Training for Foster Carers & Social Workers

We offer specialist training for Foster Carers and Social Workers within Fostering, Children Services and Children’s Homes.

Our courses are designed to develop skills, improve attitudes and increase confidence. We use evidence-based best practice so that foster carers can understand and improve the social inclusion, health, independence and wellbeing of some of the most vulnerable in our society.

All training for foster carers is Ofsted compliant and covers The Fostering Services (England) Regulations 2011, The Children’s Homes Regulations (England) 2015 and Children’s Homes Quality Standards 2015.

Read about each course below, or download a prospectus to share with your team. (Don’t worry, we won’t share your email address or spam you)

Download our Fostering Prospectus

Trauma Informed Courses for Foster Carers and Social Workers

This course is informed by both DR Marshall Rosenberg’s “Nonviolent Communication” and Dr Stephen Rollnicks’s “Motivational Interviewing” as an awareness practice. It is a way of conscious communication to connect authentically with other human beings in everyday situations, even when challenging may be a highly challenging emotional situation. This training will give you the tools to approach everything as a collaboration by holding both your own needs and the needs of the other for more lasting change. Empowering Empathic conversations is about working toward a win-win. We are always trying to meet our needs, YET everyone’s needs matter. By practising self-empathy and compassion, we must hear what our inner and outer critic wants to share; this awareness allows us to be actively present with the other person and stop “back sit driving the conversation.” We will also consider what ambivalence is and how our communication style can either trap or actively engage some towards a cycle of change.

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We must use Trauma-informed practice when working with children and young people who have suffered neglect, rejection or emotional/physical/sexual abuse. Loss, transition and change are integral parts of being a looked-after child. This course aims to help foster carers fully understand their impact on children, young people and families. We will look at psychological theories and research to inform our understanding of the topic. Finally, we will consider the role of foster carers in supporting children and young people to deal with the loss, transition and change they have experienced so far in life, as well as the changes still to come. Without support, they will continue to experience neurological, developmental and psychological consequences, even when placed in a secure, nurturing environment.

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Learning Aims:  Understand the key principles of attachment and bonding which are critical for healthy development Understand how healthy attachment is facilitated Understand the various ways that neglect and abuse negatively influence attachment, exploring the consequent challenging behaviours Understand how foster carers can help children with attachment difficulties

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Learning Aims:  Understand the key principles of attachment and bonding which are critical for healthy development Understand how healthy attachment is facilitated Understand the various ways that neglect and abuse negatively influence attachment, exploring the consequent challenging behaviours Understand how foster carers can help children with attachment difficulties

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Learning Outcomes: 1. Understanding the national profile of trauma 2. The biological and psychosocial implications of experiencing trauma 3. Identify the symptoms of exposure to trauma 4. How to establish a therapeutic relationship 5. Understand the roots of negative behaviours in young people 6. Overview of Adverse Childhood Experiences (ACE), PTSD and Hypervigilance 7. Gain strategies to help support children and young people through change 8. Explore the strategy of trauma recovery and what constitutes therapeutic care

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Learning Outcomes for the Positive Caregiving course: Increase your confidence in your own ability to “care” Help the relationship between you and your child be even better than it is now Teach skills for helping your children be more mature emotionally and raise their self-esteem Identify the best way to discipline your child effectively

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Learning Outcomes for the Positive Caregiving course: Increase your confidence in your own ability to “care” Help the relationship between you and your child be even better than it is now Teach skills for helping your children be more mature emotionally and raise their self-esteem Identify the best way to discipline your child effectively

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This intermediate course offers a practical foundation of the PACE model. We explore how PACE helps create and support secure attachments with children and young people who may have experienced difficulties in early life. The training will enable carers to question what has not worked for them in the past and why. It looks at the importance of relationship building and how, until a relationship is established with a child or young person, it is impossible to start to work on their behaviour and subsequently help them to feel safe and trusted. The PACE model is recognised increasingly as an effective model of care for fostering agencies and residential resources when working directly with children within their care. See full course description below  You can read more about PACE in this article

