SfE

SYNOPSIS:
The 2001/2002 Annual Ofsted Report and the recent experience of primary teachers in many schools suggests that there is growing concern about the behaviour of some pupils. Disrespectful, disruptive and provocatively aggressive behaviour is on the increase. The reasons for this change in attitude among some children is a general lack of motivation, pressure to succeed in a highly competitive society leading to unrealistic targets, boredom, peer pressure confusion and low self-esteem. Positive behaviour will come from early identification of problems, consistent intervention and constant support. Effective learning will only take place in a positive learning environment. This course is designed for Senior Managers in Primary Schools. It will consider the management of behaviour from a whole school perspective.

Sector: Primary and Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teachers often have to deal with issues such as bullying, loneliness and anger management. Evidence suggests that teachers are spending an increasing amount of time on the personal and social needs of pupils due to the increased pressures in society and the drive for social inclusion, yet they receive very little training in dealing with these issues. The number of pupils with poor social skills has increased over recent years and this is affecting learning and behaviour in schools. Dealing with these pupils is challenging because of the difficulty they have in areas such as speaking, listening, sharing, working in a group, and solving differences amicably. It is vital that pupils develop positive relationships with their peers, teachers and support staff so that they can reach their full potential. The day will give teachers techniques and resources to deal with these challenges. It is a very active course and delegates' participation throughout the day is essential. The course is particularly appropriate for Primary Teachers and those who work with young children such as Learning Support Assistants and Learning Mentors. Circle Time provides techniques to enhance the social development of children, which will ultimately make them better pupils and better people.

Sector: Primary

Categories: Curriculum

Leadership and Management Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Ofsted 2004 Mathematics subject report points out a lack of progress in KS4, reflected in a dip in results particularly in the A*-C range. At the start of Key Stage 4 there is evidence of a decline in pupil confidence and teaching styles that are not sufficiently matched to pupils’ needs. It also highlights the need to use effective pupil tracking and bridging strategies to combat the decline in pupil performance and confidence from KS3 to KS4. The recent Adrian Smith report ‘Making Mathematics Count’, also highlighted several concerns over weaknesses in the infrastructure required to meet the needs of learners. The new Ofsted framework will require subject leaders to evaluate their capacity to deal with these concerns and identify effective strategies to support pupils and staff. This highly practical course is for all those with a leadership role in Mathematics and will provide realistic strategies to support staff in raising motivation and maintaining momentum in order for pupils to reach their potential. It will concentrate on strategies to identify target groups to raise achievement overall and to improve examination success.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The DFES’s new non-statutory Framework for RE provides teachers with a number of challenges, including implementing an 8 level scale for assessment. However Ofsted’s recent report on effective RE stated that assessment is weaker than in any other subject area. The key challenge for RE teachers is to create a curriculum that is thought provoking, and meets the interests and concerns of young people. Developing assessment activities which promote learning rather than just meeting statistical requirements is a task that RE teachers must address if they are to raise standards and enthuse pupils.

Developing participants’ understanding of the use of assessment for learning, the course will show how to raise standards of pupils’ achievement in RE and develop the best assessment practice for RE 11-14. It will demonstrate how to incorporate effective assessment into the learning process using materials based upon the assessment requirements and the eight level scale published by DfES/QCA.

This one-day course for all who teach secondary RE will link tried and tested thinking skills activities and quality resources to some excellent new assessment tasks.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Pupils need to be taught the grammar of the foreign language and how to apply it. This has resource implications as many MFL courses do not provide clear explanations of grammar - Ofsted MFL Subject Report Equally, Examination Boards place considerable emphasis on candidates' understanding and application of the grammar of the target language. Yet many pupils find learning grammar difficult, confusing and demotivating. This practical training day demonstrates how the teaching and learning of grammar, far from being tedious and difficult, can be enjoyable and creative and can fast track pupils of all abilities to success. The day focuses on tried and tested activities and strategies to teach grammar effectively, particularly at KS3 and 4, and provides detailed guidance on helping pupils to achieve success and confidence at GCSE level and beyond. The course is suitable for all teachers of Modern Foreign Languages, from NQTs to Heads of Department. Examples will be given in French but can be easily adapted to other languages and there will be opportunities during the day for teachers of different languages to work together.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
When you have established yourself as a teacher, sooner or later the question arises: Where to now with my career and my abilities? Teaching provides many pathways for aspiring colleagues; the routes may be as an excellent teacher, AST or middle leader. Many colleagues are being fast - tracked into leadership roles and find themselves with positions of responsibility early on in their career. This course is specifically designed for teachers in their 3rd, 4th or 5th year of teaching who are looking to improve teaching and learning and their personal and professional effectiveness within the classroom, team and school. It will provide practical guidance and realistic strategies on moving forward as a teacher and team leader. It will be especially useful for staff who are keen to improve teaching and learning within the context of school effectiveness and to review and build their career towards the future and promotion.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent evidence has confirmed that schools are often data rich and information poor. If data is to inform school improvement this must shift. Under the new Inspection Framework everyone must understand the implications of performance data to effectively self-evaluate.

Middle leaders are at the forefront of school improvement and critical to their success is the effective use and interpretation of performance data. At this crucial time in the development of school inspection this course provides up to date information and advice on using and interpreting performance data.

The course will focus on the new inspection framework and its reliance upon data interpretation and school self -evaluation. It will concentrate on how to analyse data, interpret its educational significance and its implications for school improvement. It will provide middle leaders with the skills to evaluate how well their department is performing in relation to standards, progress and achievement trends.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
AS/A2 Psychology continues to grow in popularity yet it is often taught from a one person department or by non-specialists. Increasing student numbers and the need to deliver the course content in a limited time place high demands upon Psychology teachers and the drive to raise standards continues to create its own challenges. Psychology teachers need to ensure success by improving differentiation, developing creative ways of covering the syllabus content, preparing students thoroughly for examination and delivering a wider range of lesson activities to suit the learning needs of all students in an accessible yet challenging way. This specially designed course for all teachers of Psychology will clearly explain how to prepare all students for the challenges of AS/A2 Psychology. In practical workshops active teaching strategies, tried and tested learning materials and stimulating homework tasks will be modelled to provide examples of best practice for immediate use in the Psychology classroom.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Government agenda on remodelling the workforce has resulted in the implementation of new staffing structures and an increased role for support staff in schools. This includes a rapidly growing number of teaching assistants supporting pupils and teachers in all areas of the school. With this larger number of TAs it is essential that they are managed and deployed effectively so that they are well trained and supported and can make the best possible contribution to the teaching and learning process and to pupil achievement. The role of the SENCO or TA manager is essential in this process and involves the appointment of new staff, the organisation and deployment of staff and the enhancement of their knowledge and skills through professional development. It also requires sound monitoring and evaluation skills, strategic thinking and effective interpersonal skills. This important training day is for managers and SENCOs who have the day-to-day responsibility for the management and deployment of teaching assistants. It will provide practical strategies and guidance on how to make the role efficient, effective and manageable within a whole school context and to provide a sound support network for both staff and pupils.

Sector: Secondary

Categories: Leadership and Management

Support Staff SEN

Duration: 1 dayExpress an Interest

SYNOPSIS:
Learning mentors are making a significant effect on the attendance, behaviour, self-esteem and progress of the pupils they support… the most successful and highly valued strand of the EiC programme Ofsted 2003. Although Learning Mentors spend time supporting students individually, working with groups of students can be a very effective way of getting students to support each other. Group work, in particular can help students to improve social skills, form better relationships, deal more positively with conflict and become increasingly adaptable when faced with new situations. It also provides an effective way for the Learning mentor to manage the increasing number of students they support within the limited time available. Managing group work can be a challenging activity and it needs to be well planned,relevant and appropriate for different age groups of students. Group facilitators need to feel confident that they are equipped with the strategies and techniques to manage a range of potential responses which students may have to particular activities. This practical training day has been designed for Learning mentors and other staff who work with students in small groups. It will give suggestions for group work activities which address issues commonly experienced by Learning Mentors and Inclusion Managers. Delegates will have the opportunity to try out different starters, games and group activities and guidance will be given on how to manage a variety of possible student responses.

Sector: Secondary

Categories: Pastoral

Support Staff Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
Vocational Programmes, once solely the domain of the F.E. College, are fast becoming a vital component of the 14-19 curriculum in schools, with performing arts subjects leading the way in this educational revolution. In order for all students to access the curriculum and be successful, departments are looking to develop vocational programmes which provide varied and appropriate routeways to meet the needs of different aptitudes and interests. Vocational Drama courses have many advantages for students including their focus on practical work, the absence of a formal examination and the non-prescriptive nature of their specifications. For the uninitiated however, setting up a vocational course can prove difficult and the choice of qualifications available confusing. This important course will help teachers to understand how vocational courses “work”. Focussing on BTEC Firsts/Nationals and NCFE Foundation and Intermediate Certificates it will provide information and guidance on the choices available and the impact the introduction of a vocational course will have on you, your drama department and for your students. It will give practical strategies for setting up, delivering and assessing successful vocational courses.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The DfES 14-19 White Paper outlines the Government’s plan to deliver a more effective education for 16-19 years olds, by retaining A Levels and introducing specialist diplomas, shaped by employers and universities. Schools are under pressure to design programmes, which focus on high standards and are much more tailored to the talents and aspirations of individual young people, with greater flexibility. Sixth Forms aspiring to be inclusive organisations, are in the vanguard of these reforms, in the quest to break down the barriers between academic and vocational education, building on the work of Sir Mike Tomlinson. The challenges ahead remain considerable, presenting school leaders with difficult choices. Numbers staying on Post-16 have improved but are still too low to meet government targets and young people are leaving learning at 16, with insufficient skills to confidently enter the world of work. This important national conference, specifically designed for Directors of Post-16 and Heads of Sixth Form, will provide informed updates, practical guidance and proven strategies through a number of workshops led by experienced colleagues, designed to meet the diverse needs of today’s young people in Post-16.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Every day in English classrooms, huge numbers of activities to do with texts take place, but relatively few of them are focused on improving students’ reading abilities, except in a very narrow way. “Many teachers…do not establish curricular targets related to pupil’s performance in reading, speaking and listening” (Ofsted 2005). Yet reading is regarded as an essential skill, necessary to make progress in all forms of learning, and has the potential to give enormous personal pleasure. Recent research featured in a QCA pilot project also showed that English teachers are least confident in assessing reading progress. This practical training day, designed for teachers of English, will focus on the many ways that learning and improvement can be planned for in order to bring about better standards in reading for all pupils. Through a wide range of reading media, practical teaching strategies will be given which can be used with all pupils including boys and the more able. The course will relate planning for reading with the Key Stage 3 objectives and will give practical guidance and advice on improving assessment procedures.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Motivation and engagement of all pupils, especially teenage girls, remains a national issue in Physical Education. The OfSTED PE subject report states that planning for non-participants is often weak. Research shows that too many pupils who are unable or unwilling to participate, are left on the sidelines and are not intellectually engaged. It also reveals that curriculum programmes are heavily biased towards games and this often causes disaffection for a minority of pupils but especially girls. This one day course is specifically designed to provide curriculum managers and PE practitioners, with the opportunity to look at the reasons for disaffection and how to employ a range of practical strategies to help overcome these critical issues. It will provide opportunities for professional discussion, sharing of good practice and provide advice on how to use assessment effectively to help raise pupils’ motivation and achievement. It will also look at the way extra curricular programmes can motivate and challenge all groups of pupils regardless of gender, ethnicity or ability.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
This advanced course in assessing RE will use the principles of assessment for learning, and many examples of pupils’ work, to demonstrate effective strategies for enabling progression for pupils at KS3. The needs of lower achieving pupils and gifted and talented pupils will be highlighted. The elements of levels 3-7 of the QCA/DfES scale will be analysed and explained, and classroom tasks which refer to many different religions and to the new QCA/DfES scheme of work will be exemplified. An assessment model for KS3 RE will be demonstrated. Levels 4 and 6 will not be ignored, but the detailed focus on levels 3, 5 and 7 will be used to enable clarity and depth of thinking. All delegates will receive a pack of materials, tasks and examples that will enable them to be more precise, fair and valid in their use of the RE levels. There will be opportunities to address questions and difficulties with the use of the scale. The course will run as a ‘masterclass’, building on understanding of assessment issues. It is appropriate for those who have already attended one of Lat Blaylock’s Assessment in RE courses.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
All schools are now involved in the complexities of organisational restructuring, workforce remodelling and the important task of matching teaching and learning responsibility payments to new structures. All this is taking place within an ever changing educational climate requiring schools to respond to new legislation and national initiatives.

The five themes of ‘Every Child Matters’ coupled with the personalised learning agenda place new responsibilities upon schools to put the progress and development of the individual at the heart of planning, development and delivery.

This practical and highly informative course for will take an depth look at the role of pastoral leaders at senior and middle level.

It will provide realistic guidance and strategies to enable you to effectively develop the role of the pastoral leader in your school in light of all the new requirements.

Sector: Secondary

Categories: Leadership and Management

Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The ability to be able to accurately determine the quality of teaching and learning is a vital element of a school's self-evaluation. ofsted expect schools to be able to emasure the impact of teaching on learning, be able to pin-point areas of strengths and weaknesses and develop strategies that lead to continued improvement. Lesson observation has very little value if it is not rigorous or accurate and more importantly consistent across the school. This practical course will provide an in-depth review of the process of lesson observation and will focus upon the key judgements that are needed in order to judge the impact of teaching on learning. Led by a highly experienced Ofsted Lead Inspector and using high quality lesson footage delegates will learn how to make clear and accurate judgements.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The new Ofsted Framework for Inspecting Schools introduced in September 2005 demands that all schools constantly monitor, evaluate and review their own performance. It is, therefore, crucial that schools clearly understand the requirements of the new framework, establish effective systems to manage and analyse relevant data and to monitor and evaluate the quality of teaching and learning. Senior and Middle Leaders have a vital role to play in this process.

This practical training day, designed specifically for Senior Leaders and Heads of Sixth Form, focuses on the issues facing Sixth Forms under the new arrangements. It identifies appropriate and efficient ways of collating and interpreting the essential data and other information that provides the evidence at the heart of self evaluation.

The day will demonstrate workable strategies to monitor teaching and learning and provides detailed guidance on completing the Self Evaluation Form. It also provides practical advice and guidance on how to evaluate the quality of sixth form provision and identifies strategies that can be applied to promote improvement.

This course is specifically designed for Senior Leaders and aspiring, newly appointed and experienced Heads of Sixth Form.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Children Services Conference: The Children’s NSF sets standards for children’s health and social services and the interface of those services with education. Local Authorities are responsible for ensuring that all children and young people are protected from harm and that they are able to fulfill their potential. Joint Area Reviews and the integrated inspection framework have put a duty on Local Authorities to: Appoint a director of Children’s Services by 2008 Promote educational achievement for looked after children Cooperate with public, private and voluntary organisations to improve outcomes for children Set up local Children Safeguarding Boards Set up Children’s Trust by 2008 Establish Children’s Trust arrangements In essence there needs to be more integrated and effective services. This challenges the entire role of Local Authorities and key parties, such as Primary Care Trusts. All this offers opportunities and challenges for Local Authorities in planning for children services for inspection and manageing performance. This important national conference has been specifically designed to offer support and effective guidance for Local Authorities planning for their joint area review.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Science demonstrations are spectacular and therefore stimulating and motivating. They enable students to observe a range of experiments they would be unable to perform themselves and allow students to see a skilled practitioner at work.
Classic Chemistry Demonstrations - The Royal Society of Chemistry

Ofsted has identified lack of interest in the subject and poor concentration, especially at KS4, as a key issue for science. It also identified needless repetition as a de-motivating factor in KS4. The effective use of Science demonstrations can help tackle both these key issues.

This highly practical and inspiring course will provide colleagues with an opportunity to increase their repertoire with highly relevant and motivational demonstrations across all four disciplines. This course will also be supported by a DVD of the demonstrations with detailed instructions , full practical details and top tips on delivery.

