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641 Educators providing Courses

Books
P.l. Worth Learning

p.l. worth learning

London

A Bit Of History Worth Consulting Ltd was established by Karen Whittleworth in 1994. In 2000, after 6 years of successfully delivering generic leadership and management development training to many organisations, Karen decided to focus the business on the growing recognition that a coaching and mentoring style of leadership and management was the key to sustainable improvements in engagement, motivation and performance improvement. In 2002, Worth developed the highly acclaimed OSCAR Coaching Model. Karen Whittleworth and Andrew Gilbert, Directors, are authors of a number of books on coaching and mentoring that are endorsed and recommended by ILM. Our best selling book – “The OSCAR Coaching Model: Simplifying Workplace Coaching” can be read in under two hours and is a great starting point for those interested in a basic understanding of the power of coaching and mentoring – and how to do it! Our new book, “Manager as Coach: The New Way to Get Results” published by McGraw Hill was shortlisted for 2014 Management Book of the Year. Worth Consulting Ltd trades as Worthlearning. What We Provide Worth’s key purpose is to provide exceptional leadership and management development training to all levels – with a laser-like precision focused on a coaching and mentoring style. With The OSCAR Model as a golden thread, our trainers are able to insp

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Two Queens

two queens

Leicester

Two Queens is an artist-run gallery and studios situated in Leicester’s Cultural Quarter. With the ambition of providing a centre for experimental modes of arts production, exhibition and exchange, Two Queens is dedicated to establishing an agenda for new activity in the city and across the region. We want to invest our energies into collaborations with new institutions and individuals from outside of Leicester whilst also assisting in the development of artists working within the city. Two Queens was established in 2011 by recent graduates from De Montfort and Loughborough Universities, and has been programming regular exhibitions and events since March 2012. Two Queens is a not-for-profit company limited by guarantee. Donations towards the costs of running our public programmes are always welcomed. You can donate via paypal Purchases through our online shop also contribute to our costs We welcome donations of second hand books on Art and related subjects, which we sell in our on-site shop – In 2019 we made a radio programme for Art Licks Radio, originally broadcast via RTM.fm. The programme responds to the art licks weekend theme of ‘Interdependence’ by interviewing our studio holders and associate members about the role that the building Two Queens plays in facilitating a community. Listen below

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Stop! London

stop! london

London

About STOP STOP provides world-class teaching in all aspects of the Theatre of the Oppressed (TO), for people who want to incorporate it into their work, whether your background is activism, development, theatre, community, public or social sectors. Building on years of courses led by Augusto Boal and Adrian Jackson, STOP will be the first London organisation exclusively dedicated to the teaching of all aspects of TO. The emphasis will always be on the practice, with a deep grounding in the theory. STOP Co-founder Adrian Jackson enjoyed a close relationship with Augusto Boal during his lifetime. He translated five of Boal’s books into English and collaborated with him on many occasions. Sadly Augusto died in 2009 but his work lives on, and grows and multiplies, through teaching and development. Adrian founded Cardboard Citizens, a trailblazing organisation which used TO with homeless people and migrants for over 30 years. He will lead and oversee STOP courses open to all and with input from leading TO practitioners from all over the world. In our pilot season in autumn / winter 2022, Courses will include intensive training in Forum Theatre, the Rainbow of Desires and TO Jokering (Facilitation). We will also host one international TO practitioner to share their practice with the UK TO community.