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This introductory course offers an insight into PACE (Playfulness, Acceptance, Curiosity, Empathy), a model of caring and parenting developed by Dan Hughes. It is ideal for admin teams, commissioners and workers not dealing directly with children and YPs that have experienced trauma. The training covers Attachment theory and the impact of trauma and developmental trauma in a way that allows you to appreciate and put into perspective why we have to deal with the challenging behaviours of children especially looked after children. The explores how PACE can create and support secure attachments with children and young people who may have experienced difficulties in early life.   See full course description below  You can read more about PACE in this article

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Learning Outcomes: To improve understanding and develop practical strategies to help support children and young people who experience significant loss or bereavement in their lives Understand more about the responses to the loss experienced by children, including bereavement, separation, divorce and illness Be able to apply a range of practical support systems to children and families dealing with loss Understand how to apply an effective approach to working with children and families where loss has occurred Identify the range of support available to bereaved children and families

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Learning Outcomes: To improve understanding and develop practical strategies to help support children and young people who experience significant loss or bereavement in their lives Understand more about the responses to the loss experienced by children, including bereavement, separation, divorce and illness Be able to apply a range of practical support systems to children and families dealing with loss Understand how to apply an effective approach to working with children and families where loss has occurred Identify the range of support available to bereaved children and families

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Learning Aims: To identify concerns about parenting capacity that may contribute to neglect What will the outcomes be? What are the common mental health challenges? What will the effect be on the child? How common are they? How should we respond?

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Learning Aims: To identify concerns about parenting capacity that may contribute to neglect What will the outcomes be? What are the common mental health challenges? What will the effect be on the child? How common are they? How should we respond?

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This course gives carers both the understanding and theoretical tools to support their young people during transitions. We look at how children and young people in the care system have had to adapt to their previous trauma through Dissociation and Hypervigilance. Then, we explore the concept of ‘the window of tolerance‘. We will learn strategies to aid young people to widen this “window of tolerance”, so they may continue on their therapeutic journey.

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This course gives carers both the understanding and theoretical tools to support their young people during transitions. We look at how children and young people in the care system have had to adapt to their previous trauma through Dissociation and Hypervigilance. Then, we explore the concept of ‘the window of tolerance‘. We will learn strategies to aid young people to widen this “window of tolerance”, so they may continue on their therapeutic journey.

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Learning Aims: Have a grounded knowledge and understanding of child exploitation  Be aware of how children and young people are affected by grooming and exploitation and understand behaviours they may present Understand the vulnerabilities and indicators Look at how vulnerable people are groomed, coerced, and forced to assist perpetrators. Understand the risks for the young people in your care Understand the grooming process and links to technology To know where to go for support for young people and families Understand how this fits into the broader context of safeguarding and our legal responsibility and how we should respond

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Learning Outcomes: Recognising PTSD and Complex Developmental Trauma How common is it? Who is most at risk? What treatments are effective?

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Learning Outcomes: Recognising PTSD and Complex Developmental Trauma How common is it? Who is most at risk? What treatments are effective?

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Learning objectives: Brief focus on the neurobiology of trauma in children  What is trauma, and how does Developmental Trauma present itself? Responses to trauma  Implications for trauma-informed practice and healing trauma  Practice considerations: How we can help (across systems)  Rethinking behaviour and zero tolerance relationship  Helping the child calm the body/brain. Supporting emotional regulation Developing competency

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Learning Objectives: Know the signs and symptoms that a child or young person may have been sexually abused and how sexual abuse impacts on their development Understand usual sexual development for children and young people Respond to children and young people who tell or talk about sexual abuse Identify some strategies for caring for a child or young person who has, or may have been, sexually abused Understand why some children display harmful sexual behaviour and how to deal with this Know how to respond to children who make a disclosure of sexual abuse Understanding of potential warning signs of child sexual abuse Grooming cycle Perpetrators and how they operate Links with exploitation

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Learning Objectives: Know the signs and symptoms that a child or young person may have been sexually abused and how sexual abuse impacts on their development Understand usual sexual development for children and young people Respond to children and young people who tell or talk about sexual abuse Identify some strategies for caring for a child or young person who has, or may have been, sexually abused Understand why some children display harmful sexual behaviour and how to deal with this Know how to respond to children who make a disclosure of sexual abuse Understanding of potential warning signs of child sexual abuse Grooming cycle Perpetrators and how they operate Links with exploitation