The course will be of huge value to NQTs, those in their first few years of teaching and colleagues wishing to develop skills outside their specialism. However there will also be plenty to inspire and motivate any Science teacher wishing to extend their repertoire.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent Ofsted reports have identified whilst there are clear signs of improvement in teaching and learning and pupil achievement in KS3 Science

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The new PANDA became available for schools in September. As a result, all schools have had their 2004 data re-interpreted and re-presented in the new format. It is very different. It has a whole set of Contextual Value Added Indicators and uses new ways of determining standards and achievement. Schools are no longer benchmarked using grade bandings and a whole range of value added indicators give the school a national percentile ranking. Because this new Panda forms a central element of the new inspection procedures, it is vital that headteachers quickly learn how to interpret the new analyses and re-visit their SEF to compare initial judgements. This highly practical course will provide an in depth review of the new PANDA, explain in detail how to interpret the new graphs and analyses and link this to the Standards and Achievement section of the SEF. Using PANDA documents and SEFs the crucial evidence needed for effective self evaluation will be determined. This course, led by one of the most senior inspectors from the largest Ofsted contractor, will be supplemented by a comprehensive handbook and CD-ROM specifically designed for the day, packed with guidance and useful tips

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Making Mathematics Count” the Smith report into Post 14 Mathematics regards it as vital that society recognises the importance of mathematics: for its own sake, as an intellectual discipline; for the knowledge economy; for science; technology and engineering; for the workplace; and for the individual citizen. The final report of the Working Group on 14–19 Reform sets out recommendations for fundamental reform to the whole of the curriculum for 14 to 19-year-olds. The proposals include suggestions for a new diploma, an emphasis on functional mathematics and a section on financial literacy. A recommendation relating to tiering in GCSE mathematics is due to be introduced in 2006 and the discussion on coursework and statistics is still ongoing. The aim of this course is to support teachers of mathematics in making sense of these changes and how to prepare for them in school. This practical course is designed to for those with a management role in Mathematics but would also benefit all those who currently teach KS3 and KS4.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Since the publication of the “Black Box” in 1998 extensive progress has been made by schools in adopting the principles of Assessment for Learning as a valuable tool for improving the achievement of all pupils. It has been shown to improve both attainment and motivation for pupils of all abilities and is therefore central to classroom practice. In 2004 the Key Stage 3 Strategy launched its whole agenda on Assessment for Learning supported by a suite of training material. The majority of schools engaged with this agenda with enthusiasm and determination. How do we ensure this momentum is not lost?

If you are a senior or middle leader in school with a responsibility for Assessment for Learning this practical and informative course will help you answer this question. It will also demonstrate how you can build on these early gains to ensure Assessment for Learning remains a focus in your school.

This course is specifically designed to help those with responsibility for Assessment for Learning to continue to move Assessment for Learning forward.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Smith report on the future of mathematics education pinpointed shortfalls in the provision for the most able. The government has responded with a commitment that Ofsted will expect to see clearly differentiated and appropriate provision for the most able young mathematicians as all levels. At departmental level this translates into structured policies which are effective and implemented by all colleagues. The most recent Ofsted reports show continued lack of provision of an appropriate nature, particularly within the everyday classroom, with the most able in mathematics often insufficiently challenged. Gifted students have an entitlement to have their needs met and this will, in turn, raise standards of teaching and learning across the school. This course is for all those taking responsibility for the mathematical education of able young people including Heads of Mathematics, Gifted and Talented coordinators and classroom teachers. The day will give an overview of the alternatives available and provide participants with the knowledge and tools to move forward in schools.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Physical Education is often seen as a foundation for future participation and performance in sport and physical activity. However, the pathways between participation and performance are not always clearly defined and as a result, teachers often experience difficulties in identifying and developing very able and talented pupils in Physical Education. This critical issue has become even more significant in light of the Government’s recent stated expectation for schools to identify and develop ‘Gifted and Talented’ pupils in all curriculum areas and the introduction of the Physical Education, School Sport and Club Links Strategy. This practical, interactive course is specially designed to support PE Teachers, Subject Leaders and Gifted and Talented Coordinators, in understanding the implications of this initiative and to identify and develop talented pupils in Physical Education. It will provide practical, realistic advice guidance and resources, on how to ensure that individual needs are addressed through innovative approaches, drawn from best practice from around the UK.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Unsatisfactory behaviour by a minority of pupils causes nuisance and distress and disrupts the learning of others” Ofsted Promoting positive behaviour is key to school improvement. There is no “Magic Bullet” but there are strategies that can help develop a positive learning environment. The Science classroom requires a high level of trust between teacher and student if they are to take part in experimental science which will by its nature involve them in potentially dangerous activities. Poor behaviour can seriously inhibit a teachers ability to deliver a comprehensive Science curriculum and can therefore have a detrimental effect on the achievement of all pupils. This highly practical course will support colleagues in using Positive Behaviour Management strategies to support Teaching and Learning in the classroom. This course will be of benefit both to those in their first few years of teaching and more experienced staff wanting to develop a positive approach to behaviour management. It will also support departments in implementing a consistent policy for behaviour management.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Schools are entering a changing and challenging environment that will affect the teaching of science, new GCSE’s, new procedures for inspection, etc. This new culture is to be evaluated through the OfSTED document Every Child Matters in which there is the expectation for schools to evaluate their own performance. To enable the area of gifted and talented to be effectively evaluated NAGTY have produced the National Quality Standards as a tool for schools/colleges to map and self-evaluate their current practice and performance. It has been recognised that schools that provide well for the gifted and talented have high standards because they focus on the individual, create new opportunities for students and continue to improve their learning and teaching by self-evaluation. This course will illustrate how the National Quality Standards can be used to help a science department to improve its provision. The course is for all science teachers, heads of departments and advisers and will start with a general introduction to the issues and clarification of some of the initiatives in this area. The day will continue with workshops whose objectives will be to examine strategies and resources available to aid teachers in providing a science curriculum for the gifted science student.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
“There are clear signs of improvement in teaching and Learning and pupils’ achievement at KS3. This progress is not matched at KS4 where significantly less progress is reported” Ofsted Subject report 2003/3 The revised program of study for Science at KS4 will come into operation in September 2006. These changes are driven by a sense of a growing disparity between the Science Education provided in our schools and the needs and interests of young people. The emphasis will be on the importance of Scientific Literacy and making Science relevant and engaging for all pupils. The challenge for teachers will be how to bridge the gap between KS3, where the emphasis is still largely on content, to a KS4 that relates more to the context in which Science concepts are taught. If important learning skills are not developed at KS3 then students could struggle at KS4. This course aims to concentrate on the issue of continuity in this new culture. This highly practical course is for all science teachers, heads of departments and advisers and will start with a general introduction to the issues and clarification of the initiatives. The day will continue with workshops to examine strategies and resources available to aid teachers in making Science at KS4 more creative and motivating for all students.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The role of the Pastoral leader is increasingly challenging and demanding. This is particularly the case at KS4 where changes in the 14-19 curriculum have been most radical. Pastoral leaders and year managers at KS4 need to have a deep understanding of the issues involved and develop the leadership skills to motivate colleagues and inspire students. Poor management and leadership at this stage can result in low levels of achievement and disaffection.

This course is specifically designed for KS4 Managers, Heads of Year and Pastoral Leaders. Against the background of government initiatives, Ofsted expectations, The National Remodelling Agenda and whole school improvement, the course will provide a wealth of materials and practical exercises demonstrating how to develop successful leadership skills and effective strategies for working with students, tutor teams and parents.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The DiDA qualification is now into its first full year. Since the pilot phase, this new and exciting qualification has changed significantly. The qualification offers huge flexibility and an exciting new direction for ICT teachers and students. It is very different to any existing ICT qualifications and demands a new approach to teaching and learning including the use of animation and web site design software. It also requires a different level of skills and understanding and uses innovative assessment techniques including the use of ePortfolios. This course will provide practical support, advice and guidance on how to manage the delivery of this course. Taught by one of the few teachers involved in the successful pilot, the course will provide advice, clear guidance and a range of curriculum materials to support its successful implementation.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
One of the great strengths of coaching is that it enables teachers to take control of their own Continuous Professional Development. It allows them to identifying their own objectives and agree success criteria. There are however a lot of misconceptions about the nature of coaching in Education. A Coach is not a universal expert, but someone with expertise in a particular area, peers can coach each other on different issues. This makes Coaching invaluable to schools as a cost effective but highly successful way of ensuring all staff receive their entitlement to Continuous Professional Development. It allows them to utilise all the skills available to sustain school improvement. For it to be productive however it is vital that everyone involved is clear about the expectations on both Coach and Coachee. This highly practical but inspirational course will explore these expectations and the place of Coaching in Education. It will support schools in identifying and sharing good practice and establishing an effective Coaching program. This course would be of particular value to those who have a responsibility to manage or lead staff development at a departmental or whole school level. It would also be of interest to any member of staff or groups of staff wanting to develop their Coaching skills and set up networks of Coaching relationships

Sector: Secondary

Categories: Leadership and Management

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teaching is a stimulating, exciting and rewarding profession. Your first few years can be challenging, but it is the time when you learn to develop the basic skills which will ensure long-term success. Good teachers shape lives, they make a difference. The art of teaching lies in helping young people learn how to learn. The key to success lies in motivating learners and meeting their individual needs. This will lead to high levels of achievement and low levels of disruption, which in turn will lead to a sense of shared success and huge job satisfaction. This important national conference, designed specifically for teachers new to the profession and those training for qualified teacher status, will provide clear, practical, guidance and strategies to build on and develop effective classroom practice.

Sector: Secondary

Categories: Teachers New to the Profession

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Students who become hard to reach and hard to teach can have a disproportionate negative impact on the teaching, learning and well being of the school. It is in everyone’s interest to devise ways of engaging them. This can be difficult when students find school alienating and traumatic. Add to this problematic group the high potential students that under-achieve, the average students who turn off, the truants who vote with their feet and the need for positive intervention becomes imperative. Research has shown that clearly focused work can make a difference at all levels from classroom, through departments and year groups to whole schools. This course is targeted at pastoral and departmental leaders, teachers and mentors who wish to develop their student support skills in pursuit of effective teaching and learning for the difficult minority (and through doing this, the silent majority). It will take the form of a workshop with practical examples and realistic strategies of how to work with de-motivation, alienation, under achievement and negativity with individuals and groups. It is designed to extend and challenge existing school practice.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Interactive whiteboards have become the ICT tool of choice in recent years. They have proved themselves invaluable in lesson planning, supporting diverse learning styles, and providing a tool for graphic representation in a wide range of classes. Most importantly, they engage students and can improve motivation and classroom behaviour. This is particularly true of SEN students where research shows a striking impact on learners. The use of the IWB offers SEN students greater opportunities for participation and collaboration and enables them to cope with more complex concepts because they are learning through such a visual medium. In some cases, pupils’ personal and social skills improve because the boards foster a can-do approach and allow for greater creativity in presentations to their classmates. Above all, interactive whiteboards bring fun back into the classroom for teacher and pupil alike. This practical day is specifically designed for Teachers and Teaching assistants who work with SEN pupils. Through demonstrations and interactive workshops, delegates will be given practical strategies and guidance on how to use the IWB and software in a creative way which allows SEN pupils to be more involved in their lessons.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Year nine can be a demanding, exciting and stressful time for students, their teachers, their tutors and parents. “Year 9, the end of a key stage, assumes more status as the importance of National Curriculum test results is recognised. It is also the time when pupils begin to think about the specific opportunities available to them at Key Stage 4 in making their subject choices, and how this will impact on future life decisions” KS3 Strategy The year nine manager or head of year has an essential role in enabling students to cope with the many demands made of them, so that they develop the self-esteem and confidence required for active participation in learning and the decision making and planning involved in future routes and transition from KS3. This important national conference is specifically designed for Yr 9 pastoral managers and leaders will address important issues for year 9 pupils and staff. Through a programme of informative seminars and workshops, it will offer practical advice and realistic guidance on how to provide effective support for pupils and their tutors.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Government, through the 14-19 Education and Skills White Paper, is now determined to change the curriculum at KS4, to allow greater choice and flexibility. This will aim to meet individual needs and aptitudes, whilst improving young peoples’ potential when they enter the world of work. This increased diversity and flexibility in the organisation, content and delivery of the KS4 curriculum, presents KS4 planners with new and often difficult challenges in timetabling, planning, implementation and management. It will involve them in creating a supportive school environment, making effective collaborative partnerships, finding ways to encourage and acknowledge achievement, in addition to evaluating the outcomes. This practical course, designed specifically for KS4 coordinators and curriculum managers, is led by a successful practitioner in the field. It will focus on the practicalities of developing a coherent, flexible and inclusive curriculum with essential strategies to build successful curriculum options and pathways for all. The course will outline how to manage these changes effectively to capitalise on pupils’ aptitudes and ambitions, whilst improving motivation and attainment.

Sector: Secondary

Categories: Pastoral

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
PSHE and Citizenship will form a focus of all Ofsted inspections this year so it is vital that coordinators provide a curriclum that meets government expectations whilst engaging and challenging students. Schools are now expected to address the Every Child Matters agenda and the new focus on all aspects of healthy living whilst providing the framework for children to make informed decisions for life. This course provides a day of practical ideas to help the PSHE co-ordinator manage a quality curriculum that meets the needs from Every Child Matters to affecting positive lifestyle choices in the children we teach. It is designed to help you make the connections from national guidance and OFSTED expectations to the effective delivery of PSHE in the classroom. Working through a range of practical exercises and scenarios delegates will examine how to overcome common obstacles faced by PSHE coordinators

Sector: Secondary

Categories: Curriculum

Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
In conjunction with Every Child Matters, The National Service Framework sets standards for high quality integrated health and social care for children from before birth to adulthood. Standard 9 outlines a vision for “an improvement in the mental health of all children and young people”. Key to the success of this vision is effective multi-agency partnerships, early intervention and effective assessment, treatment and support. School nurses have a vital role to play in developing good communication and consensus between parents, teachers, healthcare workers and education authorities They are well placed to develop the essential links between the health and education sectors in the community. A positive response by the school to a pupil’s healthcare needs will not only benefit the pupil directly, but can positively influence the attitude of the whole school and local community. This one-day conference offers the opportunity to gather vital information and practical assistance to enable the school nurse and those responsible for pupils’ mental healthcare needs to successfully manage and support the youngsters in their care. Through interactive seminars and case studies, led by experienced mental health professionals, the conference will offer realistic strategies and advice on a range of mental and emotional health issues experienced by students in our secondary schools.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teaching is a stimulating, exciting and rewarding profession. Good teachers shape lives, they make a difference. Good Teaching is central to school improvement and results when teachers:

Focus and Structure their teaching so that learners are clear about what is to be learned, why it is to be learned and HOW best to learn it Actively engage pupils in their learning Systematically develop pupils learning skills so that their learning becomes increasingly independent. Use Assessment for Learning to reflect on their learning. Have high expectations of the effort learners should make and what they should achieve.

The Ofsted description of Very Good Teaching and Learning is “Difficult ideas taught in an inspiring and highly effective way.”

This highly practical and inspirational national conference will support colleagues in sharing and extending good practice in all these aspects of Good Teaching and Learning. it will have a major impact on preparing teachers for the current learning agenda.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
From September 2005, Enterprise learning is being rolled out nationally as part of the Government’s drive to develop stronger links between business and schools. Now more than ever, young people need to be able to apply an entrepreneurial approach to the world of work. Schools have to play a much greater role in promoting an ‘enterprise culture’, as well as giving pupils a far better understanding of their future role in the economic community. At a time when schools are already experiencing major upheavals in their curriculum offer, this is another Government lead initiative, which they must take on board. In its recent report ‘Learning to be Enterprising’, OfSTED stressed that enterprise learning should be a part of a planned, coherent programme with clearly defined learning outcomes which are robustly monitored and evaluated. It is therefore critical, that newly designated coordinators of Enterprise Entitlement receive maximum support, guidance and practical advice on how to understand the new guidelines, create an entrepreneurial culture and build effective links with the business community. This informative and timely course will clearly explain the role of the Enterprise Coordinator, whilst clarifying guidelines and expectations and providing you with pragmatic ideas on how to ensure the development of a coherent programme, based on real examples of good practice. It will provide you with practical ideas on how to generate a positive enterprise ethos, raise standards and increase success for all.

