. We lift the lid on an emerging urgent inclusion issue,namely meeting the emotional needs of boys. Everyone knows a boy. They may be pupil, son, brother, parent or partner. Boys when they become adults are over represented in the prison, and mental health system. In one recent year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. Three men for every one woman kill themselves every year (Guardian, June 2006). 1 in 4 women experience domestic violence and 2 women a week are killed by a current or ex partner. Boys and men are a major concern. We need to find ways to allow them to unclench their hearts and learn to experience, process, communicate and manage their own emotional lives for their own and for the good of the wider community. Testimonials ‘Thanks for a super day, lots of good ideas for our citizens of the future. We need to offer them the best and what we would offer our own children’?? ‘Enjoyed the day very much. Brilliant ideas and lots of food for thought. Will use the solution circle. A great tool!’ ‘went well and the ethos/participation was commendably facilititated. well done’. ‘Wonderful day!’ ‘Still getting lots of positive messages this end.’ Learning Objectives Increased understanding of boys’ emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of core values surrounding inclusion of boys Opportunity to reflect on professional attitudes and behaviour towards boys and their emotional challenges New skills and processes to make boys’ inclusion and achievement more successful Who Is It For ? Early years and school based practitioners Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content The course explores the questions : Is there a problem with boys? What can we do to meet the emotional needs of boys? What helps? What should our priority be with boys? This workshop will explore: Cultural and historical expectations of boys in our society Shared experiences of teaching and parenting boys Circle of Courage as away of understanding emotional needs Fathers, mothers and sons Drinking and drugs: filling the emotional void Depression and suicide Anger and violence Solution Circle Problem Solving around boys needs What boys really need

This radical way of building empathy is inspired by the work of the ‘Roots of Empathy’ organisation in Canada. Roots of Empathy (ROE) is dedicated to building caring and peaceful societies through the development of empathy in children. It is a parenting education programme for elementary school students (between the ages of 3 to 14 years) based on monthly visits to the classroom by a parent and infant from the school neighbourhood. Course Category Behaviour and Relationships Autism and Communication Meeting emotional needs Description This radical way of building empathy is inspired by the work of the ‘Roots of Empathy’ organisation in Canada. As Mary Gordon founder of this way of working describes: ‘By regular visits to the classroom of local mums and their children build an empathic relationship with the baby.MARY GORDON Roots of Empathy (ROE) is dedicated to building caring and peaceful societies through the development of empathy in children. It is a parenting education program for elementary school students (between the ages of 3 to 14 years) based on monthly visits to the classroom by a parent and infant from the school neighbourhood. We teach teachers and educators to help children to observe, over the school year, how their baby forms an attachment to his or her parent. Children are encouraged to record how the infants develop. The children learn to spot their babies cues and unique temperament, while celebrating developmental milestones. Children are prepared for responsible and responsive parenting as they increase their knowledge about human development, learning, and infant safety. The baby project program brings about the development of empathy and emotional literacy: As children learn to take the perspective of others they are less likely to hurt through bullying, exclusion, aggression, and violence. Children learn how to challenge cruelty and injustice in their own classroom. Messages of social inclusion and activities that are consensus-building contribute to a culture of caring that changes the tone of the classroom. Involving fathers and men provides rich models of male nurturance Testimonials ‘13% increase in empathy scores for our year 1s’ ‘Years 2s empathy had increased by 35%’ ‘Now that I am older I can be happy for other people’ (6 year old) ‘Everyone is special – thats the truth – but when I was small I thought its not fair when someone got a present and I didn’t’ (7 year old) Dramatic improvements in children taking responsibility for actions and being less defiant over the year of the project. Learning Objectives Understanding of method and approach to building empathy with babies Full understanding of background to this approach Practical advice received as to how to set up baby project in classrooms across school Who Is It For ? Teachers School leaders Project Coordinators Social Care Course Content We will provide theoretical and evidence back ground to impact of this work. We will describe existing UK school based work. We will inspire staff in attendance to want to actively engage in this work There may even be a baby to hold!!