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Learning Aims: Improved understanding of the experience of being an unaccompanied asylum-seeking or refugee child Explore the UK asylum-seeking process and legal framework Increase awareness of the needs of unaccompanied asylum-seeking or refugee children How to meet the needs of these children more effectively Explore your own values and beliefs about this client group

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Learning Aims: Improved understanding of the experience of being an unaccompanied asylum-seeking or refugee child Explore the UK asylum-seeking process and legal framework Increase awareness of the needs of unaccompanied asylum-seeking or refugee children How to meet the needs of these children more effectively Explore your own values and beliefs about this client group

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The primary learning objectives of the Adverse Childhood Experience course are as follows: To identify the proportion of people in the United Kingdom affected by ACE. To identify what ACE are and how they are formed. To discover how we can facilitate the right therapeutic relationship. Recognise how the stress response system activates “fight, flight or freeze” and becomes conditioned over time especially in high-stress situations. Understand the concept of trauma-informed care and how it creates safety for those impacted by violence and trauma. Learn ways to build resiliency in young people. Discover how we can facilitate the right therapeutic relationship. Gain support strategies to help support children and young people with ACE challenges.

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The primary learning objectives of the Adverse Childhood Experience course are as follows: To identify the proportion of people in the United Kingdom affected by ACE. To identify what ACE are and how they are formed. To discover how we can facilitate the right therapeutic relationship. Recognise how the stress response system activates “fight, flight or freeze” and becomes conditioned over time especially in high-stress situations. Understand the concept of trauma-informed care and how it creates safety for those impacted by violence and trauma. Learn ways to build resiliency in young people. Discover how we can facilitate the right therapeutic relationship. Gain support strategies to help support children and young people with ACE challenges.

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Learning Aims: To enhance knowledge and understanding of attachment theory To know the effect on adult relationships To know how we assess our own patterns Understand the possible attachment pattern we may have developed Learn the implications of your caring relationship Develop an understanding of how you can alter your pattern

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Learning Aims: To enhance knowledge and understanding of attachment theory To know the effect on adult relationships To know how we assess our own patterns Understand the possible attachment pattern we may have developed Learn the implications of your caring relationship Develop an understanding of how you can alter your pattern

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Health, Safety and Wellbeing Courses for Foster Carers and Social Workers

Learning Aims: Health and Safety Legislation and how this links to the Fostering Standard Risk Assessments Basic food safety information – What is in your Fridge? Reporting and recording of Health and Safety Incidents

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Intervention Techniques for Foster Carers and Social Workers

This program aims to assist participants to understand how UK gang culture has developed and how a young person’s sense of self-identity can be related to gang culture.

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This program aims to assist participants to understand how UK gang culture has developed and how a young person’s sense of self-identity can be related to gang culture.

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Education Related Courses for Foster Carers and Social Workers

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Skills Development for Foster Carers and Social Workers

Providing foster care for children who have often experienced abuse, neglect, trauma, and loss is highly demanding. The complex demands of these children require foster carers to have robust mental health and well-being. Understanding our attachment patterns is key to offering a supportive relationship to our young people. This is achieved through a clear understanding of our own history and unmet childhood needs, as it is estimated that 40% of adults have a reactionary attachment pattern. In this course, we will explore the critical tenets of attachment in interpersonal relationships and support understanding adult attachment patterns and how this can lead to blocked care. Blocked care can cause placement breakdown or Compassion Fatigue. This is generally defined as a combination of emotional and physical burnout and secondary traumatic stress. Because the foster carer’s home is also their place of work, there is little opportunity to take a break, rest and re-charge. As well as affecting their mental health and well-being, this situation also impacts the quality and consistency of care provided to the vulnerable children they look after. See learning objectives below:

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Learning Outcomes: Gain an awareness of gender, sexual identity and sexual orientation The ability to engage more effectively with transgender people and children/young people using appropriate language To have an increased understanding of Trans identities and to establish safe environments for everyone To be able to understand and tackle forms of bullying that relate to diverse gender expressions and sexual orientation Understanding of LGBT Health: Disease transmission and progression, mental & physical wellbeing Awareness of challenges around access to the physical environment: schools, recreational facilities, health services, housing, etc.