Sector: Secondary

Categories: Leadership and Management

Independent Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
The aim of ‘Every Child Matters’ is to improve the outcomes for all children and young people. This and the government’s strategy for SEN ‘Removing Barriers to Achievement’ are powerful tools in enabling pupils with SEN to reach their potential The Strategy for SEN stresses the government’s commitment to partnership working across sectors in order to unlock potential. Maximising the range of partnerships and the many different ways of working with partners is key to this success for special schools. There are real implications for special schools at the heart of this drive and senior leaders must have a clear vision as to how they meet the demands of this agenda for improvement. This one day national conference for senior leaders will identify the implications for special schools of the SEN Strategy and Every Child. Through a number of case studies and seminars, led by experienced Senior Leaders and Advisers, the conference will offer realistic strategies, practical advice and innovative solutions for planning and implementing effective and successful partnerships. The Keynote Address will be delivered by Paul Ennals – ‘Every Child Matters and the SEN Strategy: Practical Implications for Special Schools

Sector: Secondary

Categories: Leadership and Management

Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
This practical training course is for offsite and educational visit leaders as well as those who plan, support or approve ventures, such as Educational Visit Co-ordinators and senior managers. There has never been more evidence that educational visits and outdoor learning are of considerable educational value, in particular because they are enjoyable, motivating and different from many other aspects of learning. However many teachers and leaders need re-assurance that they are safe and secure in their planning and management. It is vital that school trips represent current good practice. Statistically, educational visits are very safe and with good support and guidance, safer still. This practical and pragmatic course will draw on recent legislation, guidance and research, but as significantly, give a very clear view of the key elements needed to make such ventures more successful. These will be supported and illustrated from current good ideas and practice.

Sector: Secondary

Categories: Curriculum

Pastoral Support Staff Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Young people have a huge capacity to learn, yet all do not learn as enthusiastically or effectively at school. The challenge in education is for schools to engage learners so that they become co–investors in their own education and not just recipients? Personalised Learning should be about engaging learners in a highly interactive learning process which is learner led, within a framework of standards. Personalised learning motivates children that the more traditional system has turned off. All too often children who learn differently come to be seen as difficult because they cannot fit into the system. Schools need to radically rethink how they operate – to differentiate the learning to meet the differentiated needs In schools. Where personalising learning is really effective staff have a clear vision of learning, which is embedded in practice, learning is interactive, standards of achievement are high and there is a culture of innovation. This important national conference is led by expert practitioners who will share the practical, realistic strategies and resources they have used to radically transform the culture of learning and achievement. It will be suitable for colleagues responsible for leading learning in their school.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
One of the common features of all successful Design and Technology departments is the support given to teachers by non-teaching colleagues; this is particularly true for the new and exciting area of CAD/CAM. The investment made by schools in the purchase of CAD/CAM equipment places a major responsibility on design and technology departments to make the most effective use of the equipment to raise student achievement. For the Design and Technology Technician the ability to support teachers in the preparation, operation and maintenance of CNC equipment are essential. This practical hands-on is offered at two levels. One for those who are just getting to grips with CAD/CAM operations and one for those with some experience who want to develop greater expertise in 3-D CAD/CAM. The course will concentrate upon the purposeful use of software and give clear instructions on how designs are exported from software, like Techsoft 2D design and Pro/DESKTOP, into manufacturing formats. Clear guidance on the setting up and maintenance schedules will also be given together with checklists and step by step instructions on error checking and fault finding. The course will be supplemented by a comprehensive handbook containing worksheets, detailed notes, checklists and CAD/CAM projects for the efficient use of CNC equipment.

Sector: Secondary

Categories: Curriculum

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
Changes to staffing structures brought about by workforce reforms and the introduction of TLRs have resulted in increased responsibilities for support staff. Team Leaders must be skilled in managing staff performance in order that the school is managed and supported effectively. This practical training course is specifically designed to provide support staff team leaders with a whole range of tried and tested strategies to improve performance and maintain a happy and motivated staff. The day is led by Sharon Longden, a nationally recognised trainer with a particular interest in the development and deployment of school support staff.

Sector: Secondary

Categories: Leadership and Management

Pastoral Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Government has changed the way in which schools are funded. There is now an emphasis on multi-year budgets and to ensure efficient monitoring and accountability all schools must comply with the new Financial Management Standards in Schools (FMSIS). This practical course is led by George Phipson and Sharon Longden nationally recognised for their expertise and understanding of education funding and resource management. It has been specifically designed for members of the leadership team with a responsibility or interest in financial management and would also be valuable for governors with responsibility for finance

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent Ofsted reports on standards in PE have stated that the proportion of very good teaching in PE remains disappointingly low and that talented youngsters are not being pushed to fulfil their potential, with the quality and use of ongoing assessment remaining a weakness. The overall aim of the PESSCL strategy is that by 2006, 75% of learners will spend at least 2 hours per week on quality PE and Sport, with an even more challenging target of 85% by 2008. With so many other constraints on the timetable, some schools might find this difficult to achieve. With the 2012 Olympics now a reality, many of our future medallists are in school today, so now is a great time to give all our pupils the best sporting chances.

This important national conference, specifically designed for Heads of PE and other PE practitioners, will provide informed updates on current, cutting edge initiatives as well as giving practical guidance and proven strategies to enhance teaching and learning and raise achievement in your department.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
The DfES and OFSTED have recently placed ‘a culture of professional development’ (Ruth Kelly) at the centre of the government’s reform agenda for schools. Continuing Professional Development has therefore become a significant part of the process of school improvement and an important aspect of school leadership and planning. In addition, teachers increasingly expect a coherent and effectively targeted policy on training, one which provides appropriate support and challenge at every stage of a teacher’s development. Most particularly, there has been much recent discussion about the need for focused CPD and career guidance for teachers in the early stages of their career, filling the gap between the support provided by the NQT Induction Year and the later demands of Threshold and potential leadership roles. This day will provide a context for school managers to develop a response to these demands and place professional development firmly at the centre of OFSTED preparation and school self-evaluation and improvement.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Government, through the 14-19 Education and Skills White Paper, is determined to change the Key Stage 4 curriculum to allow greater choice and flexibility. The cornerstone of this has been the development of GCSEs in vocational subjects, where staff must challenge learners academically, as well as offering a real vocational dimension.

The OfSTED report (2003) ‘Developing New Vocational Pathways’, stated that ‘the proportion of unsatisfactory teaching is greater in Leisure and Tourism, where it is poor in almost half of lessons.’ Consequently, there have been serious implications for all teachers of Leisure and Tourism, who have to strive for a firm grasp of the content, create stimulating lessons which meet the requirement of assessment, motivate learners and improve grades.

This practical training day has been specifically designed for all teachers of GCSE Leisure and Tourism. It will enable you to deliver your course with confidence, minimise time spent on preparation and help you achieve higher grades, boosting your pass rates.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teaching MFL successfully is increasingly challenging as curriculum changes effect pupil motivation and numbers. For many departments engaging pupils at KS3 and maintaining take-up at KS4 are major issues. This practical training day is suitable for all teachers of MFL, in particular teachers in their early years and teachers from abroad. It will also be useful for experienced teachers who wish to re-assess and refresh their teaching in the light of current trends. The course is led by Richard Marsden, an experienced practitioner, senior examiner and OfSTED inspector and will provide examples of best practice to support teachers of MFL. It will offer tried and tested practical strategies and detailed guidance and advice to improve teaching and learning, motivation and retention.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The 14-19 Education and Skills White Paper identifies the Government’s determination to extend opportunities and raise standards for 14-19 year olds, with the facility for young people to mix theoretic and practical styles of learning. With the change from VCE to A Levels in vocational subjects, there is a school of thought that the subjects are moving too far away from the vocational, in the quest for parity with academic A Levels. David Bell, the Chief Inspector of Schools, has stated that A Levels will not survive and that something must fill the void, that best serves the potential of each student. With so much more flexibility available at KS4 and 5, a growing number of schools are implementing changes to their curriculum, by looking at the range of alternative routes into work and higher education, which in turn, is having a beneficial effect on their results.

This timely and informative one day course, is designed for Curriculum Managers at Key Stages 4 and 5 and Heads of 6th Form. It will give clear guidance on how to select, plan, resource and assess alternative qualifications, in order to raise achievement and improve results.

Sector: Secondary

Categories: Curriculum

Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The 14-19 White Paper emphasises the place of vocational education in the 21st century, suggesting that ‘consistent, effective provision for young people between the ages of 14 and 19 must become a reality. Business Studies should be in the vanguard of this provision but according to the Chief Inspector of Schools Annual Report 2004/5, teaching in Business Studies often ‘fails to inspire, interest or challenge adequately’. Whilst some improvements were found, the report states that ‘it is disappointing that Business Education is not more frequently at the leading edge of good practice in teaching and learning.’

This practical and engaging workshop style training day has been specifically designed for all teachers of Business Studies GCSE and Vocational GCSE Applied Business. It will be suitable for NQTs and teachers for whom Business Education is not their first subject, in addition to experienced practitioners. There will be opportunities to work together, network and share ideas about how to not only be technically competent but to bring a sense of challenge and stimulation to your lessons. Course members will benefit if they can bring a lap top with them on the day.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The challenges for many teachers of dance at KS3 include lack of a specialist background in the subject, and a shortage of good resources to support this growing area of the curriculum. Many teachers find themselves looking for new ideas and resources to motivate and maintain interest in their pupils as well as ensuring lessons are sufficiently challenging and accessible for all abilities.
Designed for the non-specialist dance teacher or those with limited dance teaching experience, this practical one day course will take delegates through two units of work suitable for years eight and nine. The units, suitable for boys and girls, will cover the main elements of dance: Composition, Appreciation and Performance which are essential when giving students a taster of the requirements for moving on to GCSE. The units of work will address QCA guidance, KS3 strategy, assessment and performance analysis.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Schools now have far more “paraprofessionals”: adults who, whilst not being qualified teachers with Qualified Teacher Status, nevertheless play a vital role in enhancing the learning of individual pupils, or groups of pupils, within the classroom. The role is fundamentally different from that of the teacher and requires particular and subtle skills if it is to be carried out to maximise learning. It is often difficult enough for teachers to deal effectively with pupils. For adults working within schools who do not have the “clout” of teacher status it can sometimes seem to be almost impossible.

This practical training course is designed specifically for TAs, Assistant Teachers, Integration Assistants and LSAs who have limited experience of working with students in schools.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
The role of the TA and LSA has become increasingly important and is an integral part of every successful school. This course is designed for TAs who have been in post for a few years, feel they have got to grips with the basic demands of dealing with pupils in a school environment, but now want to become more proficient at supporting pupils’ learning and so contribute more fully to raising standards of achievement in their school. This is a stand-alone course that will be of use to every TA. It builds upon Karl ’s original TA course and for those colleagues who attended this it will develop many of the issues raised. It explores in much greater detail how TAs can improve their effectiveness in the classroom when supporting both the teachers and the pupils.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
DFES guidance to schools states that cover supervisors should understand and be able to use a range of strategies to deal with classroom behaviour as a whole and also with individual behavioural needs. They should have the necessary skills to manage classroom activities safely as well as deal with immediate problems and report back on pupil behaviour. Promoting positive behaviour is a particularly challenging aspect of the Cover Supervisor’s role and this course focuses on providing sound, practical tips for managing the behaviour of whole classes of pupils including those who are reluctant and resistant. Colleagues attending this course will leave with a wealth of simple, tried and tested strategies which are successful for whole classes, groups and individuals. These will make lessons more effective for pupils and less stressful for supervisory staff. The course is designed specifically for Cover Supervisors, colleagues who take whole classes but do not have QTS and returners to teaching who may wish to update their knowledge and skills.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
All the recent research on Assessment for Learning points to the power it has to improve attainment and motivation. However, Ofsted in its most recent annual report highlighted assessment and its application to teaching and learning as remaining comparatively weak. Assessment for learning is a current focus for the national strategy and will play a key role in future school improvement plans. But more importantly than this it has the potential to play a pivotal role in improving both attainment and quality of teaching and learning in secondary schools.

This course will start by looking at the recent research. Focusing on the work of the Assessment Reform Group and particularly that of Dylan Wiliam and Paul Black with publications such as ‘Inside the Black Box’ and ‘Science inside the Black Box’ and more recently “Assessment for Learning Putting it into Practice”. We will look at the key areas identified for development by these research projects. We will then move on to develop practical strategies for use in the classroom.

The course will develop individually two of the areas identified as crucial for embedding Assessment for Learning in every day lessons, whilst also focusing on the overarching principle of objective led lessons. It will also provide practical advice on how to establish the clear structures at whole school, faculty and classroom level necessary to support Assessment for Learning.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Put simply the only point of asking a question is to raise issues about which the teacher needs information or about which pupils need to think” The Black Box Effective Assessment practice in Mathematics is associated with systematic arrangements for actively promoting, monitoring and recording pupil’s progress. When used most effectively assessment becomes a teaching tool first and a means of judgement second, creating a dialogue that is an essential part of Assessment for Learning. This course is specifically designed to support teachers of Mathematics in using effective questioning to enhance Teaching and Learning and effectively target individual pupils. It will demonstrate how effective questioning fits into the bigger picture of successful ongoing formative assessment to inform planning and secure progression. It will demonstrate how effective feedback and formative use of levels can engage students in their learning and secure progression in their understanding.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The single most challenging aspect of management is the ‘difficult person’. With the increased emphasis on performance management for all school staff, threshold and upper pay spine for teachers and the increased numbers of support staff through workforce remodelling, the time taken by intransigent and awkward colleagues can drain your energy and lead to a drop in morale across the team. This course is designed to extend and enhance your abilities to effectively and robustly deal with the colleague, or colleagues, who just won’t do their job properly.

This course is aimed at team leaders at all levels in the school. You may be new to the role, or have a particular issue that you want to resolve; a teacher or member of support staff.

Sector: Secondary

Categories: Leadership and Management

Support Staff Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
There is a strong correlation between strong leadership and school improvement. High quality leadership and management must now be developed throughout the school’s organisation. “Leadership and management at all levels in the school should be judged by their effect on quality and standards of the school. Leadership should provide the drive and direction for raising achievement, while management should make best use of the resources and processes to make this happen.”Ofsted”.

It is well documented and researched that the quality of leadership is the single most important element to sustained school improvement. Senior Leaders are pivotal in leading the transformation of schools, ironically they can also cause stagnation and decline if the focus of their role does not extend beyond the traditional administrative and managerial elements.

The educational agenda is changing as is the role and responsibilities of the Senior Leadership team. It is essential for successful schools to develop high quality leadership at all levels in the school from classroom, middle to senior levels.

This course is specifically designed for senior leaders and will offer practical guidance and realistic strategies on how to review, evaluate and sustain school improvement with the ever changing national educational agenda.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
If your library were to be replaced by a bank of computers, would it rip the educational heart out of the school, or be a simple appendectomy? For many pupils, and even some senior managers, the school library is no longer a primary information resource and they would not even notice if it were to disappear altogether.

Schools must move away from the concept of the library as a spare room or a collection of resources. It is an essential educational service helping to raise standards, and librarians have an exciting yet challenging future. This means rethinking the way in which the school library functions, redefining the roles of the librarian and positioning the service as a proactive agent of change.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
As part of the inclusion agenda and the Secondary Strategy, the government expects secondary schools to identify and provide appropriately for ‘More able’/‘gifted and talented’ students. Interest in and expertise about these students have grown considerably during the past decade. Yet, English departments have traditionally displayed a limited view about who these students might be, and what sorts of programmes they deserve. Recent HMI and Ofsted reports highlight the lack of appropriate attention for gifted students in many schools, the lack of real challenge, and failure to address good progression. This course has been specifically designed to enable teachers of English to consider fully the reasons why more able students should be given focused attention. It will give guidance on identifying gifted students and practical approaches to providing courses which will enable them to make the best progress.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent Ofsted and HMI subject reports continue to highlight the gap in performance between boys and girls throughout Key Stages 3 and 4, with a gap of around 15% in overall attainment. There is now a considerable body of evidence summarising some of the factors underlying boys’ poor performance, many suggesting likely strategies for improvement. Publications such as ‘Yes he can: schools where boys write well‘, provide valuable checklists against which any school or department can evaluate its practice. The challenge now is for schools, not only to review their provision but to introduce the changes that are most likely to be successful in improving the progress of boys in English. This important course will provide practical strategies and positive classroom activities designed to motivate interest and excite boys, but not disadvantage girls. It will focus on increasingly important matters of learning, and the development of personal responsibility, encouraging boys to feel more engaged in their English development.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
During the course of their day many support staff provide a service for colleagues, pupils and parents, as well as representatives of other agencies and the wider community. School budgets are always tight and therefore the need to provide efficient and effective systems continues to be a priority. It is, therefore vital, that staff know how to communicate effectively and get the best from people whilst providing a professional service.