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West Coventry Academy

west coventry academy

Coventry

In practice, this means that we expect students, staff, parents and governors to model these core values. Student Expectations Respectful Students show respect for themselves, their peers, staff and the community. Communicate with others in a calm and respectful manner Listen and respect other people’s views Have respect for the school site and learning environment Have a healthy, active and proactive lifestyle, with self-respect and self-discipline Recognition that respect for effort brings reward Responsible Students are responsible for their own behaviour and their consequences. Students are responsible for their own learning Students are responsible for wearing the correct uniform, bringing the correct books and equipment to school. Students are responsible to complete their work (including homework) Students are responsible to attend/complete any sanctions issued due to inappropriate behaviour or missed work. Students are responsible to report any inappropriate behaviour to an appropriate adult Resilient Students become more resilient when they realise that it is important to make mistakes and learn from them When finding work difficult, students should not just give up Re-read the work, look at previous work, have another go! Only ask for help when the above has been done Have high expectations of yourself Learn from experiences, in order to become stronger and better at tackling the next challenge Ready to Learn Students attend school in correct uniform, on time and with the correct equipment books Be punctual for all lessons, enter rooms calmly, take out equipment and start the Do Now in silence Make sure all home and prior learning tasks have been completed Have the right attitude to learn and actively engage in lessons Staff Expectations Respectful Staff model respectful behaviour to promote a culture of mutual respect Communicate with others in a calm and respectful manner Feedback on work respectfully, showing students that their work and effort has been valued. Show respect through being fair and consistent when dealing with students Promote that respect for effort brings reward Responsible Staff are responsible for creating a positive and calm learning environment Teachers are responsible for delivering well planned and meaningful learning experiences Teachers understand the responsibility of their role as a tutor Staff understand the responsibility of working in a school Staff are responsible for modelling expectations Staff are responsible for challenging poor behaviour and uphold school policies consistently. Resilient Support the whole school community to build resilience Identify vulnerable students that may have barriers to learning, support them in reducing barriers and equip them with the skills to build their resilience Praise student’s efforts Teach students that we learn from make mistakes Be open and flexible to new initiatives Develop a Growth Mindset Ready to Learn Ensure lessons are well planned and have impact for all students Ensure you are punctual to lessons and greet the students in a positive way Ensure school rules are applied consistently and fairly Listen to student concerns and help students overcome barriers to learning Empower students to become independent learners Parent Expectations Respectful Promote respectful behaviour within their families Communicate with the school in a calm and respectful manner Respect that all school decisions they are made with best interests of the students Respect the school rules and explain to their child the importance of them Respect the importance of education and teach their child the value of it Promote that respect for effort brings reward Responsible Parents are responsible for their child’s attendance and behaviour Parents are responsible to ensure their child is kept safe and well. Parents are responsible to ensure their child has the correct uniform and equipment. Parents are responsible for communicating with the school to flag any issues that may affect their child’s learning. Parents are responsible challenge poor behaviour and celebrate success Resilient Build up their child’s resilience through supporting them emotionally and helping them to show determination in the face of adversity Promote the importance of “Learning from mistakes” Demonstrate a positive attitude about education and their child Praise their child’s efforts and not just their academic achievements Ready to Learn Ensure their child attends school on time, in the correct uniform and with the right books/equipment Support their child with their learning Develop a partnership with the school Keep track of their child’s homework and behaviour by accessing classcharts regularly Encourage their child to read and to become an independent learner

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Urban Bees

urban bees

London

Urban Bees helps bees in towns and cities by working with communities, charities and corporates to educate people about the importance of bees and improving forage and habitat in urban areas. We provide ‘bee makeovers’; practical steps for transforming our environment and our thinking to help bees and other pollinators – from planting trees and flowers that offer year-round food, to making and installing homes for wild bees. Urban Bees was set up a few years ago by Brian McCallum and Alison Benjamin. They wanted to share their passion for their new beekeeping hobby with other city dwellers and to make the urban environment more bee-friendly. Their first training apiary was in Battersea, south London. With funding from the Co-op Plan Bee, they set up a teaching apiary in Camley Street Nature Reserve in King’s Cross and a community apiary in Tower Hamlets Cemetery Park. They now produce Regents Park honey from their apiary in the royal park, maintain hives and bee-friendly planters for a number of corporate clients, and advise and educate through books, newsletters, talks and consultancy about how to help wild bees. ""Brian McCallum Brian runs Urban Bees. He is a qualified teacher and worked for nine years as a part-time seasonal bee inspector for the government. He is a member of the Bee Farmer’s Association and the co-author of four books on bees, Keeping Bees and Making Honey, A World without Bees, Bees in the City, and The Good Bee: A Celebration of Bees and How to Save Them. Brian provides 'meet the bees' sessions for a number of corporate clients and other organisations. He created the 'hive talking' bee map to match existing and aspiring beekeepers and people who want to host hives. He educates children, young people and adults about bees, writes blogs. He tweets @Beesinthecity. Alison Benjamin Alison co-founded Urban Bees. She is a journalist, author, educator and bee-friendly plant expert. She co-authored Keeping Bees and Making Honey, A World without Bees, Bees in the City, an urban beekeepers’ handbook; and The Good Bee: A Celebration of Bees and How to Save Them. She was part of the team that designed the award-winning King’s Cross Bee Trail App. And she created a solitary bee garden at the 2018 RHS Chelsea Flower Show with River of Flowers which won a silver medal. After a 20 year career at The Guardian, Alison is now pursuing her passion for wild bees, by doing bee makeovers, creating and maintaining bee-friendly planters, writing newsletters, giving talks and developing partnerships to improve forage and habitat for bees and pollinators in towns and cities.

