Aims of the Sessions:

• To develop the skills of the subject leader.
• To increase leaders’ subject knowledge of maths and English.
• To update subject leaders on current developments in maths and English.

Course Content:

This programme of termly updates aims to give subject leaders a chance to meet together, build up their knowledge and leadership skills, and remain abreast of developments in primary English.

Sessions will include the sharing of local, national and international research, materials and resources supporting our developing understanding of English and mathematics mastery practice. Sessions will also cover, when appropriate, any developments from the DfE, the EEF and OFSTED.

Key principles of teaching will also be explored and exemplified in both maths and English.

• To develop the skills of the subject leader.
• To increase leaders’ subject knowledge of English.
• To update subject leaders on current developments in English.

• To develop the skills of the subject leader.
• To increase leaders’ subject knowledge of maths.
• To update subject leaders on current developments in maths.

 

• Up-to-date information on current EYFS developments and national & local issues.
• Opportunities for discussion & the sharing of practice and strategies.
• A focus on one core CPD theme (see below).
• Opportunities to explore practice & practical activities and resources to support teaching of the specific core theme in both indoor and outdoor environments.
• Discussion around the use of tools to audit the effectiveness of practice & provision and share research and further reading.

 

• Increase progress in children’s scientific knowledge and understanding and their skills of working scientifically.
• Create practical science lessons that excite and engage children and are easy to resource.
• Use different types of scientific enquiry to answer questions, including those generated by the children.
• Identify the science in real-life contexts.
• Teach the tricky science concepts including activities linked to climate change.
• Deepen children's learning in science so they can demonstrate mastery.
• Use problem solving to enable children to apply their scientific knowledge and understanding.
• Know what Ofsted expect of primary school science, including during inspections and leading deep dives.

 

• to develop the skills and knowledge of the computing & online safety subject leader.
• to consider how teachers’ subject knowledge and skills are audited and developed.
• to discuss current developments in computing & online safety.
• to address intent in curriculum policies and the mapping of progression.
• to improve subject knowledge and approaches to auditing and development of skills.
• to provide up-to-date information on local and national issues.
• to offer opportunities for schools to work together and learn from each other on curriculum development, assessment and resources.
• to give an overview of new and emerging technologies in computing and for use across the curriculum.
• to consider ways in which education technology can enhance teaching and learning within and beyond the school setting.
• to support leadership roles in monitoring and evaluation.

 

Session Objectives

• To understand how debating works
• To know how to run debates in the classroom
• To know how to teach the skills and strategies involved in debate

This brand new half day course explores how to use debating successfully across the curriculum in the primary school. Participants will learn how debating works, different types of debate and what it looks like in the classroom. They will examine how to aid children in planning their talk, making arguments, delivering expressively, and responding to others. Delegates will leave fully prepared to build oracy and critical thinking in their pupils by trying out this exciting technique back in school.

Following the pandemic, schools have witnessed an increase in wellbeing and attendance issues which are adversely affecting children’s learning. This is being reflected in pupil standards across the country. For many years, learning mentoring has been the most successful strategy for dealing with such difficulties. There has never been a time when it has been needed more.
Those who act as learning mentors to pupils provide a complementary service to teachers and other staff, addressing the needs of children who require assistance in overcoming barriers to learning and support for their positive mental health and wellbeing in order to achieve their full potential. They provide support, advice and challenge in order for the children to learn appropriate skills and behaviours to enable them to engage effectively in learning.
The approach is particularly useful for stressed and anxious children. Mentors have to be patient, good listeners. They also have to constantly problem solve. Confidentiality is key to learning mentoring and those who act as mentors must also be familiar with child protection guidelines.
This course will enable participants to develop the key skills of learning mentoring over two days of training. They will then be asked to mentor a child and attend two half day progress meetings. These meetings will continue to develop their skills and give them a chance to discuss their pupils’ progress.
The training is suitable for schools who wish staff (often LSAs) to develop the skills of mentoring as a core part of their professional development. It is also suitable for schools who wish to train dedicated staff to carry out the specific role of learning mentor.
Programme Objectives:

• To be able to identify barriers to learning and know how to overcome these
• To develop the skills of learner mentoring
• To apply and reflect on these in practice