Training Events (223)

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The Technical Aspects of Being a Governance Professional - Expert Level Programme
The Technical Aspects of Being a Governance Professional - Expert Level Programme (Code: C1050)

This programme is designed for Governance professionals looking to better prepare themselves to move towards being a strategic enabler.  It will give them greater knowledge on the technical aspects of their role in regards to regulation, compliance and board business, as well as an understanding of the strategic context of their college in order to enable alignment of the decision making process in the boardroom with strategic intent.


T Levels: Industry Workshops - Recordings 2021 - 2022
T Levels: Industry Workshops - Recordings 2021 - 2022 (Code: C1407)

Recordings of Industry Workshops held during 2021 - 2022 are available to be booked and watched online.

Industry Workshops are bite-sized, online webinars where participants can hear the latest sector specific updates or see a demonstration of the latest technology used in a specific industry. They offer insights into current practice and support FE staff to further increase their knowledge of industry. Each workshop will be specific to a T Level route, covering a key component or practice associated with that sector.

To PEE or not to PEE?: helping GCSE learners to write about reading
To PEE or not to PEE?: helping GCSE learners to write about reading (Code: C1235)

Critical analysis is a challenging skill for post-16 learners. Not only must they be accomplished at the underpinning reading skills but they must also learn to write in a very sophisticated way if they are to pick up the marks and recognition in the GCSE examination reading questions.

This course will explore that crossover between reading and writing and how to help learners to develop the skills of writing about their reading. We will investigate the much used PEED/L approach and consider and try out other strategies for helping learners to succeed in this area of English.


Transforming the mental health landscape: Embracing virtual transition programmes to support learners' mental health and address anxiety
Transforming the mental health landscape: Embracing virtual transition programmes to support learners' mental health and address anxiety (Code: C0806)

This webinar will share insights and knowledge of some of the resources available to assist with preparing learners, while promoting positive mental health and engagement in a new learning environment at a time of uncertainty and isolation. The benefits of using an holistic approach to individualise support for learners will be outlined. There will also be an opportunity to share challenges and innovative solutions from the sector.

Trauma-Informed Feminist Leadership Action Learning Set (ALS)
Trauma-Informed Feminist Leadership Action Learning Set (ALS) (Code: C1354)

Why trauma-informed feminist leadership?

The handling, inequalities, and increasing inequalities and impact of the pandemic have shown, current and future leaders need to be trauma-informed. Not trauma in the old heroic sense of disasters, but trauma as feminists have redefined it -calling out social beliefs about gender, class, race, disability, migrants that victim-blame and protect perpetrators.

Why action learning?

Action learning is a particularly effective way of learning how to deal with real-world problems.

This timely ALS will help you become a more trauma-informed leader.

Understanding Developmental Trauma in the SEND Classroom. What is trauma, what are the visible and hidden impacts and how can organisations support learners and employees using a trauma-informed approach?
Understanding Developmental Trauma in the SEND Classroom. What is trauma, what are the visible and hidden impacts and how can organisations support learners and employees using a trauma-informed approach? (Code: C0864)

Young people who have experienced poor attachment histories and/or adverse childhood experiences are at risk of developing trauma symptoms. Ongoing trauma will affect the healthy development of the brain and nervous system resulting in possible learning impairment, poor emotion control, hyper-arousal or dissociative states. Educators need to respond to learners in order to promote a sense of safety and connection whilst supporting them to regulate emotion, so learning can take place. 

Understanding EDS Webinar
Understanding EDS Webinar (Code: C1157)

This webinar presents an overview of the Essential Digital Skills framework and associated standards, and the resources and tools available to support teachers and managers. It signposts EDS case studies, thought pieces and the community of practice for further CPD to build your digital skills and confidence.

There will be a participant led Q & A session.

Understanding Tourette Syndrome
Understanding Tourette Syndrome (Code: C1120)

A webinar to unlock the myths around how Tourette Syndrome affects an individual.

We will hear about: 

  • the impact on learners with individual life experiences
  • the impact on individual mental health
  • co-occurring conditions
  • diagnosis and why this may be important
  • ticks vs neurotypical behaviour
Understanding what employers need to employ learners with SEND
Understanding what employers need to employ learners with SEND (Code: C1129)

In this short webinar, we will explore the benefits for employers to engage with learners with SEND and understand what employers really want. We will share our experiences and impact during the current climate of COVID-19 of engaging and securing employment for learners with SEND. By attending this session you will have the tools and knowledge to understand what employers really want and how to engage them effectively.

Universal Design for Learning - Informing your Inclusive Curriculum Implementation
Universal Design for Learning - Informing your Inclusive Curriculum Implementation (Code: C1362)

Universal design for learning is an effective method to establish inclusive design to benefit everyone involved in learning interactions. It's a way to ensure inclusion is integrated at the core of everything we do and can help us ensure we reach every student and provide them with more options for study, motivation and choices in their learning. In this introductory session, we'll be exploring the (UDL) framework, and understanding how it can help guide and inform a more structured approach to inclusion across your organisation.

Unlocking Potential by Employing Learners with SEND
Unlocking Potential by Employing Learners with SEND (Code: C1367)

Employment opportunities for learners with SEND have decreased dramatically during the pandemic. London South East Colleges understands the benefits that supporting learners with SEND into work has for both employer and employee. Our virtual event will bring together employers from the creative arts industry to raise awareness of supporting SEND learners into work. Advice will be provided to businesses who are keen to offer opportunities - speakers include employers of SEND learners, as well as the learners themselves. College experts will also be on hand to provide support and guidance.

Using design thinking to enable meaningful change in your organisation
Using design thinking to enable meaningful change in your organisation (Code: C1468)

Design Thinking is a change management theory based on communication, collaboration and co-creation.

 Leaders, managers and teams can end up working in silos where the same ineffective practice continues, leading to consistently mediocre or poor results.

Design Thinking follows a five stage pattern which starts with looking into a/the current context (data and quality) before moving through to test and review.

If you want to lead innovation, design thinking will be for you.

Using formative assessment for planning English
Using formative assessment for planning English (Code: C1278)

This course offers an insight into the effectiveness of using formative assessment techniques when planning for both Functional Skills and GCSE English teaching. Methods for ensuring that impact is measured are covered plus the tracking of learners' incremental progress and encouraging them to take responsibility for their targets. It follows "Knowing your Learners' Starting Points" and complements some of the principles in "Marking and Assessing and feeding forward in English" around the setting of targets. It helps participants build their skills in this area.

Using FREDIE Principles to Inform Curriculum and Create Inclusive Experiences
Using FREDIE Principles to Inform Curriculum and Create Inclusive Experiences (Code: C1309)

Do you want to talk about FREDIE?

We think you need FREDIE in your curriculum!

FREDIE is Fairness, Respect, Equality, Diversity, Inclusion and Engagement. Sarah Le-Good and Pete Benyon from Derby College Group will explore these six principles in an insightful and engaging webinar with lots of space and time for interaction and discussion.


Using your MiDES report to improve English and Maths in your college
Using your MiDES report to improve English and Maths in your college (Code: C1387)

This course looks at the data featured in MiDES reports and explores key aspects of what the report shows including learner starting points and the progress that learners make.

  • MiDES reports provide unique insight into learners' maths and English grades and the progress that learners make, from pre-enrolment to exams
  • MiDES is a useful tool to inform planning, delivery and evaluation
  • MiDES data can provide supporting evidence for Ofsted's Intent, Implementation and Impact.
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