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Learning Outcomes: Gain an awareness of gender, sexual identity and sexual orientation The ability to engage more effectively with transgender people and children/young people using appropriate language To have an increased understanding of Trans identities and to establish safe environments for everyone To be able to understand and tackle forms of bullying that relate to diverse gender expressions and sexual orientation Understanding of LGBT Health: Disease transmission and progression, mental & physical wellbeing Awareness of challenges around access to the physical environment: schools, recreational facilities, health services, housing, etc.

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Learning Aims: To understand what constitutes therapeutic care and how to establish a therapeutic relationship To provide an introduction to the Secure Base model To consider ways of applying the model to practice To explore the five dimensions of the Secure Base Model To understand how to facilitate healthy attachment To identify how carers can help children with attachment difficulties by developing self-awareness and coping strategies

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Learning Aims: To understand what constitutes therapeutic care and how to establish a therapeutic relationship To provide an introduction to the Secure Base model To consider ways of applying the model to practice To explore the five dimensions of the Secure Base Model To understand how to facilitate healthy attachment To identify how carers can help children with attachment difficulties by developing self-awareness and coping strategies

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Learning Aims: An awareness of gender, sexual identity and sexual orientation The ability to engage more effectively with transgender people and children / young people using appropriate language To have an increased understanding of Trans identities and to establish safe environments for everyone To be able to understand and tackle forms of bullying that relate to diverse gender expressions and sexual orientation Understanding of LGBT Health: Disease transmission and progression, mental & physical wellbeing Awareness of challenges around access to the physical environment: schools, recreational facilities, health services, housing, etc

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Learning Aims: An awareness of gender, sexual identity and sexual orientation The ability to engage more effectively with transgender people and children / young people using appropriate language To have an increased understanding of Trans identities and to establish safe environments for everyone To be able to understand and tackle forms of bullying that relate to diverse gender expressions and sexual orientation Understanding of LGBT Health: Disease transmission and progression, mental & physical wellbeing Awareness of challenges around access to the physical environment: schools, recreational facilities, health services, housing, etc

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Learning Outcomes: Understand the term ‘Autistic Spectrum Disorder (Condition)’ Have more of an awareness of the challenges associated with the ASD and the triad of impairments Effectively understand the ASD perspective Have a better understanding of triggers and behaviours “Think and speak autistic” (Lawson)

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Learning Outcomes: Understand the term ‘Autistic Spectrum Disorder (Condition)’ Have more of an awareness of the challenges associated with the ASD and the triad of impairments Effectively understand the ASD perspective Have a better understanding of triggers and behaviours “Think and speak autistic” (Lawson)

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The primary learning objectives of the course are as follows: Be able to describe what advocacy is and why it’s important Have identified the key principles of advocacy and understand why independence is important Understand the role of the police when young people are arrested Understand the role of the Appropriate Adult when called to the police station Understand Redbridge YOS/police Appropriate Adult protocol

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The primary learning objectives of the course are as follows: Be able to describe what advocacy is and why it’s important Have identified the key principles of advocacy and understand why independence is important Understand the role of the police when young people are arrested Understand the role of the Appropriate Adult when called to the police station Understand Redbridge YOS/police Appropriate Adult protocol

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Learning Outcomes: Recognise and understand the additional support needs for Looked After Children and Care Leavers to enable you to work sensitively with adolescents Discuss the issues for young people as they face transitions and how to support young people through these transitions Identify ways to help young people think ahead and make sure they have a clear idea about what to expect, in terms of budgeting and finance Demonstrate how to support young people to develop confidence and motivation as they move towards independence Describe the range of skills young people need to develop in preparation for leaving care/ adulthood and of their role in supporting skills development (social, practical and emotional) Explain how to support young people to reach their potential in terms of education, training and employment

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Learning Outcomes: Recognise and understand the additional support needs for Looked After Children and Care Leavers to enable you to work sensitively with adolescents Discuss the issues for young people as they face transitions and how to support young people through these transitions Identify ways to help young people think ahead and make sure they have a clear idea about what to expect, in terms of budgeting and finance Demonstrate how to support young people to develop confidence and motivation as they move towards independence Describe the range of skills young people need to develop in preparation for leaving care/ adulthood and of their role in supporting skills development (social, practical and emotional) Explain how to support young people to reach their potential in terms of education, training and employment

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Positive Sexual Health: Training for Foster Carers, Social Workers, Drug Workers and Social Housing Teams This course is for anyone working with young people but particularly those in targeted youth support, pupil referral units or those working with l …

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This course looks at how to work with excluded, looked-after and targeted young people to nurture their resilience, maintain their sexual health and wellbeing and minimise their involvement in risk-taking behaviour.