The new role of support staff provides the opportunity for individuals and teams to adapt the business concepts of customer care and the provision of quality services to their role. This is important not only for the receptionist but all front-line staff eg technicians, premises and catering staff, attendance officers etc. >br>
This practical training course is specifically designed for support staff and their teams. It will explain how they can increase the status of their role and improve the efficiency and effectiveness of the service they provide.

This course is specifically designed for front line support staff e.g. receptionists, teaching assistants, office managers, catering managers etc.

Sector: Secondary

Categories: Support Staff

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
A top priority for schools is to ensure that appropriate resources are allocated effectively to support the core purpose of the school. With the ever changing context of schools and the myriad of new initiatives effective resource management is an ongoing challenge.

The role of the Resource Manager has developed to include not only budget allocation but also how to transpose the budget into resources and ensure they are allocated to the best effect. This requires an understanding of the schools needs, the ability to analyse trends and the versatility to provide innovative resourcing solutions.

The course will explore the different resourcing methods that can be adopted and to demonstrate how best to evaluate the effectiveness of these strategies.

This practical training course is specifically designed for the Resource Manager or School Business Manager.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Under the new Ofsted framework, self-evaluation is essential in enabling schools to analyse performance, identify strengths and determine areas for development as part of their own improvement process. In order to show that pupils with Special Educational Needs (SEN) are making sufficient and expected progress towards achieving the 5 outcomes of Every Child Matters, schools need to ensure they have efficient and effective systems in place for monitoring and evaluating SEN. The SEN Code of Practice clearly states that one of the roles of the Special Educational Needs Coordinator (SENCO) is to monitor and evaluate SEN provision and practice. This important course is specifically designed for SENCOs, Heads of Learning Support, Inclusion Managers or other middle / senior leaders in the school who have a strategic responsibility for SEN. It will provide specific information, skills and knowledge to carry out this important aspect of their role. Colleagues will be given practical guidance and manageable strategies for the effective monitoring of learning and teaching of pupils with SEN as well as how to support and work with individual departments.

Sector: Secondary

Categories: Leadership and Management

Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
Ofsted have identified the vital role Teaching Assistants play in supporting the Teacher in ensuring that all pupils make progress in their lessons. A Teaching Assistant, who has knowledge of different approaches and resources available in Mathematics, is absolutely invaluable to the progress and self confidence of learners.

If learners struggle with mathematics, there is little point in just giving them more of the same diet. This will only re-enforce their sense of failure. Fragile learners need to have access to a variety of different approaches which make sense to them. We need to clarify what exactly it is that is causing them difficulty in order to help them make progress.

This course is specifically designed for all Teaching Assistants whose main responsibility is to support pupils in Mathematics. It will provide Teaching Assistants with strategies, practical resources and a language to communicate with both the pupils and teachers they support.

Sector: Secondary

Categories: Curriculum

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
The personal development curriculum encompasses any area of learning at key stage 4 that promotes students’ spiritual, moral, social and cultural development and helps prepare them for the opportunities, responsibilities and experiences of adult life. Whilst there is a wealth of guidance for schools on how to implement aspects of the personal development curriculum, there is much less on coordination. In 2003 the government’s policy document on the 14-19 curriculum instructed the QCA to support schools in developing integrated approaches to teaching the range of issues involved in the personal development of young people, such as careers education and guidance, citizenship, environmental education, health education, RE, PE,WRL and enterprise education. New guidelines are due to be published January 2006 and final guidance in January 2007.

This conference is designed for all colleagues involved in planning and delivering the Personal Development Curriculum. The one day event, with presentations, case studies and workshops delivered by expert and experienced practitioners who are at the forefront of developing innovative ways of integrating the Personal Development, will will provide the latest updates around the personal development curriculum and offer practical guidance and realistic strategies for direct use in your school.

Sector: Secondary

Categories: Curriculum

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
The new Ofsted framework introduced in September 2005 demands that all schools and departments constantly monitor, evaluate and review their own performance. In the new era of self-evaluation, Heads of Modern Languages are judged by their ability to rigorously review and analyse performance, interpret the outcomes and then take effective action. In order to become an effective self-evaluating department, subject leaders must understand and interpret the wide range of performance data available and evaluate the quality of teaching and learning through focused lesson observation and scrutiny of pupils’ work. This practical course, designed specifically for Heads of Modern Foreign Languages, will demonstrate how to analyse and interpret data and how to monitor and evaluate the quality of teaching and learning in the MFL curriculum to support departmental review, set meaningful targets and develop the dynamic departmental improvement plan.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The GCSE in Home Economics Child Development is more popular than ever. New developments in the subject such as the use of ICT and clear progression into vocational courses at post 16 create new learning opportunities and challenges. Developing high level skills and incorporating ICT is essential for raising achievement in the subject. For child development teachers using ICT and new technology is a particular challenge that requires innovative and creative solutions.

This course will provide realistic answers, techniques and ideas for all teachers of Child Development on how to produce excellent coursework in 40 hours and address the key concerns of using ICT and developing effective research, analysis and observation skills.

Sector: Secondary

Categories: Curriculum

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
It is well documented and researched that the quality of leadership is the single most important element to school improvement. Middle leaders are pivotal in leading the transformation of schools, ironically they can also cause stagnation and decline if the focus of their role does not extend beyond the traditional administrative and managerial elements. The role of the middle leader is forever changing especially with the demands of curriculum changes, the new inspection framework , new panda and the remodelling agenda and workforce reforms. Experienced and successful middle managers have always been committed to improving their effectiveness, since this both improves their team’s ability to discharge its responsibilities, while enhancing their own professional and personal development. This important national conference will explore some of the important issues that Middle Leaders are responsible for in this ever changing and demanding climate. It will offer practical guidance, realistic strategies and resources, that can be used with colleagues in your school. All workshops are delivered by experienced practitioners who not only understand the issues but have some successful solutions to share with you.

Sector: Secondary

Categories: Leadership and Management

Duration: 2 daysExpress an Interest

SYNOPSIS:
The HMI Report of 2005 highlights the need for greater inclusion and more effective assessment in many music departments. There are too few opportunities for pupils to improve or extend vocal skills and often, disadvantaged children, boys and SEN pupils are not included in music activities. Patrick Allen, author of Singing Matters and Developing Singing Matters, will provide a day of practical singing workshops aimed at widening participation and enjoyment for all students at key stages 3, 4 and beyond. He will provide materials and approaches which will help teachers address the key issues of inclusion, target setting and assessment. The practical workshops will model successful classroom approaches which will work with all abilities, outline ideas and strategies for classroom equipment and management and will above all be enjoyable and participatory.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Good teaching in Key Stage 3 is vital, both for the many pupils who do not take music in examination courses in Key Stage 4, and for those who choose to proceed to higher levels” Ofsted Music Report . Along with composition and the use of ICT, Ofsted highlights the need for teaching strategies which provide for the acquisition and development of individual musical skills as well as giving pupils a varied experience of different musical traditions. They have identified planned assessment for learning as essential in enabling pupils to make progress. The course will address these issues whilst also outlining the latest developments in the Key Stage Three Strategy for Music – with particular reference to assessment. Patrick Allen will model classroom techniques for composing which provide realistic and stimulating activities to actively involve all pupils in their learning. Patrick will use the activities in Composing Matters as a starting point, but will provide a wide range of additional ideas and materials, as well as elaborating his methodology. The composition workshops will use music technology, percussion and singing as a basis for individual and group composing using a wide variety of stimuli. The practical classroom approaches will work with all abilities, outline ideas and strategies for classroom equipment and management and will above all be enjoyable and participatory. The course will also explain the nature and purpose of assessment in the active music classroom.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Annual Secondary Drama Conference The evaluation of the 5th year of the secondary strategy shows that the best lessons include a wide range of teaching strategies, enable pupils to think for themselves and are planned to meet the needs of a range of abilities and aptitudes. This year’s Annual National Conference has been specifically designed to provide innovative ideas and exciting methods to enrich teaching and learning in the Drama curriculum and provide challenge and motivation for students of all interests and abilities. Designed for all teachers of Key stages 3, 4 and 5, the day will address the exciting and diverse approaches of drama practitioners. Through a programme of specialist workshops and seminars, it will offer creative, practical and proven strategies to provide an inclusive approach to Drama and to enhance teaching and learning and raise student achievement.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Standards in citizenship are all too often unsatisfactory. Pupils’ experience and understanding are often patchy” (Ofsted)

Citizenship Coordinators face real challenges in meeting statutory requirements, providing a consistent and imaginative whole school approach, and in assessing, recording and reporting student achievement.

This course is based on the highly successful Active Citizenship in Schools (ACiS) pilot, carried out by Changemakers for the DfES and now being rolled out nationally. Through a whole school approach and a process of experiential learning it connects all strands of the Citizenship curriculum, increases students’ participation and responsibility and builds their confidence, skills and knowledge.

This practical training day, designed specifically for Citizenship Coordinators provides a toolkit of detailed guidance and tried and tested strategies to enable schools to improve active, student-led citizenship. It meets the requirements of Citizenship as a National Curriculum subject and offers a flexible framework so that schools can build on their existing curriculum.

The day will be facilitated by Changemakers staff, and draws on the experience and success of the ACiS pilots.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The DfES states that “ICT can improve the quality of teaching and so help raise standards.” However BECTA suggests that while ICT hardware is present in every school and college, it is only being used effectively in a mere 20%.

Effective use of ICT in lessons across the curriculum can mean a revolution in the way teaching takes place. It can also enable learners to use ICT as a medium for learning and understanding and promote independence.

This course will provide participants with an opportunity to share a vision of best practice, which embraces personalised learning styles and multiple intelligences. This course will also provide insights for senior or middle managers planning their next stage of strategic development of e-learning and personalised learning. For the classroom teacher, prepare to be inspired.

The day will involve practical elements and delegates are advised to bring a laptop running Microsoft XP Operating System.

This course is specifically designed for all subject teachers who want to make the best use of ICT in their classrooms.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession Whole School Independent Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
Research shows that one in ten children and young people in Britain aged between five and 15 are suffering from behavioural, emotional or hyperactivity disorders. And one in five are experiencing a range of less severe mental health problems which significantly affect their daily lives. (ONS 1999). These figures are much higher in cities and areas of deprivation.
The most successful schools recognise the vital role good emotional and mental health have in maximising academic achievement amongst their students and take steps to support vulnerable youngsters. Effective communication and consensus between parents, teachers, healthcare workers and education authorities is vital for this to happen . It is essential that all staff in schools can recognise and respond appropriately to signs of mental and psychological ill health whilst knowing where to go to for support.
This one-day conference offers the opportunity to gather vital information and practical assistance to enable school staff with a responsibility or interest in pupils’ mental healthcare needs to successfully manage and support the youngsters in their care.
Through interactive seminars and case studies, led by experienced mental health professionals, the conference will offer realistic strategies and advice on a range of mental and emotional health issues experienced by students in our secondary schools.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. Teachers should equip learners with the desire and the capacity to take charge of their learning”

Assessment for Learning is recognised as being central to the development of Independent Learning. It is also acknowledged as being central to good classroom practice and a key skill for all teachers as well as a major tool for school improvement.

This inspiring course is designed specifically for all Middle and Key Stage Leaders who want to develop a coherent Teaching and Learning policy with Assessment for Learning at its core. It will provide realistic guidance on how to make links between Assessment for Learning, Every Child Matters and Personalised Learning. It will also demonstrate how to develop links between Assessment for Learning and current understanding of how we learn to raise attainment and achievement.

Sector: Secondary

Categories: Leadership and Management

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
RE has a unique position within the curriculum as the only subject which really tries to engage with the spiritual dimension of the pupils. Research shows that academic standards improve as teachers employ a range of methods to meet the varied learning styles of their classes. This national conference, with highly regarded experts, will consider activities which will inspire and enthusepupils, going far beyond a textbook approach and building on elements of experiential, participatory and active learning. It will provide stimulating, practical, challenging and innovative activities to increase engagement, raise standards and improve the status of RE.

This important national Conference is specifically designed to offer RE teachers tried and tested strategies to enhance teaching and learning in the RE classroom and enrich the RE curriculum.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The vital role of the Special Needs Department in delivering inclusive education requires schools to record and communicate pupil progress to a variety of interested parties - SENCOs, Teachers, Heads of Year, parents, EWO, Hospital Team, Social Services and outside agencies.

The amount of paperwork generated, the administrative workload and the legal implications associated with providing evidence of appropriate pupil support requires schools to ensure that the SENCO is effectively supported.

This practical training course is specifically designed to equip the SEN Secretary with the necessary skills, practices and information to provide high quality administrative support.

Sector: Secondary

Categories: Curriculum

Leadership and Management Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
The tutor is the lynchpin of the post-16 guidance and support system. Student success is often dependent on effective tutoring and monitoring procedures that set realistic targets whilst providing learner support.

As a result of curriculum change, widening participation and partnerships and the new Ofsted framework the role of the post-16 tutor is ever more demanding and challenging.

Tutors need to understand how to use data effectively and appropriately to monitor and support their students and to set realistic targets. As mentors they are responsible for their students’ well-being and the development of their academic and personal skills. As members of a tutor team they are involved in student recruitment, induction and retention and in developing ‘student voice’ and positive relationships.

This practical course, aimed specifically at post-16 tutors and Heads of Sixth Form, explains how to develop the essential role of the tutor. It provides realistic guidance and practical advice and identifies tried and tested strategies to improve tutor effectiveness.

Sector: Secondary

Categories: Curriculum

Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
In its Five Year Strategy for Children and Learners, the DfES states that 'too many children still find the transition from primary to secondary school difficult'. The most recent Ofsted Evaluation of the Secondary National Strategy, identifies that the best provision and progression takes place in schools where transition arrangements are given high priority and data is used effectively to identify and provide the most appropriate support for students.

This practical and interactive course is designed specifically for Heads of year 7, Year managers and KS3 managers. Through informative and practical sessions, delegates will be given guidance and practical strategies to ensure a smooth transition and a positive start to secondary school.

It will address the key issues of monitoring and supporting academic progress as well as activities and strategies for developing confidence and self-esteem in students throughout year 7.

Sector: Secondary

Categories: Pastoral

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teaching Assistants have an integral and increasingly complex role to play within all successful schools. They support some of the most vulnerable and demanding pupils whilst reducing the amount of teacher intervention they require. TAs need to respond to a greater and more diverse range of needs, promote learning, increase the self esteem of pupils and raise achievement whilst taking on a range of new responsibilities.

More than ever before, Teaching assistants require a wealth of skills to enable them to support pupils effectively as well as develop the professional expertise to work with teachers, parents and the demands of SEN legislation.

This important conference for Teaching Assistants in secondary schools provides a comprehensive range of topical, practical and supportive seminars designed to provide them with the knowledge and skills to support pupils in becoming confident and successful learners.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
The new Post 16 PANDA has recently become available to schools. This highly important document seeks to provide clear evidence of the progress of different learners throughout their time in the sixth form. This new PANDA, along with accurate lesson observations and self evaluation activities should clearly demonstrate the progress made by your students. However, evidence fro inspections suggests that accurately determining standards and progress in post 16 lessons and clearly identifying the progress made by students is proving to be very difficult for schools.

This highly practical course will provide an in depth review of the new PANDA, and will use high quality DVD based lesson footage to judge the quality of post 16 lessons, using the new Ofsted criteria.

This course, led by two highly experienced lead inspectors, will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Whole School

Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
All the recent research on Assessment for Learning shows that it has the ability to empower students and therefore increase motivation and attainment. Assessment for Learning is a current focus for the national Secondary Strategy and will play a key role in future school improvement plans. More important is the impact that it has on the quality of teaching and learning in secondary schools.