In this practical workshop session we will explore ways of including pupils who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Course Category Autism and Communication Description In this practical workshop session we will explore ways of including pupils who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Parental perspectives and experiences will also be explored. This is not a ‘medical model’ day on autism. Our motto for the day is ‘People do things for a Reason (and the reason isn’t autism).’ We make full use of first hand accounts of the experience of autism – the autobiographies – to deepen participants’ understanding of what it means to be labeled ‘autistic’ “We are all much more simply human than otherwise, be we happy and successful, contented and detached, miserable and disordered, or whatever.”HARRY STACK SULLIVAN Testimonials ‘A great day – going away buzzing with ideas’?? ‘Thanks for a wonderful day. Useful informative and a real ‘eye opener’. I feel that I am able to understand why some autistic children carry out certain actions’ ‘I have gained a lot of knowledge and understanding and will be able to help support and accommodate children better. Thank you.’ ‘I now know autism is part of us all’ ‘Useful to stand in shoes of autistic people’ ‘I was blessed to be on this day’ ‘I will take all these ideas back to the nursery’ ‘Very respectful of people on the spectrum.’ ‘Ways of reaching a person, not a condition.’ ‘Really gave me an idea of how people feel.’ Learning Objectives Increased confidence regarding autistic pupils and their inclusion in mainstream schools Access to a wider range of practical strategies to impact on communication and behaviour issues Deeper understanding of core values surrounding inclusion New skills and processes to strengthen the inclusion of young Autistic people in all settings Who Is It For ? Early years and school based practitioners Heads and deputies Guidance staff Learning support teams SENCOs Primary and secondary teachers Parents Local authority support services Community workers and carers Course Content The course answers the questions : What is autism? How do we go about including autistic children or young people? What does autism have to do with me? Key themes include: Movement differences Strategies for Facilitating Communication Supports and Accommodations for Sensory Sensitivities Developing Friendships and Peer Support School and Family Partnerships ‘Learning to Listen’ – Positive Behavioural Supports Developing School wide Supports for Teachers and Students

In this practical workshop session we will explore ways of including young people of all ages who experience anxiety some of whom may well be on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well as promoting innovative approaches to inclusion through the design of best practice. Course Category Autism and Communication Inclusion Parents and Carers Behaviour and Relationships Meeting emotional needs Description In this practical workshop session we will explore ways of including anxious children in mainstream schools and settings. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well as promoting innovative approaches to inclusion through the design of best practice. Family perspectives and experiences will also be explored. This is not a ‘medical model’ day on anxiety.  Testimonials ‘Really gave me an idea of how people feel and helped me think how to plan to meet their needs.’ ‘Really useful insights’  Learning Objectives Increased confidence and understanding regarding including anxious children Access to a wider range of practical strategies to impact on anxiety Deeper understanding of core values surrounding inclusion New skills and processes to strengthen the inclusion of anxious children Insights and understanding of sensory sensitivities Understanding increased in area of movement differences Who Is It For? Personal Assistants Teachers Heads and deputies Guidance staff Learning support teams SENCOs Primary and secondary teachers Parents Brothers and sisters Local authority support services Community workers and carers Course Content The course answers the questions : What is anxiety? How do we go about including anxious children? Can we understand more deeply what is going on underneath concerning behaviours? Key themes include: Movement differences Supports and Accommodations for Sensory Sensitivities Developing Friendships and Peer Support Learning to Listen