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Learning Aims:  To understand the social model of disability To understand the inclusive needs of young people To support a vulnerable young person and the various different ways their needs may present themselves To understand how discrimination may affect these groups To explore strategies as to how to support young people in your care to reach their full potential

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Learning Aims:  To understand the social model of disability To understand the inclusive needs of young people To support a vulnerable young person and the various different ways their needs may present themselves To understand how discrimination may affect these groups To explore strategies as to how to support young people in your care to reach their full potential    

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Learning Aims: Recognise the importance of recording for the agency and the service user Maintain accurate, complete, accessible and up to date records and report Provide evidence for judgements and decisions Implement legal and policy frameworks for access to records and reports Share records appropriately with individuals, families and carers Identify the impact of selective perception on observation and recording Reflect the service user’s perspective and views in the case record Distinguish fact from opinion and provide an assessment and analysis of information Maintain a clear focus in the case record, identifying the need for service intervention, service goals and plans

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Learning Aims: Recognise the importance of recording for the agency and the service user Maintain accurate, complete, accessible and up to date records and report Provide evidence for judgements and decisions Implement legal and policy frameworks for access to records and reports Share records appropriately with individuals, families and carers Identify the impact of selective perception on observation and recording Reflect the service user’s perspective and views in the case record Distinguish fact from opinion and provide an assessment and analysis of information Maintain a clear focus in the case record, identifying the need for service intervention, service goals and plans

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This course will demystify these conditions and explore strategies to support the child.

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This course will demystify these conditions and explore strategies to support the child.

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Learning Aims: Explore the role of men in fostering and what constitutes a positive male role model Explore how male carers are perceived by professionals, children and young people Explore and recognise how men contribute to the development of children and young people and of improved outcomes Explore aspects of safer caring in relation to the male carer

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Learning Aims: Explore the role of men in fostering and what constitutes a positive male role model Explore how male carers are perceived by professionals, children and young people Explore and recognise how men contribute to the development of children and young people and of improved outcomes Explore aspects of safer caring in relation to the male carer

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1. Examine various ways in which family members are affected by fostering. 2. To enable foster carers to communicate the challenges and dilemmas that are inherent in fostering with family members. 3. To clearly explain the role that family members can play in supporting foster children. 4. To encourage foster carers to reflect on the emotions likely to arise for family members. 5. To demarcate roles and responsibilities that are delegated to family members usually sons and daughters living at home. 6. To point out the pitfalls of fostering which may include allegations against family members and discuss how they will be supported. 7. To examine the effects of separation on birth children who are left behind if a placement breaks down. 8. To support foster carers in developing positive strategies that will encourage birth children to cope with a wide range of possible emotions negative, i.e. envy, resentment and loss.

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1. Examine various ways in which family members are affected by fostering. 2. To enable foster carers to communicate the challenges and dilemmas that are inherent in fostering with family members. 3. To clearly explain the role that family members can play in supporting foster children. 4. To encourage foster carers to reflect on the emotions likely to arise for family members. 5. To demarcate roles and responsibilities that are delegated to family members usually sons and daughters living at home. 6. To point out the pitfalls of fostering which may include allegations against family members and discuss how they will be supported. 7. To examine the effects of separation on birth children who are left behind if a placement breaks down. 8. To support foster carers in developing positive strategies that will encourage birth children to cope with a wide range of possible emotions negative, i.e. envy, resentment and loss.

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Learning Aims: The history of safeguarding legislation – where it all started What we need to know about safeguarding legislation and guidance Fostering Regulations, Guidance and National Minimum Standards Understanding court orders for Foster Carers Understanding Section 20 DBS – Why? Delegated Authority, Accountability and Key Responsibilities Criminal Law Guidance/The Youth Justice System Children’s Rights Reminder and the Age of Consent

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This course aims to provide foster carers with a greater understanding of the standards and regulations and the ways in which they guide and inform the care they provide to children and young people.