This course will examine the research of Dylan Wiliam and Paul Black in publications such as ‘Inside the Black Box’ and more recently ‘Assessment for Learning: Putting it into practice’. It will identify areas for development from these research projects and consider ways in which these can be incorporated into teaching and learning in Geography.

The course will develop strategies vital for embedding AfL in everyday lessons: questioning and comment-only marking, whilst also focusing on how summative assessments can be used in a formative way. It will also provide practical advice on how to establish strategies to make AfL developments sustainable.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The role of the school and college site manager has changed beyond all recognition in recent years. A lack of financial investment over many years and the current funding crisis has left many schools and colleges with buildings requiring serious attention.

The task of developing the buildings, grounds and site staff to meet the current and future needs of the school and college requires a whole range of skills, knowledge and expertise.

It is widely recognised that effective site management can have a dramatic impact on the quality of learning, therefore the important contribution made by the Site Manager is pivotal to the school or college’s success.

This important Annual National Conference has been designed to meet the needs of both secondary school and college Site Managers. The specialist workshops will explain sensible practices, develop essential skills and offer practical solutions and money-saving ideas applicable to everyday site issues.

Graeme Hornsby (Bursar at Lutterworth Grammar School and Panel Member of the DfES Implementation Review Unit) will present the keynote address Our Changing Environment – where do we fit in? A range of specialist workshops developed and delivered by experts will follow the address.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
Ofsted inspections show that good subject leadership is crucial to school improvement. Middle Leaders are the powerhouse for change and whilst specific skills are needed these can be leant. Geography seems to have an uneasy mix of excellent and unsatisfactory practice. Simply getting a better awareness of the changing role of Department Leader will start the process off. Commitment to improvement is essential and following a few principles consistently can transform your impact. Perfection takes longer!

This highly practical course is designed to support Heads of Geography and those aspiring to the role. It will outline the opportunities and challenges of this changing role. This course will also offer realistic guidance and practical strategies to enable Heads of Department to set high expectations, monitor performance and improve motivation of staff and pupils, as well as maintaining and sustaining momentum in order for pupils to reach their potential and achieve success.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The ability to be able to accurately determine the quality of teaching and learning is a vital element of a school’s self evaluation. Ofsted expect schools to be able to measure the impact of teaching on learning, be able to pin-point areas of strengths and weaknesses and develop strategies that lead to continued improvement. The elements of best practice contained within outstanding lessons provide the basis for sharing best practice and coaching for improvement. This practical course will provide an in depth review of the process of lesson observation and will focus upon the key judgements that are needed in order to judge the impact of outstanding teaching on learning.

Led by a highly experienced Ofsted lead inspector and using high quality lesson footage from a variety of lessons, delegates will learn how to make clear and accurate judgements and identify the elements of outstanding lessons. br> The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
AS Critical Thinking continues to grow in popularity as teachers and students begin to realize its merits. It is a way of accelerating the learning of able Year 11 pupils as well as raising the achievement of less able pupils. It is the perfect complement to any Year 12 or 13 choice of subjects and gives students a much-needed grounding in reasoning skills before proceeding into work or higher education. However, a new specification was introduced this year, one that includes two new A2 units, so centres are having to re-examine their curriculum.

This specially designed course is aimed at experienced and new teachers, who wish to master the new specification. Time will be spent on planning, staffing and resourcing but the focus will be on the various skills required and how to teach them in an engaging, varied and effective manner. Please note that equal attention will be paid to both the AS and the A2 units and the day will concentrate on the new features of the specifications rather than attempting to cover everything. Delegates will also be given clear advice on how to tie Critical Thinking in with Citizenship.

The day will be a wide-ranging, practical, update on how to, both rise to the challenge of delivering the new A Level Critical Thinking specification and maximize its potential.

Expect an action packed day! There will be practical workshop activities as well as advice on best practice. You will be given the opportunity to familiarize yourself with the skills involved in addition to experiencing a typical lesson and evolving lesson materials and activities. You will also have the opportunity to share your views about the new papers with the other delegates. By the end of the day, you should feel better able to teach (and manage the teaching of) A Level Critical Thinking.

Sector: Secondary

Categories: Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Ofsted inspections have highlighted how a clear view of progression and effective differentiation can play a key role in improving results. Poor results often reflect a lack of targeted support for those students who need it most. The best departments build for achievement over time by raising expectations systematically across key stages. Here, well planned progression transforms what can be done for pupils whatever their initial standards.

This course will show how as a geography teacher or head of department you can improve your teaching and leadership enormously by getting on top of these two key skills for effective Teaching and Learning. The obligation to plan separate programmes for every pupil every lesson has been a persistent but false picture of differentiation for too long! Instead, this course will show how a few realistic strategies can upgrade your provision without consuming all your time and energy.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
There is a considerable emphasis on the use of technology in mathematics teaching today. The introduction of interactive whiteboards coupled with the increasing availability and funding for teaching software has generated a fundamental shift in classroom presentations. The interactive whiteboard gives classroom teachers unprecedented opportunities to present mathematical ideas in new and exciting ways. However the demand to use the technology can inhibit effective teaching because the planning requirements are too great.

The approach of this course will remain teacherly and focused on the mathematics. The aim is to demonstrate that the ICT entirely supports the mathematics and that skill in teaching stands above skill in ICT.

This practical course will provide teachers of Mathematics with the guidance and practical strategies needed to use a whiteboard to generate and sustain classroom discussion and activity. It will demonstrate how simple applications of easily available software can make best use of the possibilities for dynamic mathematics.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
One of the targets for extended schools is to remove barriers to learning therefore enabling all children to achieve their maximum potential. Improving children’s wellbeing will have an impact on their ability and willingness to learn and ultimately, will lead to higher educational standards.

An extended school is one which provides access to a range of services and activities, often beyond the school day, to help meet the needs of children, parents and the wider community. Extended schools are a key delivery mechanism for the five outcomes measured by Ofsted: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic wellbeing.

Local authorities and full-service extended schools are seeing the initiative as an opportunity to rethink the roles of schools in relation to their pupils and local communities Extended schools will be one of the ways of ensuring that the vision of ECM becomes a reality. At the heart of the community, familiar to children and trusted by parents, schools are in a great position to “broker” extended services and become a local hub for information and provision.

This course has been specifically designed for practitioner managers and senior leaders involved in the development of extended and full service schools. It will provide, from experienced practitioners, practical guidance, realistic strategies and useful resources for developing an extended school in the secondary sector.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The most successful Heads of Design and Technology regularly and rigorously review performance and set challenging targets; they are not just managers they are leaders in learning. In order to lead an effective self-evaluating department, subject leaders must understand and interpret the wide range of performance data available and rigorously evaluate the quality of teaching and learning. This ability to interpret performance requires clear vision and direction, the pre-requisites for effective leadership.

This practical course will use highly quality lesson footage and student work to reach judgements about the impact of teaching and learning. A key emphasis will be planning for success, from curriculum through to delivery.

The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent announcements form the DfES, Ofsted and the TTDA focus on leading, managing and supporting learning at departmental level. New Standards for Classroom Teachers will require staff to strengthen their subject knowledge and department heads to provide clear support. However Geography has been marginalized in recent years and is in need of some energetic renewal and development.

Hope is on the horizon. The QCA’s current review of KS3 should provide new opportunities and flexibility for Geography in the future and the DfES is supporting the RGS-IBG and the GA in implementing a new national Action Plan for Geography (from 2006-2008).

This important and timely national conference will alert participants to this forward-looking framework for developing Geography in schools and the opportunities that will arise. In collaboration with the GA leading edge practitioners will highlight the challenges and possibilities the subject will face in the coming years. It is supported by a comprehensive Handbook covering the Keynote and all the seminars. This will draw from the GA’s all new Secondary Geography Handbook (published May 2006) and other key GA CPD resources.

The Keynote speech will consider the role of Geography in a 21st Century curriculum. It helps us understand our own lives in a global world and face some big questions intelligently, such as climate change, the ‘war on terror’, water and food security, and poverty eradication. Geography has the potential to frame such issues in a way that helps us face them with confidence, and to avoid simple ‘solutions’.

GA members are eligible to a discounted conference fee of £195 + VAT and can purchase supplementary CPD materials at discounted prices.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
In some parts of the country the drop-out rate from modern languages at the end of Key Stage 3 is more than 80%. As a result teachers of MFL can face serious problems in motivating students, particularly in Year 9. Since the Government’s announcement of quotas for individual schools regarding recruitment of students into Key Stage 4, it is vital that language departments ‘get it right’ in Key Stage 3.

This practically-based course will offer strategies and guidance to support teachers of MFL at KS3. It will examine and suggest ways of tackling, the current pressures facing language departments and will offer advice on effective planning as well as practical ideas for motivating the full range of learners in the classroom. It will suggest ways to make learning more enjoyable and productive so that students actually want to continue.

The emphasis will be on practical strategies so that all participants leave with ideas which can be of immediate use in the classroom.

The course is specifically designed for all teachers of modern languages at Key Stage 3, both specialists and non-specialists. It will be particularly useful for those who have subject responsibility at Key Stage 3 or for those aspiring to such posts. It will be of benefit to those in the early years of teaching as well as for anyone returning after a career break, or for more experienced colleagues who wish to refresh their skills in this important area.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent government initiatives – Workforce Reform, Every Child Matters and TLRs in particular – are bringing about radical changes in schools. The traditional pastoral role of Head of Year is being transformed: pastoral leaders are increasingly expected to lead a team which coordinates and monitors individual student learning. In many schools support staff are gradually assuming responsibility for student welfare and discipline.

Through case studies and examples which can be adapted to suit your school’s needs, this course identifies the key issues and provides flexible, innovative and realistic strategies to enable Pastoral Leaders to meet government and Ofsted requirements.

The course is led by Phil Karnavas, Head of School at The Canterbury High School. The school was described in the Ofsted Report (January 2005) as being “at the forefront of educational initiatives in teaching and learning” with an “innovative pastoral system” which “has resulted in excellent support and guidance for pupils” and by Her Majesty’s Chief Inspector for Schools as ‘outstanding’ in his Annual Report for 2005.

This course is specifically designed for aspiring, newly appointed and experienced Heads of Year, KS Managers, Learning Leaders and Pastoral Leaders at middle and senior levels.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The far-reaching changes to school Sixth Form funding reflect the Government’s determination to refocus funding to deliver the key elements of the 14-19 and Further Education and Skills reform agendas. The first year of operation took many schools by surprise and has left many feeling disappointed. It is vital that Post 16 Managers, Senior Leaders and School Bursars are fully aware of the changes and the implications for staffing, curriculum organisation, accountability and recruitment and retention.

This course clarifies the new funding arrangements as they will effect Sixth Forms over time and identifies realistic strategies to optimise your funding entitlement and ensure efficiency and cost-effectiveness. It examines in detail the implications of the changes for curriculum planning and delivery – the challenges and opportunities provided by the new regime – and offers practical guidance on how to manage accountability efficiently and effectively.

The day focuses on practical strategies to improve the cost-effectiveness and financial management of your Sixth Form while providing a curriculum to meet your students’ needs.

This course is specifically designed for Post-16 Managers, Senior Leaders and School Bursars.

Sector: Secondary

Categories: Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
Brain Gym®, also known as Educational Kinesiology, is the art and science of using movement to accelerate learning and enhance performance. Brain Gym® develops the brain’s neural pathways the way nature does: through movement. This course will explain how Brain Gym® can help learners to learn and how the latest research can be applied through a quick, simple, targeted movement programme. Brain Gym® has been taught worldwide in thousands of public and private sector schools. Published studies have shown Brain Gym® to be effective in improving concentration and comprehension and it is used by a growing number of corporate, institutional and athletic training programmes. Since 1990, Brain Gym® has been selected annually by the National Learning Foundation as one of today’s leading technologies for education.

Sector: Primary and Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Establishing, managing and maintaining positive behaviour for effective learning remains an essential foundation and a key focus for improving schools. Set against a background of continued concern over difficult behaviour, low level and escalating disruption in classrooms from a significant minority of students, this highly practical course will provide an in depth review of behaviour management skills and systems essential for success. This course is designed specifically for leadership teams and staff with responsibility for behaviour policy and practice. It will provide realistic strategies and guidance to identify, develop and practice, coherent and consistent approaches for the promotion of good behaviour and the management of undesirable behaviour.

This practical course is specifically designed for members of the Senior Leadership Teams.

Sector: Secondary

Categories: Leadership and Management

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
There has been much criticism in the media regarding the quality of learning and teaching in Geography across all key stages. Ofsted subject inspections and systematic and rigorous self-evaluation within schools indicates, that there are issues related to the quality of learning and teaching and standards of attainment/achievement especially within key stage 3 Geography.

How can we fail to make the investigation of people, place and environment anything other than dynamic? Every child has a right to a meaningful, exciting, challenging and progressive Geography entitlement. We must respect that right, and it is our responsibility to ensure that they receive one. This course is designed to do that. It is highly interactive with a unique balance of leader input and practical activities that will provide you with a range of strategies you can employ with confidence to help raise the quality of learning and teaching of the pupils you teach.

The course is particularly relevant to NQT’s, those new to teaching Geography and non-specialists.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
A fundamental challenge facing SENCOs and KS3 Managers is what can be done to boost attainment and enhance support for learners not meeting National expectations for KS3. Pupils with SEN pose challenges to their teachers in enabling them to progress their learning with measurable success.

The Government, partly through Every Child Matters, wants to drive forward a personalised curriculum with recognised qualifications for all, building on an individual’s strengths, helping them grow into confident, independent adults. National targets expected of schools are challenging, so a way must be provided for learners with SEN to achieve their potential, whilst contributing to school performance. There are grave concerns about how effectively some schools will be able to respond, both in terms of provision and ability to gather data measuring added value and progress.

This practical day, specifically designed for SENCOs and managers of KS3, will provide a wide range of advice on identifying ways of increasing attainment, adding value and strategies for developing effective recording systems.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The challenges facing pastoral leaders in secondary schools are immense. Heads of Year are at the forefront of this challenge with ever increasing pressure to tackle crucial issues such as attendance and behaviour in order to raise pupil attainment levels.

For those new to the post, the prospect of dealing with difficult parents and liaising with external agencies can be alarming. In addition, it is essential that Heads of Year maximise the potential of their tutor teams and are skilled in motivating reluctant learners, teaching staff and form tutors. Effective time management skills will be crucial, particularly when dealing with a combination of essential paperwork plus the demands made by external agencies, parents and colleagues. Juggling the administrative load and dealing with difficult pupils, whilst at the same time maintaining quality teaching and learning in your subject, are fundamental issues to be addressed by the Head of Year.

This one-day course has been specifically designed to provide practical guidance on the major areas of responsibility for the Head of Year. It will offer delegates strategies for smoothing the transition to a middle management position in schools and for making a difference in that new post.

The course will be tutored by Billy Downie. Billy has considerable pastoral experience as a Head of Year and Senior Tutor and is currently a Lead Manager and Headteacher at a Birmingham School. He has been heavily involved in the issue of raising boys' achievement, leading training for both Walsall LEA and Network Training. Billy is a lively, inspirational trainer who offers practical, realistic strategies for pastoral management in schools.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The new inspection framework means that whilst schools will be subject to only 'lighter touch' Ofsted inspections, they will have just three days prior notice of their inspection. However, these changes will not affect what inspectors will be looking for. Standards, pupils' achievement, pupil progress, pupils' attitudes, the effectiveness of teaching and learning, the extent to which the curriculum meets the needs of all pupils and the quality of departmental leadership and management will continue to be major issues. Sports Colleges in particular will be expected to demonstrate the whole school impact of their specialism.

Shorter inspections mean that more importance will be attached to how well the PE department knows itself. The self-evaluation document will be the starting point for the inspectors' analysis and what they will expect is to corroborate the claims made by the school and the PE department during the inspection process. This course has been specifically designed to meet the needs of PE staff in developing their departmental improvement plan and improving skills in self-evaluation. Participants should bring with them their latest PANDA so that they can start to complete elements of a self-evaluation form as the course proceeds.