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Precious Metals Workshop

precious metals workshop

Edinburgh

Established in 2010 by Goldsmith Ian Nicholson [http://www.thisisian.com/] and located in Edinburgh’s creative space Out of the Blue [http://www.outoftheblue.org.uk/], the Precious Metals Workshop (PMW) is Edinburgh’s leading independent workshop for goldsmiths, silversmiths, jewellers and hobbyists. We run courses [https://www.preciousmetalsworkshop.com/courses] for all levels of skills and provide access to a large range of tools and facilities necessary to create jewellery. We are a safe space for creative minds, home to a family of makers [https://www.preciousmetalsworkshop.com/jewellers] who share their knowledge and skills while inspiring each other and benefiting from an artisan vibe within the workshop. We operate several programs based on helping people start their own jewellery careers, providing a free bench and facilities access as well as weekly business mentoring. See our Inclusions [https://www.preciousmetalsworkshop.com/inclusions] page for further information on this. At the PMW we are very aware of our supply chains. There is continued exploitation in the mining of metals and gems and we are proud to support two third-world women’s mining groups. Please see our Facets [https://www.preciousmetalsworkshop.com/facets] page for further information. The Precious Metals Workshop is a community of makers, where we share our knowledge, skills and inspire each other as creative individuals. We provide a range of specialised equipment including soldering stations suitable for casting, pickling tanks, wheel and barrel polishers, ultrasonic tank, bubble etching tanks for copper and silver, fly press, ring stretchers, stone setting tools, heavy duty vices, bench drills, hammering stumps, silversmithing hammers, draw bench and plates, metal guillotine, rolling mill, large and small kilns. We have an extensive collection of resource books on techniques and practices to support both our emerging and established makers.

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Anatomy Trains UK

anatomy trains uk

Antrim

Tom says: “I developed the Anatomy Trains during the 1990’s, as a game for students to play when I was teaching Fascial Anatomy at the Rolf Institute. I was inspired by Ida Rolf, and have been practicing the deep fascial work I learned from her since 1976. “But when I came to try to teach, all the books you can find put forward the ‘single-muscle’ theory. Ida Rolf kept saying, “It’s all connected through the fascia.” Other than invoking the image of a grapefruit or a loofah, how do you make this real? How do you get ‘actionable intelligence’ on the functioning of the whole musculoskeletal system? “Just as an exercise to cement the students’ knowledge, I began stringing the muscles together through the fascia. This idea was initiated when Dr Jim Oschman gave me an article by Raymond Dart (the anthropologist and Alexander Technique student) linking the muscle in the trunk in a double-spiral arrangement (which shows up here as part of the Spiral Line). “My reaction was, “Why stop there?” From this base, I expanded Dart’s idea to the whole body, to help students see connections by stringing muscles together. The ‘rules’ are that the connections have to follow the grain in the fascial fabric in more or less a straight line, without breaks or changing levels.

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E-learn Platforms

e-learn platforms

London

he idea that technology can revolutionize education is not new. However, the Internet, coupled with mobile, more affordable end-user gadgetry now lends itself as an enormously powerful digital medium to enhance the teaching and learning experience across the globe. Advances in information technology have enabled the “personalization” of the learning experience by providing access to learning and assessment resources – anywhere, anytime. eLearn.Punjab aims to facilitate and encourage the use of educational technologies by providing digitized content, relevant supplementary resources, and online assessment tools for students and educators. As a first step, digitized versions of science subject text books for 9th and 10th grades are being made available online – along with links to a sea of supplementary material available over the Web. In future, the same content may also be pre-loaded into laptops or tablets, or made available in the form of CDs. The introduction of online self-assessment features as well as centralized course/content management tools for public schools is also planned. We would like to make eLearn.Punjab a meaningful and exciting place for learners and educators to go to. We encourage our visitors, private sector entities, and international agencies to explore, contribute, and collaborate with us in this regard. Please visit eLearn.Punjab frequently, and send us your suggestions, feedback, links to resources, possible support via your organization’s CSR initiatives etc.