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Learning Outcomes: Explain the importance of effective communication List key skills, knowledge and characteristics of an effective communicator Identify effective ways of communicating with children, young people and their families Identify the main barriers to communicating with children, young people and their families Understand some common difficulties in communication with children and young people Understand the importance of working within an anti-racist/anti-discriminatory way when engaging people who use services and their families

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Learning Outcomes: Explain the importance of effective communication List key skills, knowledge and characteristics of an effective communicator Identify effective ways of communicating with children, young people and their families Identify the main barriers to communicating with children, young people and their families Understand some common difficulties in communication with children and young people Understand the importance of working within an anti-racist/anti-discriminatory way when engaging people who use services and their families

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Learning Aims:  To enhance knowledge and understanding of drug culture To know the range of drugs and substances that can be misused To know the different effects of drugs Understand the risks associated with drug misuse Learn the main groups of drugs Develop an understanding of the reasons why people use substances To understand drug use trends Understand the key current profile of drug use

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Learning Aims:  To enhance knowledge and understanding of drug culture To know the range of drugs and substances that can be misused To know the different effects of drugs Understand the risks associated with drug misuse Learn the main groups of drugs Develop an understanding of the reasons why people use substances To understand drug use trends Understand the key current profile of drug use

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Learning Aims: What is meant by disguised compliance? Forming a working relationship with families Indicators of disguised compliance and responses to professionals Understanding the functions of and developing strategies for working with disguised compliance Develop an increased understanding of why families may not want to co-operate with service Increase awareness of ways in which practitioners may be deceived Develop techniques and strategies to work more effectively with reluctant families

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Learning Aims: What is meant by disguised compliance? Forming a working relationship with families Indicators of disguised compliance and responses to professionals Understanding the functions of and developing strategies for working with disguised compliance Develop an increased understanding of why families may not want to co-operate with service Increase awareness of ways in which practitioners may be deceived Develop techniques and strategies to work more effectively with reluctant families

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Learning Objectives: To increase your understanding of delegated authority and the legislative context To consider the issues surrounding the sharing and balance of responsibilities when delegating authority To consider the implications for care planning and practice in your service To explore the practical implementation in everyday life

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Learning Objectives: To increase your understanding of delegated authority and the legislative context To consider the issues surrounding the sharing and balance of responsibilities when delegating authority To consider the implications for care planning and practice in your service To explore the practical implementation in everyday life

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The Dark Web Training – Learning Outcomes: To understand what the Dark Web is How does the Dark Web work? Why must carers understand the Dark Web better? What threats exist on the Dark Web? What steps can staff and carers take to minimise these threats?

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The Dark Web Training – Learning Outcomes: To understand what the Dark Web is How does the Dark Web work? Why must carers understand the Dark Web better? What threats exist on the Dark Web? What steps can staff and carers take to minimise these threats?

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Learning Outcomes: Explore ways to assist looked after children and young people to improve their confidence, self-worth and self-esteem Identify the fundamental importance of helping children and young people to establish a strong sense of their own identity Explore a range of prospectives which can support you in building a positive identity for a looked after child or young person Develop skills in promoting and building the positive identity of children and young people Gain an understanding of identity development Gain an awareness of social perceptions of various identities

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Learning Outcomes: Explore ways to assist looked after children and young people to improve their confidence, self-worth and self-esteem Identify the fundamental importance of helping children and young people to establish a strong sense of their own identity Explore a range of prospectives which can support you in building a positive identity for a looked after child or young person Develop skills in promoting and building the positive identity of children and young people Gain an understanding of identity development Gain an awareness of social perceptions of various identities

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The primary aims of the course are: To look at the aims of contact for looked-after children To explore how carers can develop skills in relation to contact To provide a safe space to discuss experiences and in order to problem solve and support others To enable carers to build effective strategies for dealing with contact difficulties To address contact within an anti-discriminatory framework Format: Taught sections, small group work, work in pairs, whole group discussion Hand-outs: Full hand-outs and sources of further information will be provided

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