The trainer for the course will be Caroline McKee (Runyard), Ofsted trained PE Inspector and Education Consultant. In addition to her experience of over 150 secondary school inspections, Caroline has considerable experience of teaching secondary PE, including as Head of Department. She is also currently involved in teaching GCSE PE in inner city schools as part of the DfES 'Pupils' Champions!' initiative.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:

The Section 5 inspection framework places a much greater emphasis on school self-evaluation. Headteachers must ensure that they are fully aware of the crucial role of self-evaluation in shaping both the inspection and school improvement processes. It is essential that this self-Evaluation procedure is both robust and reliable.

Headteachers and the senior leadership team must make accurate and secure evaluations in relation to improvement planning and incorporate these into their self-evaluation. In addition, the school must be able to show policies in action, together with their impact on student progress, and demonstrate that the whole school team is working together to raise both student achievement levels and whole school performance.

The course will give detailed guidance on how to carry out an effective self-evaluation and will be led by two lively presenters who have already undergone the new inspection process. Delegates will be given practical guidance on how to write an effective SEF and how to link this successfully to the school improvement process.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
One of the challenges facing teachers of English is the ability to teach essential grammar in a stimulating, lively yet effective manner which meets the needs of students of all abilities. Despite a minimum of five years spent learning English in secondary schools, many of today's younger workforce misuse and misunderstand aspects of grammar and language usage.

Ofsted in its recent report 'English 2000-2005' states that some teachers tend to teach grammatical or literary terms superficially rather than exploring how language is used and the impact of grammatical choices on meaning. Teachers need to employ strategies to brush off the dull, dusty image 'grammar' conjures up, whilst at the same time ensuring that structures are taught, learned and explored well. New approaches to teaching the essentials of grammar can be the key to raising achievement and will give students the tools with which to progress linguistically.

This one-day course will provide delegates with practical strategies for teaching English grammar in a lively and stimulating way. The course will be led by Geoff Barton, an experienced and lively trainer, and each delegate will receive a complimentary copy of his latest book, 'Grammar Survival: A Teacher's Toolkit'.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Schools are under increasing pressure to improve academic results whilst at the same time keeping disruptive pupils in the classroom. NQTs are at the heart of this issue, faced with an increasing number of pupils who cause difficult situations.

All teachers are well aware of the detrimental effect of poorly behaved pupils on both the behaviour and achievement of others within the group. The defiant look, the shouting out loud, the refusal to do as asked, are situations well known to classroom practitioners and challenging pupil behaviour is one of the greatest causes of stress in schools. There is a compulsion on teachers to maintain a classroom environment which is conducive to learning, whilst at the same time managing administrative tasks, planning, marking and attending numerous meetings.

The development of new strategies for managing classroom behaviour is especially important for those in their first few years of teaching, enabling them to create an environment in which teachers can teach and learners can learn. In addition, a new approach can reduce that feeling of dread when about to face the same difficult group again.

Sector: Secondary

Categories: Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
There is a huge challenge for headteachers and senior leaders in special schools to demonstrate progress of their students since there is no nationally agreed measurement of assessment for pupils achieving below National Curriculum level 3 by the end of KS3. The publication of 'Every Child Matters' and the government's strategy for SEN places the onus on special schools to enable pupils with SEN to reach their potential.

With the greater emphasis of self-evaluation in both inspection and school improvement, the use of data and target setting takes on a more significant role than ever before. The crucial issue for schools is the effective use of this data and schools should ensure that they are combining the richness of data with a richness of information and action. Whatever the assessment tools used by individual special schools, managers must collate, analyse and action assessment data at individual, group and whole school levels.

This one-day conference will offer practical strategies to develop excellence in the collection and analysis of data to improve performance in special education for both the individual pupil and the whole school. There will be inputs from specialists working nationally and practitioners offering case studies and practical approaches to the use of data.

Speakers will include:

• Neville Hallmark - Former HMI Special Education
• Cynthia Hetherington - Headteacher Morpeth Collingwood School
• Dr Rona Tutt - Trainer in Special Educational Needs
• Tricia Barthorpe - Trainer in Special Educational Needs
• Steve Lord - Director Specialist Education Services
• Lorraine Dupen - Deputy Headteacher The Ashley School

Sector: Secondary

Categories: Leadership and Management

Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
Health and safety is now recognized as a fundamental area of responsibility for schools. It is also a common element in the new qualifications and an increasingly important aspect of inspection. However, in educational institutions, health and safety is often given a low management priority. Seemingly innocuous issues can lead to serious problems putting lives, reputations and careers at risk. This course will address the principle range of health and safety issues which occur throughout most schools but has been structured to cover the syllabus for a Chartered Institute of Environmental Health Foundation Certificate in Health and Safety in the Workplace. Participants are invited to stay following completion of the course to undertake a multi-choice test which will provide them with a recognized certificate if they are successful.

This course would be of value to all school staff, particularly those with significant responsibility for health, safety and risk assessment.

Sector: Secondary

Categories: Curriculum

Leadership and Management Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Schools are now offering increasing numbers of vocational qualifications at Key Stage 4 and 5. Moving to vocational education is challenging, not only for teachers but for senior leaders who must ensure that increasing vocational provision is appropriately managed and resourced.

The nature of a vocational qualification, the amount of internal assessment – 100% in many cases, and the autonomy it gives the teacher, means that it must be carefully monitored at planning and delivery stages. A high level of internal scrutiny is demanded by the awarding body to ensure that the integrity of the qualification is maintained. All schools delivering vocational courses will have to ensure they have rigorous procedures in place.

QCA requires awarding bodies to ensure that centres delivering qualifications, have sufficient control over inherent operational risks. So, from September 2006, all centres delivering BTECs will be subject to Centre Risk Assessment, which is a new, rigorous, yearly quality check complimenting NSS, looking at the overarching quality of all programmes.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Ofsted has identified reading and listening as main areas of weakness in MFL teaching, with a lack in many departments of interesting and motivating materials and over-emphasis on teaching words and phrases

The judicious use of appropriate listening and reading resources is vital to boost overall linguistic performance and support the development of higher-order thinking skills. Achieving this at KS3-4 demands a fresh look at both resources and activity styles.

In 2005 HMI highlighted the positive impact - but as yet limited use - of the KS3 MFL Framework. With all this in mind, Martine Pillette, an experienced practitioner, examiner, author and trainer, will explore a variety of ways in which a more engaging strategy-based approach to reading and listening can speed up progression in MFL for all pupils. Examples will be given mainly in French but can be easily adapted to other languages, and delegates will have the opportunity to work on different languages during session 4.

This course is specifically designed for all teachers of Modern Languages at KS3-4, particularly KS3 Coordinators and newly qualified and experienced teachers who wish to refresh their skills in this important area.

Sector: Secondary

Categories: Curriculum

Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Children Act 2004 and the subsequent Change for Children programme present a range of challenges to schools and partner agencies. With the identification of specific funding for Extended Schools and Children’s Centres, each Local Authority will be working via its Children’s Services Department to roll out its programme over the coming months. Theory will need to become a practical reality. This course will focus upon finding local answers to these questions: • Translation into reality • partnerships • key issues • learning from others

This practical course specifically designed for colleagues with responsibility for the Extended School Agenda, will provide a clear sense of the national perspective and funding available with the opportunity for working with others will be an important element of the day. It will offer an opportunity to work with colleagues in exploring the best set of outcomes for your particular situation. The emphasis of the day will be on colleagues identifying their own set of practical possibilities which can be taken back to their local situation.

This course is specifically designed for Secondary School Heads, Deputies and/or Assistant Heads with particular responsibility for extended school response work: Staff who coordinate the work of Inclusion: Teams or Family Workers and staff in school who link with external agencies.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Religious Education is one of the most demanding subjects in the curriculum. Ofsted states that because non specialists receive little training they lack confidence in their subject knowledge and this ‘seriously reduces the quality of provision’. New teachers and those in small departments also deserve the highest levels of support in a subject which has the unique requirements of hitting academic targets whilst engaging pupils on a spiritual level. The key challenges for teachers in RE are to run lessons that are thought provoking, meet the interests and concerns of young people, and engage learners with religious questions in increasingly profound ways.

The course will provide numerous practical and inspiring strategies for RE lessons across the 11-16 age range. These are carefully selected to demonstrate good practice in the two attainment targets, in the assessment of RE, in spiritual development and in handling controversy and disagreement.

This course will meet the needs of NQTs, those in their first years of teaching, teachers with other specialisms and those who need to secure or refresh their RE work.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
The SEN Code of Practice clearly states that one of the roles of the SENCO is to plan for, manage and monitor provision for students with Special Educational Needs. The SENCO is in a key position to identify the challenges and barriers to progression for identified students and to guide the work of departments in addressing these.

As schools become more inclusive, they need to be able to respond to a wider range of needs in order to meet the requirements of all pupils. Planning effective provision for SEN students not only means ensuring quality inclusive teaching within the classroom but may also include the use of additional adult support, specific strategies, intervention programmes or specialist resources.

This course is specifically designed for SENCOs, Heads of Learning Support and Inclusion Managers who have a responsibility for planning SEN provision. It will provide specific information and practical strategies to support them in carrying out this aspect of their role effectively.

Sector: Secondary

Categories: Curriculum

Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
It is sad to say, but many teachers, middle and senior leaders can give graphic examples of how an already challenging job can be made even more demanding by the difficult and obstructive behaviour of some staff, parents and students. Difficult working situations can cause over 50% of the stress in organisations leading to a downward spiral of frustration, poorer performance, loss of morale and an erosion of working relationships which diverts time and energy away from the primary job of teaching and learning.

Using real school situations and case studies this course will demonstrate the key skills and concepts needed to recognise, understand and be better prepared to deal with difficult behaviour from whatever source it comes.

This course will focus on the skills needed to manage such challenging areas as blocking behaviour, negativity, manipulation, hidden agendas and how to give positive feedback in negative situations.

Sector: Secondary

Categories: Leadership and Management

Teachers New to the Profession Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
According to recently published DfES figures, enthusiasm for NVQs is growing and numbers being awarded are increasing. Although they are ideal for candidates, they are also complex, tightly regulated and require consistency of delivery by all assessors and verifiers. They must therefore be very effectively set up, managed and supported by comprehensive systems and procedures.

There have been the added benefits and pressures of NVQs attracting funding, which has led to some centres taking on these qualifications without allocating enough strategic time to devise an effective implementation plan. There have also been incidences of both internal and external training providers not delivering effective practice, which has caused sanctions to centres and low moral and achievement rates.

This event will provide delegates with all the key factors to take into consideration when planning for the successful implementation of NVQs, including use of Bridget Herniman’s tool kit to help guide prospective centres through the implementation process.

This course is specifically designed for Staff with responsibility for implementing NVQs within Schools and Sixth Forms

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Where support and guidance are effective, they make a significant contribution to pupils’ achievement and personal development” Ofsted.

Great changes are taking place for Heads of Year in secondary schools. With workforce remodelling in schools the role of the head of year has changed, or is changing, more than any other role, with the emphasis on learning and student progress.

This important annual, national conference is specifically designed for Pastoral Leaders. All workshops are led by experienced practitioners and they will offer practical guidance, realistic strategies and case studies, on how to manage the changing and demanding role more effectively. Against the background of Ofsted expectations and whole school improvement, it will show how to develop the leadership skills and strategies to work effectively with tutor teams, colleagues, parents, pupils and outside agencies.

The Keynote Address will be given by: Chris Pickering, Headteacher of Tuxford School - Responding to the Changing Role of the Head of Year.

Sector: Secondary

Categories: Pastoral

Duration: 2 daysExpress an Interest

SYNOPSIS:
Central to the Every Child Matters agenda is understanding what every child wants and needs in the school environment and beyond.

Central to improving teaching and learning is understanding how every child learns best – including what barriers to learning may need to be removed and what positive steps can be taken to create a learning environment conducive to success.

Hearing and responding to ‘the student voice’ is one of the nine gateways to personalising learning which can contribute significantly to raising standards and to building a ‘pupil-friendly’ ethos which promotes good discipline and personal development.

Ofsted and DfES now place so much store on schools’ listening and responding to the student voice that all schools are now expected to have an effective student council. However, School Councils are only one means to the end of stimulating and utlising students’ ideas, views and enthusiasms in order to make schools more user-friendly and learning more effective.

This practical course is specifically designed for members of the Senior and Middle Leadership Teams.

Sector: Secondary

Categories: Leadership and Management

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
The autonomous school must be accountable for how it manages its finances. This responsibility means that there is a greater need for Governors and members of staff to understand the complexities of the school finances so they can apply a critical approach to their decisions on how the school budget is managed. Increasingly schools are encouraged to appoint staff from outside education who will be involved in budget and resourcing decisions. These people need to be able to apply their prior knowledge to school management and therefore need to rapidly gain an understanding of how school funding is provided and how schools manage their budgets.

This practical course will provide an over view of school funding and budget management; un-picking the education and financial jargon which accompanies so much of the information received, thereby enabling others to understand and support the school budgeting process.

This course is specifically designed for school governors, those new to schools or newly appointed middle and senior managers.

Sector: Secondary

Categories: Leadership and Management

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
What sort of school do we need to create learners that can survive in the fast moving, globalised, personalised world of technological miracles we now live in. Young people need to learn to be flexible communicators and life long learners. Schools need to refocus on learning if they are to prepare students to fufill their potential and add value in their secondary years.

The 21st Century school is one which is leading learning, with a curriculum that provides a pathway for all learners and where emotional intelligence is a key factor in raising the motivation, achievement and aspirations of your students.

This exciting, informative and practical course specifically designed for senior leaders will provide practical activities and best practice examples on how to design, create and develop the learning school. It will also give practical advice, guidance and realistic strategies on how to implement a curriculum that will develop independent learners, and the implications to consider when embarking upon this innovative approach to learning. You will go away with an action plan to use for your own school.

This course is specifically designed for Secondary Headteachers and members of the Senior Leadership Team.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The opportunities for using ICT to enhance learning and teaching in geography are rich and varied. The subject also has considerable potential for reinforcing ICT capability generally. Geography departments are in a prime position to support whole school improvement through the Key Stage 3 National Strategy's ICT Across the Curriculum (ICTAC) initiative. However, the 2004 OfSTED report on ICT in Geography points out inconsistencies in the quality and use of ICT. There needs to be more focus on the imaginative use of resources and on further professional development for staff.

This course will offer both guidance and practical techniques. It will enable you to understand how to enhance learning and teaching in Geography by using your existing ICT resources more effectively and add to your knowledge and understanding of more recently available hardware (LCD projectors and interactive whiteboards) and Geography specific software (Geographical Information Systems).

This course will be of particular interest to those who manage Geography but will also be of benefit both to those who want develop their use of ICT to enhance learning and teaching in their own classroom.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Due to the current shortage of physics teachers non-specialists are increasingly being required to teach physics topics at key-stage 4. This course is designed for all those teaching key-stage 4 physics and will be particularly useful to non-physics specialists and newly qualified science teachers. It will explain the main reasons pupils have difficulty in understanding physics concepts and explore ways of identifying and correcting pupils’ misconceptions. The most difficult KS4 physics topics will be thoroughly explained with suggestions for teaching and learning activities designed to make these concepts clear to the leaner.

The course will include ideas for whole-class practicals and teacher demonstrations designed specifically to increase interest and motivation. Particular attention will be paid to ways of improving the examination performance of pupils on the D/C borderline. Examples of how ICT can be used to improve pupils’ understanding of difficult physics concepts will also be demonstrated.

This course is designed for all those teaching key-stage 4 physics and will be particularly useful to non-physics specialists and newly qualified science teachers.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Headteachers and Managers of PRUs are key players in the drive to improve the quality of provision for pupils who are often hard to reach and challenging to motivate. Behaviour remains a crucial issue on the government agenda and staff in PRUs are at the heart of this drive to successfully manage challenging behaviour on a daily basis. Developing effective strategies for motivating and teaching pupils is crucial if pupils are to make progress.

The curriculum is a key area and one where PRUs need to develop new approaches to teaching and learning at both KS3 and KS4. Alternative qualifications offered at KS4 can be the key to improving both attendance and achievement levels and the curriculum offer at KS3 can impact on the motivation levels of pupils in KS4 and beyond.

This one-day conference will offer delegates practical strategies to raise achievement and motivation in PRUs as well as guidance on Every Child Matters. There will be examples of good practice in the areas of curriculum and behaviour from PRU managers and other key professionals.