Never before have so many children been labelled with ADHD – not just labelled but also given powerful amphetamines as a ‘treatment’. ADHD is described as impacting on school-aged children and resulting in restlessness, impulsive actions, and lack of focus impairing their ability to learn properly. Course Category Behaviour and Relationships Meeting emotional needs Autism and Communication Description Never before have so many children been labelled with ADHD – not just labelled but also given powerful amphetamines as a ‘treatment’. ADHD is described as impacting on school-aged children and resulting in restlessness, impulsive actions, and lack of focus impairing their ability to learn properly. It is the most commonly studied and diagnosed psychiatric disorder in children, affecting about 3 to 5 percent of children globally and diagnosed in about 2 to 16 percent of school-aged children. 30 to 50 percent of those individuals diagnosed in childhood continue to have symptoms into adulthood. Adolescents and adults with ADHD tend to develop coping mechanisms to compensate for some or all of their impairments. ADHD is diagnosed two to four times more frequently in boys than in girls. ADHD management usually involves some combination of medications, Applied behaviour analysis (ABA, the new term for Behaviour modification), lifestyle changes, and counselling. ADHD and its diagnosis and treatment have been considered controversial since the 1970s. The controversies have involved clinicians, teachers, policy-makers, parents and the media. Topics include ADHD’s causes, and the use of stimulant medications in its treatment. So join us on a reflective, creative day where we look deeper at this whole area – seeing what we can learn from other areas that may help us in our understanding and inclusion of children and young people with this label Learning Objectives Increased confidence and understanding regarding ADHD labelled pupils and their inclusion in mainstream schools Access to a wider range of practical strategies to impact on movement and behaviour issues New skills and processes to strengthen the inclusion of young people with ADHD labels in all settings Opportunity to reflect and understand more deeply what might be happening in situations for someone labelled ADHD Who Is It For ? Any professional, carer or parent concerned with the education and inclusion of children labelled ADHD Course Content We will explore what is known about: Movement differences and accommodations for these – starting, stopping, switching, continuing, combining and so on… Anxiety and its link to activity levels Emotional roots to activity – the Circle of Courage will guide us

Book our accredited Prevention and Management of Violence and Aggression (PMVA) in Healthcare course, meeting Restraint Reduction Network (RRN) training standards and BILD Act Certification. Equip yourself with essential skills to prevent and manage violence in healthcare settings effectively.

