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Teachers have a range of resources available to them to support pupils to learning and will need to identify which resources to use in different learning context. The most important resource may be additional staff or adults that can help support children in the classroom. New teachers may have limited experience of directing the work of other colleagues and this needs to be planned for carefully to ensure it has the most impact on learning. This session will explore how you can work effectively with other adults to support the children in your class.

Delegates will be contacted thr ...

Recent research (Hudson 2012 – Taken from the DfE , Managing workload document) found that NQTs required ‘Stronger consideration of developing teaching practices, such as: pedagogical knowledge development and behaviour management’. This course will start you on a journey of understanding the reasons behind some behaviours and that these do not stand alone, but arise from some other need. It will look at how to identify and address some of these difficulties. Advice and suggestions to work with children with challenging behaviour will be explored. The work of Paul Dix will ...

Mathematical talk is essential to develop pupil’s understanding of mathematics. Purposeful talk can clarify, refine and extend understanding of important mathematical language and concepts. Pupils need regular opportunities to engage in purposeful mathematical dialogue and it is essential that they have opportunities for mathematical discussions at all stages of their learning. So how can we ensure that mathematical talk is taking place in all classrooms?

This 1.5 hour long course will support colleagues in EYFS and KS1 with strategies and practical ideas for developing pupil ...

With 2020 having been such an unusual year and with schools being in very different situations due to the impact of Covid-19, we have decided to offer personal Subject Leader 1:1 sessions in the autumn term, rather than running Best Practice Fora as usual. These hour-long sessions will provide subject leaders with a chance to ask questions, seek advice and talk through development plans or any issues in relation to the leadership of English in their school. We’ll provide advice and guidance, signpost useful resources and send any materials that may be helpful after the meeting.

With 2020 having been such an unusual year and with schools being in very different situations due to the impact of Covid-19, we have decided to offer personal Subject Leader 1:1 sessions in the autumn term, rather than running Best Practice Fora as usual. These hour-long sessions will provide subject leaders with a chance to ask questions, seek advice and talk through development plans or any issues in relation to the leadership of English in their school. We’ll provide advice and guidance, signpost useful resources and send any materials that may be helpful after the meeting.

Inference training is an evidence based whole school approach to reading comprehension, delivered primarily through high quality teaching across the curriculum it can also form as part of small group work within the classroom and when necessary small intervention groups.

Our trainer Anthony Whatmuff is the author of the intervention, he is a well-respected expert in this field and a dynamic and engaging trainer, passionately committed to promoting the joy and the skill of reading.

The course is usually delivered over 2 whole days and has now been adapted to online delivery o ...

Identifying gaps in learning and misconceptions, and addressing these, are key factors in supporting learners to make good progress in their learning. This session will look at different ways to find out where children are in their learning in order to plan to address their learning needs. It will explore how pupils’ misconceptions can inform good teaching to support learners to develop their understanding. We will explore a range of strategies to identify the gaps children have and to analyse misconceptions and how this can inform your teaching.

Delegates will be contacted th ...

“…we are concerned with the impact remote learning is having on English teaching, particularly on those students who require targeted writing support. There are limits to how extended writing can be sustained under distant conditions.” Jonathan Morgan, Director, NATE

Writing is complex and feedback from many primary schools is that remote learning is having a particularly challenging impact on the quality and quantity of children’s writing. To help address this, we have devised a writing project, commissioned by Andrew Best, Strategic Lead of Educat ...

Teacher coaching has emerged as a promising alternative to traditional models of professional development. Many schools are now using a coaching approach to allow teachers time to develop reflective skills and to apply these skills to support a deeper understanding of learning in the classroom. Coaching utilises skills of listening, questioning, clarifying and reframing. Evidence suggests that coaching can improve both teacher performance and pupil outcomes (Cornett & Knight 2008; Speck & Knipe 2001). This session will explore how using a coaching approach can have a positive impact ...