Susan Simpson

Be Creative

Ann Gravells

This is an essential text for anyone taking the Certificate in Education and Training, no matter which awarding organisation you are registered with or who your learners are. It’s readable, relevant, easy to understand and gives key advice on approaching and completing written and practical assessments. It helps all learners to understand the requirements of the qualification and to evidence their achievement towards the mandatory units. The book gives advice regarding study skills, academic writing and referencing, reflective practice, teaching practice and observations, and the minimum core. The book will: Help learners with the written assessments towards the five mandatory units of the Certificate Give guidance on how learners can demonstrate and evidence their achievement Help learners understand the requirements of observed teaching practice Give guidance on how to evidence the minimum core requirements of literacy, language, numeracy and ICT

Passing Assessments for the Certificate in Education and Training

A key text for those taking the CTLLS or DTLLS optional unit 'Equality and Diversity'.

Equality and Diversity in the Lifelong Learning Sector

Planning and Enabling Learning is a core unit of the Lifelong Learning teaching qualifications. This book addresses all the required learning outcomes and content of that unit, specifically targeted at learners taking the Certificate or Diploma in Teaching in the Lifelong Learning Sector (CTLLS or DTLLS). This second edition includes a new feature for those aiming for level 4 achievement and is updated throughout with the latest concepts and terminology. Easy to read with practical activities and examples, this text is also fully linked to the QTLS Standards and the Minimum Core, making it essential reading for this unit.

Planning and Enabling Learning in the Lifelong Learning Sector

Sue Simpson

Holidays for Molly Prendergast usually meant accompanying her husband, Giles, to the annual conference for physics lecturers. When the conference is held in Huddersfield and a school friend invites Molly to accompany her on a two-week holiday to a Greek island, the choice is obvious. While in Greece, Molly starts a novel, Under the Fig Tree, which she finishes on her return to England. While in Huddersfield, Giles is targeted by what Molly's friends termed a 'cougar', Mariella McIlroy from Dundee. The next annual physics conference is to be held in Dundee, so Giles willingly agrees with Molly's suggestion that they should both go to Greece instead. Molly returns from their Greek idyll pregnant with twins, while Giles is asked to be a keynote speaker at the Annual Physics Conference in Albuquerque, New Mexico. Leaving the twins in the care of their grandmother and big brother, Jaimie, Molly and Giles make the most of their free trip to see all the sights of New Mexico. They discover that Mariella has been asked to join Giles' physics department on the South Coast. On their return to England, Molly and Giles take the twins, Jaimie and Grandmother on an outing to Bournemouth, where they meet the McIlroy family locating to the South Coast. Mariella attempts to push Molly off the pier into the sea, with tragic consequences. But for whom?

Under the Fig Tree

Leah James

Cassy Martin, a determined fourteen year old, sets out on an adventure to grow up. British bad boy, Rich McNally, is who she wants to grow up for. Rich does his best to discourage her, but Cassy shows him that a girl in love never gives up. Cassy plots to win his hear in this up and down adventure/love story. They go from a footbridge, to an amusement park, to a church, and to an airport almost 'Always After It Rains'.

Always After It Rains

Evelyn Smith

Options can be limited for those who do not respond to standard eating disorder treatments. Schema therapy is one of the new exciting frontiers in the treatment of this clinical population, offering a much-needed model that integrates both developmental and deeper level personality factors. Schema Therapy for Eating Disorders is the first book of its kind, guiding clinicians to deliver the schema model to those with entrenched or enduring eating pathology, and in turn encouraging further clinical research on this approach to treatment. Written by an international team of leading schema therapy experts, and with a foreword by Wendy Behary and Jeffrey Young, this book draws on their clinical knowledge and research experience. Comprehensive and practical, this book introduces the rapidly growing evidence base for schema therapy, outlines the application of this model across eating disorder diagnostic groups, as well as individual and group modalities, and explores practical considerations, common challenges and the therapeutic process. The book includes detailed case examples, which provide a theoretical and practical basis for working with therapist-client schema chemistry and transference, and outlines methods of ensuring therapist self-care in the face of difficult and often long-term work. Innovative and accessible, this fresh look at the treatment of eating disorders will be an invaluable resource for clinicians in the field.

Theory and Practice for Individual and Group Settings

Schema Therapy for Eating Disorders

Diane Welch

Learning Language Arts Through Literature

The Tan Book

This is an essential text for anyone taking the Certificate in Education and Training, no matter which awarding organisation you are registered with or who your learners are. It's readable, relevant, easy to understand and gives key advice on approaching and completing written and practical assessments. It helps all learners to understand the requirements of the qualification and to evidence their achievement towards the mandatory units. The book gives advice regarding study skills, academic writing and referencing, reflective practice, teaching practice and observations, and the minimum core. The book will: Help learners with the written assessments towards the five mandatory units of the Certificate Give guidance on how learners can demonstrate and evidence their achievement Help learners understand the requirements of observed teaching practice Give guidance on how to evidence the minimum core requirements of literacy, language, numeracy and ICT

Susan Simpson

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