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Overview   Master Food Safety and Hygiene with our Level 3 Supervising Food Safety in Catering Training for Catering Professionals. Achieve a 5-Star Rating and Excel in the Hospitality Industry!   Embark on a journey to become a culinary hero by mastering food safety and hygiene practices with our comprehensive Level 3 Supervising Food Safety in Catering Course. Designed for catering professionals in the hospitality sector, this CPD accredited training will empower you to achieve a five-star food hygiene rating and elevate your career.   Why Choose Our Level 3 Supervising Food Safety in Catering Course?   Our Level 3 Supervising Food Safety in Catering training course is tailored for senior-level professionals in the catering and hospitality industry. By enrolling in this course, you will gain: In-depth knowledge of food safety management systems, including supervising food safety, training staff effectively, and implementing best practices to minimize food hazards. A solid understanding of the importance of exceptional personal hygiene standards and UK HACCP Food Safety Standards. A competitive edge in the catering and hospitality industry, with a recognized qualification and the expertise to maintain high food safety standards in the workplace.   Key Features CPD IQ Certified Free PDF Certificate Lifetime Access Description   Level 3 Supervising Food Safety in Catering   Course Curriculum   Module 1: Introduction to Food Hygiene Explore the foundations of food hygiene and safety, understanding its significance in the catering and hospitality sector.   Module 2: Origin and Nature of Food Risk Uncover the sources of food risks and learn how to identify and mitigate potential hazards in a professional setting.   Module 3: Technologies and Food Safety Delve into the role of technology in maintaining food safety, and discover how to harness modern innovations to ensure high standards.   Module 4: Preservation of Fruits and Vegetables Master the techniques for preserving fruits and vegetables, ensuring optimal quality and safety in your culinary creations.   Module 5: Establishing Food Safety Management System (FSMS) in a Company Learn how to create and implement an effective FSMS, ensuring your workplace remains compliant with the Food Safety Act 1990.   Module 6: Hazard Analysis and Critical Control Point System (HACCP) Develop your understanding of HACCP principles and their application in catering and hospitality environments.   Module 7: Management of Chemical Contaminants Gain knowledge about managing chemical contaminants in food products, ensuring the safety and wellbeing of your customers.   Module 8: Sustainability and Food Production Explore the principles of sustainable food production and learn how to incorporate these practices into your catering business.   Module 9: Food Safety - An Introduction Dive deeper into the essential concepts of food safety, ensuring a comprehensive understanding of its importance in the industry.   Module 10: Food Safety Challenges in the Global Supply Chain Learn how to navigate food safety challenges in the complex global supply chain, maintaining high standards at every stage.   Module 11: Recognising Food Safety Hazards Develop the skills to recognize potential food safety hazards, ensuring swift action can be taken to prevent issues.   Module 12: Designing Safety into a Food Product Discover how to design food products with safety in mind, minimizing risks and ensuring customer satisfaction.   Module 13: Designing a Safe Food Process Learn how to create safe food processes, ensuring the highest standards of food safety and hygiene in your operations.   Module 14: Maintaining and Improving a Food Safety Programme Master the techniques for maintaining and improving food safety programs, ensuring continuous compliance and improvement.   Module 15: Food Safety in Foodservice Operations Explore best practices for ensuring food safety in foodservice operations, maintaining a healthy and safe environment for staff and customers.   Module 16: Personal Hygiene Understand the importance of personal hygiene in food safety, and learn how to maintain impeccable standards in the workplace.   Accreditation of Level 3 Supervising Food Safety in Catering This Level 3 Supervising Food Safety in Catering Course is CPD IQ Accredited, ensuring a high-quality course content that is recognised and approved in the UK.   Certification Upon completion of Level 3 Supervising Food Safety in Catering course, you will receive a free PDF certificate to showcase your achievement. Who is this course for?   Our Level 3 Supervising Food Safety in Catering Course is perfect for anyone operating in the food, catering, and hospitality industries, including: Chefs Food Critics Restaurant and café owners Food safety officers Catering managers Kitchen managers Food handlers   Course Progression:   This is not a regulated course, to get qualified, you can choose Food Safety Level 4 Level 1 Award in Food Safety in Catering (RQF) Level 2 Award in Food Safety for Catering (RQF) Level 3 Award in Food Safety for Catering (RQF) Level 3 Award in HACCP for Catering (RQF) Level 2 Award in Food Safety for Retail (RQF) Level 2 Award in Food Allergen Awareness and Control in Catering (RQF) Career path   Potential career paths include roles such as souse chef, food safety officer, catering manager, and food and beverage manager, with average salaries ranging from £20,000 to £25,000 per annum.   Invest in your future and enroll in our Level 3 Supervising Food Safety in Catering Course today to unlock your full potential in the catering and hospitality industry. Course Curriculum Module 01: Introduction to Food Hygiene Introduction to Food Hygiene 00:00 Module 02: Origin and Nature of Food Risk Origin and Nature of Food Risk 00:00 Module 03: Technologies and Food Safety Technologies and Food Safety 00:00 Module 04: Preservation of Fruits and Vegetables Preservation of Fruits and Vegetables 00:00 Module 05: Establishing Food Safety Management _System(FSMS) in a company Establishing Food Safety Management _System (FSMS) in a company 00:00 Module 06: Hazard Analysis and Critical Control_Point System (HACCP) Hazard Analysis and Critical Control_Point System (HACCP) 00:00 Module 07: Management of Chemical _Contaminants for food safety Management of Chemical Contaminants for food safety 00:00 Module 08: Sustainability and food safety Sustainability and food safety 00:00 Module 09: Food Safety -An Introduction Food Safety -An Introduction 00:00 Module 10: Food Safety Challenges in the Global Supply Chain Food Safety Challenges in the Global Supply Chain 00:00 Module 11: Recognising Food Safety Hazards Recognising Food Safety Hazards 00:00 Module 12: Designing Safety into a Food Product Designing Safety into a Food Product 00:00 Module 13: Designing a Safe Food Process Designing a Safe Food Process 00:00 Module 14: Maintaining and Improving a Food Safety Programme Maintaining and Improving a Food Safety Programme 00:00 Module 15: Food Safety in Foodservice Operations Food Safety in Foodservice Operations 00:00 Module 16: Personal Hygiene Personal Hygiene 00:00

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