There will be contributions from:

• Paul Ennals - Chief Executive National Children's Bureau (NCB)
• Dave Vizard - Educational Behaviour Consultant
• Jeffrey Lough - Headteacher Linhope Pupil Referral Unit
• Rena Harris-Cooksley - Headteacher Dacorum Education Support Centre
• Andrew Hodson - Senior Learning Mentor Don Valley School
• Tricia Barthorpe - Special Education Consultant
• Dr Rona Tutt - Special Education Consultant

Sector: Secondary

Categories: Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
The first year of teaching for NQTs is one which can be daunting, demanding and yet extremely rewarding. Effectively managing the pressures of constant lesson preparation, keeping up with the amount of marking and dealing with challenging pupil behaviour in the classroom are all crucial elements which need to be addressed if the induction year is to be completed successfully.

NQTs in MFL need to ensure that they establish a positive language learning environment and employ stimulating, lively teaching techniques. The linguist NQT has the chance to inspire and enthuse pupils in this new subject area. Interpreting and using departmental data, setting pupil targets and managing assessment of all four skills are vital in order to raise pupil achievement at all levels. The requirement to teach GCSE, AS or A2 level in MFL for the first time can be most daunting. An insight into what examiners are looking for and specific guidance on conducting oral examinations will be essential.

This one-day training course will offer NQTs a range of approaches to teaching and learning in MFL and will provide practical strategies for keeping language learning lively at all levels. Delegates will be introduced to practical classroom activities during the afternoon sessions which they will be able to use in their everyday teaching.

The course will be tutored by John Connor. John is an Education Consultant in Modern Foreign Languages and is an experienced MFL examiner at both GCSE and Advanced level. He is an Ofsted Inspector, specialising in MFL and Special Educational Needs. In addition, John has a wealth of experience in schools as a Head of Department and MFL Adviser.

Places will be allocated on a 'first come, first served' basis. To reserve a place, please complete and return the booking form. If you have any queries regarding the content of the event, please contact Deborah Wring.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Students on advanced courses are expected to become much more independent learners. The assumption is that they can adapt to producing the academic writing required at the higher level with ease. However, students often lack this fundamental skill, as evidenced by the amount of regurgitated work that is submitted. The pressure of time means that essential to learning skills are all too often neglected in favour of covering the syllabus and most study technique sessions are taught at the beginning of the course when students are less able to benefit from them. This course has been designed to enhance the skill of academic writing and will focus on ideas, methods and activities for helping students hit the appropriate academic register, write for the appropriate audience and use writing as a process of learning. It will also look at research on the effectiveness of written feedback and consider how everyday language can be extended towards academic writing.

The course will be led by Andrew Stevenson, psychology A level tutor and Access coordinator at Aquinas College. He contributes to a major study skills website and is Author of 'Studying Psychology': Palgrave (2001).

Sector: Secondary

Categories: Curriculum

Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
Despite subject experience and teaching skill, coping with a trying class or working in a ‘difficult’ school will tax most teachers at some point in their career. The frustration for teachers is that disruptive or unsettled behaviour inhibits learning for the whole class, or sets the tone for more widespread low-level disorder. Persistent poor behaviour will depress student achievement and, if it continues, is disheartening for teachers who can feel deskilled or become trapped in patterns of response that add to their difficulties.

This practical course offers explanatory models concerned with classroom behaviour, how best to manage difficult classes, as well as over eighty proven practical strategies and techniques that assist teachers to overcome any confrontations that can challenge their classroom management.

Sector: Secondary

Categories: Pastoral

Teachers New to the Profession Support Staff Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
The new Ofsted framework points out that ‘good leadership and management are successfully focused on raising standards and achievement. Through effective self-evaluation the leadership and management provide the school with the capacity to improve’. Middle Leaders are at the forefront of school improvement and critical to its success.

This course will consider the responsibilities of the leadership and management role be it pastoral or curriculum. At this crucial stage in your career this course provides up to date information and advice on what will be expected of you and your new team.

We will consider the new inspection framework and its reliance upon data interpretation and self-evaluation. Guidance will be given on how to interpret a school PandA and use the information to raise achievement . We will also focus on how to effectively monitor the teaching and learning process to create an effective, highly motivated team.

This highly practical course is specifically designed for colleagues who are new to the role of Middle Leader. It is suitable for those intending responsibility for secondary core and foundation subjects, as well as in pastoral management. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Leadership and Management

Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The first year of teaching for the Newly Qualified Teacher (NQT) of Science is one which can be daunting, demanding and yet at the same time extremely rewarding. Effectively managing the pressures of constant lesson preparation, keeping up with marking and dealing with challenging pupil behaviour in the laboratory are all crucial elements which need to be addressed if the induction year is to be completed successfully.

Science NQTs need to ensure that they establish a positive learning environment and employ stimulating, lively teaching techniques. The science NQT has the chance to inspire and enthuse pupils. Interpreting and using departmental data, setting pupil targets and managing assessment are vital in order to raise pupil achievement at all levels. The requirement to teach GCSE science for the first time and perhaps AS Biology, Chemistry or Physics can be most daunting. An insight into what examiners are looking for and specific guidance on planning effective lessons and managing whole-class practicals will be essential.

This one-day training course will offer NQTs a range of approaches to teaching and learning in science and provide practical strategies for managing pupil behaviour.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Schools are entering a changing and challenging environment. Every Child Matters and the new inspection framework expect schools to evaluate their own performance. To enable provision for the gifted and talented to be effectively evaluated NAGTY have produced the National Quality Standards as a tool for on going self-evaluation. It is recognised that schools that provide well for the gifted and talented focus on the individual, create new opportunities for students and continue to improve their learning and teaching by self-evaluation.

This course will illustrate how the National Quality Standards can be used to help a science department to improve its provision. The day will start with a general introduction to the issues and clarification of some of the initiatives. It will continue with workshops whose objectives will be to examine strategies and resources available to aid teachers in providing a stimulating science curriculum for the gifted science student.

This course is specifically designed for all science teachers, heads of departments and advisers.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
One of the great strengths of coaching is that it enables teachers to take control of their own Continuous Professional Development. It allows them to identifying their own objectives and agree success criteria.

There are however a lot of misconceptions about the nature of coaching. A coach is not a universal expert, peers can coach each other on different issues. This makes Coaching invaluable to schools as a cost effective but highly successful way of ensuring all staff receive their entitlement to Continuous Professional Development. It allows them to utilise all the skills available to sustain school improvement. For it to be productive however it is vital that everyone involved is clear about the expectations on both Coach and Coachee.

This highly practical but inspirational course will explore these expectations and support schools in identifying and sharing good practice and establishing an effective Coaching program.

This course is of particular value to those who have a responsibility to manage or lead staff development. It would also be of interest to any member of staff or groups of staff wanting to develop their coaching skills and set up networks of coaching relationships.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
‘Learning about Religion’ AT1 and ‘Learning from Religion’ AT2 can appear remote and beyond the personal understanding and experience of many secular students. To engage them in their learning and ‘make RE make sense’, exciting teaching strategies and lesson activities are required. This specialist RE course will introduce and model teaching techniques which create a ‘Theatre of Learning‘: a multisensory learning environment which motivates and challenges all students in RE. This technique has gained international support and Ofsted recognition for raising standards and increasing student participation.

Through experiential, ‘religion neutral’ activities the Theatre of Learning helps secular students become aware of their own spirituality. When RE is made meaningful, involving students directly in their learning, it generates motivation, enjoyment and ultimately success.

This course is specifically designed for all RE teachers.

Sector: Secondary

Categories: Curriculum

Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The DfES has demonstrated its commitment to Physical Education in schools through its PESSCL strategy. OfSTED has identified the crucial role of the subject leader in driving forward the focus on teaching and learning, inclusion and achievement. The head of PE is an essential conduit through which, an accessible and inclusive curriculum can be evolved in order to encourage every student to participate in PE. The role of Head of PE is complex and involves monitoring teaching and learning, supporting and developing colleagues, managing day to day organisation, as well as developing links with agencies beyond the school community.

This course is specifically designed to provide newly appointed and aspiring Heads of Department with practical strategies on how to be an effective leader and managing the work of the Department.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
If able children fail to achieve their potential it can have a negative impact on the school’s contextual value added results. The curriculum can be differentiated but how do you ensure the brightest students are motivated and have the high expectations and motivation needed to work hard and achieve? Can your high achievers communicate at the highest level? This course is designed to help teachers, form tutors and Heads of Key Stage or Year develop intervention strategies to guarantee success.

This practical course will focus on two common areas of concern for high achievers. The first is motivation and self-esteem. Many young people do not have the self-belief necessary to survive adolescence and resist peer group pressure; this course will help teachers understand how to create new levels of motivation borne from an aspiration and commitment to achieve. The other area of concern is communication skills and higher order thinking skills. A philosophical enquiry can provide an approach that addresses both of these issues and has been acknowledged as an excellent technique for raising attainment in able children.

You will be introduced to both these techniques on this course and be able to immediately implement these strategies in your teaching or intervention work.

This highly practical course is specifically designed for middle leaders, classroom teachers and support teachers who wish to help young people fulfil their potential.

Sector: Secondary

Categories: Leadership and Management

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
KS3 SATs are history - so how can we create an exciting, engaging curriculum that maintains progress and maximizes potential for all learners? Achievement and motivation through KS3 continues to be a serious issue for schools. “Curriculum continuity remains a key weakness…there is still much to do to enable more pupils to make appropriate progress from the start of their secondary education” (DCFS). Students in KS3 can become disengaged and achievement can plateau in Year 8. Many schools are now looking to review how they deliver the KS3 curriculum. A themed or competency based approach is an alternative that has had very positive outcomes in many types of schools. Using the Personal, Learning and Thinking Skills (PLTs) as the competency framework, students can learn the essential skills that will guarantee a confident approach to independent learning in KS4. Many schools have found that reviewing their curriculum for KS3 can have a remarkable impact on the culture of learning. Students are actively engaged in co-designing their learning experiences and assessing their own progress in the PLTs. This course provides an insight into excellent practice in several case studies and the practical implementation of a competency based curriculum to create a personalised learning for all students. The course will be supplemented by a comprehensive handbook, specifically designed for the day, packed with guidance and useful tips. Materials will also be provided electronically. This exciting and informative day, designed for senior and middle leaders, will explain how the curriculum has been developed and will give practical advice, guidance and strategies on how introduce a competency based curriculum and what the benefits would be by embarking upon this innovative approach to learning.

Sector: Secondary

Categories: Leadership and Management

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
The number of pupils taking geography at GCSE and A-level has been in steady decline for five years. Professional associations, university departments, HMI and the DFE have expressed their concern about this state of affairs. Recent OFSTED reports have suggested that geography is poorly taught, relative to other subjects in the curriculum. Some gloomy prophets have talked of ‘geography in freefall’ and of the need for ‘survival strategies’.

The current situation should concern not only curriculum managers, but all classroom teachers of the subject, and especially Heads of Geography who are charged with the responsibility of sustaining and promoting geography in their own schools.

This timely course will offer practical suggestions of ways to engage pupils and increase motivation and uptake. It will also offer advice on how to demonstrate to curriculum managers, governors, parents and the wider community the vital role Geography plays in a 21st Century curriculum.

This course will be of particular interest to those with responsibility for Geography. It will also be of interest to all teachers of Geography, teacher educators and those researching the place of Geography in schools.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Studying Shakespeare at Key Stage 3 can be an exciting and challenging experience for teacher and student alike. As teachers we want to help our students to appreciate the richness of Shakespeare’s language and imagery, and the dramatic quality of his writing, whilst also ensuring that the requirements of the KS3 SATs examinations are met. Keeping this balance is not always easy, and this practical course will aim to provide a variety of teaching approaches, with an emphasis on ensuring that the drama of the play is not lost in translation!

Designed specifically for KS3 English teachers, the course will provide samples of interactive teaching strategies and effective solutions that will prepare students for the SATs paper whilst developing their enjoyment and understanding of Shakespeare.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent government initiatives – Every Child Matters, Workforce Reform, and TLRs in particular – are bringing about radical changes in schools.

The numbers of school support staff has risen by at least 20,000 in the last four years, It is clear that schools are using adults other than teachers to support learning and raise achievemnet school improvement.

In many schools support staff are taking on responsibility for student welfare and discipline and playing an increasingly important role in the school. They are now play a pivotal role and are key members of the school pastoral support network.

Within the Pastoral setting, support staff require knowledge, understanding and skills to work, not only with students but also parents, other school staff and multi-agency representatives.

This important conference is designed specifically for pastoral support managers and will provide detailed information and practical guidance to enhance the skills required for carrying out this demanding and varied role effectively. Through practical case studies and examples which can be adapted to suit your school’s needs, this conference identifies the key issues and provides flexible, innovative and realistic strategies.

Sector: Secondary

Categories: Pastoral

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Unsatisfactory behaviour by a minority of pupils causes nuisance and distress and disrupts the learning of others” Ofsted.

Promoting positive behaviour is a key to school improvement. There is no “Magic Bullet” but there are strategies that can help develop a positive learning environment.

All areas of practical learning involve potentially dangerous activities requiring a high level of trust between teacher and pupil. Poor behaviour can seriously inhibit a teachers’ ability to deliver a comprehensive curriculum and can therefore have a detrimental effect on the achievement of all pupils.

This course is aimed at teachers of all practical subjects - Music, Art, Design and Food Technology, Drama, PE or Science. It is specifically designed to help colleagues in using Positive Behaviour Management strategies to support Teaching and Learning in studios, workshops, gyms and laboratories. It will also support departments in implementing a consistent policy for behaviour management.

The course will be of benefit both to those in their first few years of teaching and more experienced staff wanting to develop a positive approach to behaviour management.

Sector: Secondary

Categories: Leadership and Management

Teachers New to the Profession Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
It has been said that a mediocre message well delivered becomes a good message and a good message badly delivered becomes a mediocre message. When you present information in either a formal or informal setting, do you have the teaching or presentation impact you intend? Do you struggle in deciding what information to include or omit? Does your delivery engage the audience and increases persuasiveness? Does your body language complement your presentation?

The visual aspects matter as well. This course will help you use a basic knowledge of neuroscience to capture a room.

Book onto this programme and explore some of these issues and develop your own presentational style. Learn how to use presentation software such as PowerPoint to its full potential to maximise engagement and to avoid the “death by PowerPoint” syndrome. Explore the impact of digital video to enhance multimedia presentations to make your teaching or message truly memorable.

Practice your new skill on this course and receive feedback from colleagues and experienced trainer. The day will involve practical elements and delegates are advised to bring a laptops running Microsoft XP Operating System.

This course is specifically designed for all Teachers, Lecturers and Managers in education who want to enhance their presentation skills.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
As part of the Every Child Matters Agenda, the Steer Committee states the importance of identifying those pupils who have learning and behavioural difficulties and to agree with staff, common ways of managing and meeting their particular needs.

There are significant numbers of students who are still failing to engage in the school system, are often disruptive and poorly behaved and do not achieve their potential. Designed specifically for colleagues with responsibility for the welfare and achievement of those students who are disengaged, the course will provide practical guidance and strategies to support and engage them in learning. Through presentation, guided workshops and practical activities, course members will be given ideas and strategies to increase motivation, engage learners and establish effective and consistent approaches by all colleagues who work with the unmotivated and challenging student.

This course is designed for Heads of Year, Inclusion Managers, Learning Mentors with responsibility for working with disengaged and challenging students.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
In setting up Professor Adrian Smith’s Inquiry into Post-14 Mathematics Education the government identified an urgent need to improve the Mathematical skills of the general population. It also recognised the need to increase the numbers of students continuing mathematics post-16. The Report noted with concern the Chief Inspector’s view that shortages of specialist teachers in mathematics were having an adverse effect on pupils’ performance. The report acknowledges the support offered by teachers trained in other subject disciplines as well as part time teachers in supporting the mathematics curriculum.

Evidence from research suggests that training in subject specific areas is of concern to teachers. The aim of this course is to help all teachers of mathematics make sense of recent curriculum changes and build confidence in their ability to deliver this curriculum. The course will identify and tackle the most common errors and misconceptions and suggest practical ways of tackling them. It will look at how to provide for all pupils including the gifted and talented. This course is designed to build confidence and provide practical strategies for use in the classroom.