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Autism Support Consultancy

autism support consultancy

London

Autism Consultancy Services Ltd is directed by Dr Christos Nikopoulos who is a Board Certified Behaviour Analyst® at a Doctoral Level (BCBA-D). His achievements within the science of behaviour analysis as a clinician, a university lecturer, an educator, a consultant, a researcher, and an author in the areas of Autism Spectrum Disorder (ASD), intellectual and other developmental disabilities as well as neurological and behavioural interventions in special education for more than 23 years can be outlined as below: Former Applied Research Representative of the European Association for Behaviour Analysis.(EABA®) European Association for Behaviour Analysis Fellow of the Higher Education Academy and Chartered Scientist from the Science Council, UK. Former International Representative of the Behavior Analyst Certification Board (BACB®) BACB.com University Lecturer at both undergraduate and postgraduate (i.e., MSc and PhD) levels for more than 11 years at a Research-Incentive University in London, UK. External Examiner for MSc Autism and related conditions at Swansea University (2013-2019). Swansea University Expert reviewer of the European Union and for a number of peer-reviewed journals (e.g., Journal of Autism and Developmental Disorders, The Analysis of Verbal Behavior Journal of Applied Behavior Analysis, Review Journal of Autism and Developmental Disorders etc.) as well as for governmental agencies (e.g., NIHR, ESRC, EPSRC, HSC R&D, & HEA). Co-author of 2 books, book chapters, bookelts as well as of a number of articles published in peer-reviewed International journals. Representative Senior ABA consultant for several families at Tribunals. Leader of the Monorodi/Athens BACB® Approved Course Sequence (2016-2019). European leader of the Clemson University (USA) /Romanian BACB® Approved Course Sequence since February 2016. Clemson University Leader of University of Zagreb BACB® Approved Course Sequence (2017-2019). Faculty Member of the AF-LPA BCBA/BCaBA 4th Edition Course Sequence, Paris (2015-2016). Supervisor of a few BCaBAs and of a significant number of students who pursue their BCBA or BCaBA accreditation (25+). Keynote speaker and presenter at various conferences (more than 90 presentations at International Conferences worldwide). TRICARE Provider for children with ASD, ages 2-8 years old. Senior Behavioural Consultant for a vast number of individuals with Autism Spectrum Disorder (ASD), Learning and other developmental difficulties as well as a range of Mental Health conditions. Senior Behavioural Consultant for the design, implementation and ongoing evaluation of home and school-based programmes in the United Kingdom, Russia, Cyprus, Greece, Romania, France, Saudi Arabia, India and elsewhere, including provision of specialised training to parents, tutors, teachers or other therapists. Over all these years, Autism Consultancy Services have established an on-going collaboration with numerous Associates across all above countries!

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Amanda Wilson

amanda wilson

4.0(4)

Brighton

With over 25 years of experience in the fields of training and leadership development in both the retail and education sectors I know my stuff. My leadership career began when I worked for a bookshop chain in central London, working my way up to the role of store manager at branches in Baker Street, Earls Court and Holborn at the age of 20. This was followed by a period working as a training manager for Tesco at their first central London store on Oxford Street. My success in this role led to me being seconded to support the opening of Tesco’s flagship store in Kensington, where I helped to lead the recruitment and training of all new staff in preparation for the store’s launch. In 1999 I entered the education sector. I started as a volunteer in a pre-school, then secured a job as a Learning Support Assistant and eventually retrained as a class teacher. In my second year of teaching I took on a curriculum leadership role, which at the time was an unusual move for a new teacher. I’ve spent the last 19 years developing my career and I’m currently the headteacher of a primary school in south London. In 2014 I set up my own publishing company 9:10 Publishing. This was born out of an observation that there were very few books for young black people which were written from a black British perspective. Rather than rely on traditional publishing houses to take up my ideas, I looked into what was required to do it myself. As a result Letters to a Young Generation was born. The first book was aimed at boys and in 2016 I published another edition for girls. Visit the 9:10 Publishing website to find out more. I have a Post Graduate Certificate in Coaching and Mentoring Practice from Oxford Brookes University, where I am also a member of their Coaching and Mentoring Society. I’m a professional member of the European Mentoring and Coaching Council (EMCC). I write regularly for TES and have delivered training as part of Teach First’s NPQ programme.

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