This course is specifically designed for non specialist teachers of mathematics including those trained in other subject disciplines, returning teachers, part time teachers and recently qualified teachers.

Sector: Secondary

Categories: Curriculum

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent Ofsted reports state that whilst the teaching of Scientific enquiry has strengthened at KS3 it often remains narrow at KS4 where it is less well integrated into the curriculum. This course will look at the revisions in the new specifications that are aimed at trying to tackle this issue. We will determine what a science enquiry Sc1 will look like to meet with the revised specifications. To enable the students to be prepared for these there will be a need to develop specific skills at KS3. The course will identify these and identify activities to develop these skills.

OFSTED determine that for science to be exciting and to gain high attainments it needs to be real, relevant and deal with contemporary issues. The best teaching draws on relevant and applied contexts, makes ample use of work-related illustration, gives purpose to the development of practical skills and enables pupils to develop the skills needed to carry out their own information research. This course will examine how you can achieve for this in your classroom.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The final report of the Working Group on 14–19 Reform sets out recommendations for fundamental reform to the whole of the curriculum for 14- to 19-year-olds. The proposals include suggestions for a new diploma, an emphasis on functional mathematics and a section on financial literacy. New functional skills Diplomas will be developed. These qualifications will be incorporated within the new specialised Diplomas and within GCSE English, Maths and ICT and passing them will be a requirement.

Motivation is the key to improved uptake in Mathematics. Professor Adrian Smith believes that a two-tier system would offer a significant improvement on the current three tier system. A recommendation relating to tiering in GCSE mathematics will be introduced in 2006. The discussion on coursework, statistics and its place, or not, in the Mathematics curriculum is still ongoing.

These curriculum and qualification changes will be significant. Equally significant will be the changes to the way that 14-19 Mathematics will be delivered in practice. The aim of this course is to help teachers of mathematics make sense of these changes and to prepare for them in their establishments.

This course is specifically designed for Key Stage Coordinators and Heads of Faculty although it will benefit anyone who has an interest in the forthcoming changes to the mathematics curriculum.

Sector: Secondary

Categories: Curriculum

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Schools must constantly improve achievement, but focusing purely on academic success is counterproductive. Emotional intelligence can be a key factor in determining students’ success in school and in their future working lives. Developing emotional intelligence in your classrooms and school can help raise the aspirations of your students and increase their achievement in exams and throughout school life. Improved understanding of their emotions and how to manage them will help some students’ behaviour, while all students can become more motivated to do well through opportunities to develop their skills in personal goal setting. An understanding of emotional intelligence will help teachers understand their students so that their learning processes can be improved.

This practical course will provide an in depth analysis of emotional intelligence and its sphere of influence. It will provide practical workshops designed to help develop emotional intelligence and introduce strategies to improve teaching and learning and raise achievement.

This course is specifically designed for senior leaders, middle managers and those with responsibility for improving learning and achievement.

Sector: Secondary

Categories: Leadership and Management

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Many schools are still developing their programmes for Citizenship, and Ofsted’s evaluation shows that for many there is still much work to do. Planning a coherent programme is difficult because of the flexibility permitted and the need to secure participation of other curriculum subjects. Consequently leading Citizenship is different from leading any other subject department. Finding ways to improve your school’s provision, meet assessment requirements and offer a wide yet relevant range of opportunities for students is difficult.

The day will provide ideas on how to develop your school’s plan for Citizenship and guidance on how to monitor and evaluate provision to ensure future success. It will demonstrate models of good policy and practice to ensure sufficient coverage of programmes at both Key Stages 3 and 4, and show how to assess and measure students’ progress.

This course is specifically designed for Citizenship coordinators.

Sector: Secondary

Categories: Curriculum

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teachers of AS and A2 Sociology have had to adjust to significant changes in recent years and often have limited opportunities to reflect upon and develop good practice. This is vitally important given institutional and Ofsted demands relating to improving standards and increasing the quality of student performance.

This practical day is designed to provide a wealth of ideas and materials which teachers can make use of in their classes and covers both AQA and OCR specifications. It is intended to support both inexperienced teachers of Sociology as well as experienced teachers looking to review and refresh their practice. It will involve a high degree of teacher involvement with many opportunities for delegates to participate in guided workshop sessions. Teachers should bring with them one example of a Sociology lesson which works well to share with colleagues.

The course will be supplemented by a comprehensive handbook and CD-ROM, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for AS and A2 teachers of Sociology.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
It is vital that schools follow safe recruitment procedures to ensure that they not only get the best person for the job, but safeguard students and other staff. As schools are recruiting almost termly it is crucial that safe and effective recruitment procedures are consistently followed by all colleagues. Job descriptions and person specifications need to be realistic and up to date, references must always be followed up and all staff involved in recruitment need to be aware of their responsibilities. It is important too that interviews are rigorous enough to really test the quality and integrity of the candidates to avoid costly inappropriate appointments.

This highly practical course contains realistic strategies and guidance which will support effective recruiting processes from the advert to appointment, providing examples of job descriptions, questions for interview and how to recruit for a safer school.

This course is specifically designed for Senior mangers with responsibility for appointments

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Year 7 students move on to secondary education with energy and enthusiasm for learning. They want to succeed in their new school and are excited by the challenges ahead. Often they can move from one class teacher to up to 14 subject teachers delivering a fragmented curriculum that sometimes involves repetition and duplication. In addition, as students become teenagers they face huge challenges in understanding themselves and dealing with issues of self-esteem, peer pressure, family conflict and the demands of academic study.

By the end of the year, many students become disengaged and the subsequent year 8 can become a coasting year where students lack focus and achievement can plateau. This conference is designed to provide delegates with effective and successful strategies to support year 8 students in achieving their full potential.

Through practical and interactive seminars, delegates will be provided with guidance and ideas which are working successfully in schools where the dip in year 8 achievement is being addressed.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
The role of the Finance Assistant is about ensuring the accuracy and completeness of financial records. Reliable data will enable the senior leadership team and governors to enhance their strategic decisions and plan with confidence.

This practical course has been designed to update, explain and demonstrate the elements essential to applying the latest rules and regulations of day-to-day financial control.

The day will update skills and knowledge and give clear explanations, demonstrations and documentation designed for immediate use in school.

This course is specifically designed for the finance assistant.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
When you take that first step into Deputy Headship, it’s really difficult to find a clear pathway through your first few days. Who do you talk to? What do you say? How can you lead effectively without upsetting people? How can you quickly gain credibility and take the pulse of the new organization you have joined? What is the best way to introduce new ideas in a new environment? How do you divorce yourself from your previous “norms” and adopt the skin of the new team?

This practical course will provide an in depth review of the key leadership and management skills needed for effective leadership and management at Deputy Headteacher level and provide practical workshops designed to develop and hone your skills.

This course is specifically designed for newly appointed and aspiring Deputy Headteachers and Headteachers who are joining new Leadership Teams.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
An increasing number of schools are now realising the value of recruiting Cover Supervisors to cover classes for short term absence of teaching staff. In some cases existing support staff are taking on this relatively new role but in many cases staff are being recruited with no prior experience in the school setting and consequently no formal training in classroom management.

The development of an effective Cover Supervisory team with appropriate induction and training is crucial in supporting children’s learning. Success also depends on an effective and well thought out policy being implemented which encompasses on-going staff development, appropriate and manageable systems and the understanding and support of the teaching staff.

This course, designed specifically for staff with responsibility for cover supervisors will provide practical guidance on establishing effective systems and support. It will offer strategies and advice for ensuring well trained, confident and effective Cover Supervisor teams.

Sector: Secondary

Categories: Leadership and Management

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Government are committed to building a truly ‘world-class workforce’ for children young people and families. The transformation of children’s services is set to happen through the 10 Year Strategy, building on the Every Child Matters programme. Critical to the success of these reforms is increasing the skills, confidence, competence safety and quality of the workforce. This will then provide the necessary foundations for improving outcomes for children and strengthen workforce excellence through the creation of new training opportunities. The Childcare Workforce Reform is a huge cultural change, which will pose many new challenges for professionals, who are being given the opportunity to raise the status of working with children, making the sector a much more attractive career choice.

This timely and informative day will explain the new legislation and provide practical answers as to how Early Years Managers should interpret it and consequently, respond effectively.

This course is specifically designed for Early Years and Health and Social Care Managers in Colleges and 6th Forms. It will also be useful for Managers of Early Years Centres and Local Authorities, needing a practical guide through the new legislation.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Ofsted has recognised the importance of effective middle leadership and management by putting it at the centre of the new inspection framework. However many schools do not provide adequate training or support for managers. Staff expect newly promoted managers to demonstrate knowledge, insight, and fair decisive leadership from the moment the appointment is made. However managing students does not necessarily prepare people to manage staff well.

This course focuses on the practical elements of managing staff, what they look for in a good leader, how to solve problems and how to take decisive action to engender respect. It will consider a range of leadership styles and examine how team dynamics can be used to create motivated and effective working groups.

This course is specifically designed for newly promoted managers, senior managers and administration managers.

Sector: Secondary

Categories: Leadership and Management

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
The role of the site manager is one of the most important in schools and colleges yet it is often one which often goes unrecognised and unsupported. It is vital that there is substantial investment in site management to improve security, ensure health and safety requirements are met, increase income generation, and create a positive environment for staff, students and the local community. With the increasing demand on schools and colleges to stay open for longer and to a wider range of people, managing the site and its facilities is becoming increasingly complex.

The day will clarify changes brought about through the Every Child Matters and Extended Schools agendas. It will identify workable strategies to meet the changing and future needs of the school or college and provide practical guidance on effectively managing, maintaining and improving the site.

This course is designed specifically for the Site Manager/ Caretaker, the School Business Manager and members of the Senior Leadership Team with overall responsibility for the school or college site.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
As a result of the Bichard Inquiry and the ensuing statutory regulations, schools are required to ensure that safe recruitment practices are implicit in their policies and practice. The workforce agreement has also highlighted the need for School Managers to ensure that they offer a quality induction and ongoing management, training and development for all their staff.

This practical course will provide an overview of recruitment practices and statutory requirements. It will assist schools in the development of such policies as, recruitment and selection; managing absence; disciplinary and grievance; retirement and induction.

This course is specifically designed for administrators with human resource responsibilities.

Sector: Secondary

Categories: Support Staff

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
This exciting course provides practical solutions and guidance on how to deliver a highly successful course ensuring that your students gain their best possible grade. The trainer Ruth Halls, is a highly successful Textiles Advanced Skills Teacher and Principal Examiner who brings a lively energetic and down to earth approach to her training. This course will provide realistic answers, techniques and ideas for all teachers of Textiles Technology on how to produce excellent coursework in 40 hours and address the key concerns of New and Smart Fibres, ICT and Industrial Practices.

This course is specifically designed for all teachers of GCSE Textiles Technology

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Outdoor learning can benefit pupils of all ages and can be successful in a variety of settings. It enriches the curriculum and can improve educational attainment” (Education and skills select committee 2005). Despite this many schools remain unconvinced of the benefits when weighed against the pressures of curriculum, lack of specialist expertise, concerns about taking risks and the fear of litigation.

Unfortunately, a small number of accidents and incidents in recent years have questioned the planning and management of some trips, especially when adventurous activities are involved. Where outdoor education is undertaken, a plethora of risk management procedures are listed, hindering enthusiasm and limiting opportunities. In 2005 the House of Commons Education and Skills Committee recommended that the role of the Educational Visits Co-ordinator be expanded to act as the champion for outdoor learning. This is crucial if we are to move forwards from the current rather patchy situation to a more uniform provision of high quality experiences across the country.

This course is specifically designed for : EVCs and senior management with a responsibility for curriculum planning. It will give an in-depth practical approach to planning and developing a school policy for outdoor learning. Up to date advice and guidance will include legal liabilities, risk assessment practicalities, planning systems and procedures. There will also be a specialist input on adventurous activities.

Sector: Secondary

Categories: Curriculum

Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The DCMS and DfES have both endorsed a Multi Skills approach through the PESSCL strategy and are encouraging the setting up of MULTI SKILLS clubs and academies throughout the country. This exciting new approach to the identification and selection of our talented youngsters, is set to become the gold standard for excellent practice.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The health and safety issue that is most likely to cause confusion, concern and debate is risk assessment. Yet this is a critical aspect of school or college policy and practice. Failure to carry out, or not carry out, competent risk assessments is a failure of duty of care that leaves education employers and employees open to charges of negligence and at risk of litigation. Site managers, supervisors and caretakers have a legal obligation to look after the health and safety of students and staff for whom they are responsible. By the very nature of the job, site management operations involve potentially hazardous activities and environments. Participants on this course can choose tocarry out a risk assessment exercise at their place of work and submit this for appraisal. Successful completion will result in the award of the Chartered Institute of Environmental Health Certificate in Risk Assessment: Principles and Practice.

This course is specifically designed for Site managers, supervisors, caretakers and all staff with responsibility for implementing health, safety and welfare arrangements for site management activities

Sector: Secondary

Categories: Curriculum

Leadership and Management Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
Heads of MFL and teachers of French, German and Spanish need to employ both short and long term strategies to improve pupil grades and address the different needs of those on the D-C boundary and A-A*. Adding value to pupils’ learning - that is, helping learners exceed expectations - benefits not only learners, but also MFL departments, since it enables them to demonstrate real success.

Grade Ds are the most frustrating grades for pupils to achieve and it is essential that pupils are fully versed in the ways in which they can achieve a grade C or above in MFL. Effective approaches to teaching grammar, increasing the use of the target language and developing learner confidence are all crucial if pupils are to maximise their potential. Key grammatical structures delivered effectively give pupils the tools with which to achieve the higher grades and progress to AS level.

This one-day training course will provide delegates with a variety of practical strategies to maximise examination performance in GCSE MFL and, in particular, give guidance on achieving the higher grades. Participants will receive resources and benefit from a wide range of creative ideas which can be used in a range of classroom situations. Whilst the majority of the teaching materials presented will be in French, they are transferable to any MFL.

The course will be tutored by Tony Elston. Tony is currently Head of Languages in a Manchester School and an Advanced Skills Teacher who has always taught MFL in inner city schools. One of these schools received a European Award for Languages for a project which boosted learners’ achievement through key structures and classroom language. Tony is co-author of the Key Stage 3 course ’Génial’ (Oxford) and also wrote CILT’s ’Up Up and Away: Helping Learners Say What They Want Using Classroom Target Language’.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Schools must ensure that they are assessing their NQTs according to the new induction standards. In addition, the new Career Entry and Development Profile will need to be used to capacity to fully develop and meet the needs of teachers in their first year of teaching. The responsibility for the support, mentoring and assessment of NQTs lies firmly with induction tutors and coordinators.

A lack of appropriate support and guidance for NQTs can result in a decline in the quality of teaching to the detriment of pupils’ learning and performance. In addition, the induction tutor must ensure that the NQT receives the full entitlement to a reduced teaching allocation and an individualised programme of support. The successful induction of NQTs will be the key to attracting and retaining quality graduates.

This one-day course will provide participants with strategies for devising and implementing an effective induction programme. It will offer practical examples for them to develop in their own schools and further enhance their current practice. Previous participants have found this course practical, lively and motivating and of great use both to those new to the role of NQT Induction Tutor, as well as to those with more experience.

Contributors:
Dr Kevan Bleach - Assistant Headteacher Sneyd Community School
Sara Bubb - TES Columnist and New Teachers Expert, Lecturer University of London Institute of Education

Both contributors have recently published books on NQT Induction and are presenters on Teachers' TV.

Sector: Secondary

Categories: Leadership and Management

Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Every day there are stories about education in the media. It can easily feel as of you are constantly on your own at the centre of a storm. You can’t ignore it – education makes easy headlines – but you can make sure you do not get swamped.

Therefore, besides demonstrating how to handle the bad news, this course will focus on showing how to set up the best defence – a good reputation. You can’t prevent bad things happening but you can control the damage. There will be guidance on preparing the essential crisis management strategy to ensure impact and disruption is kept to a minimum. There will also be guidance from an experienced public relations professional on how to identify opportunities for positive publicity for your school.

The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips

This course is specifically designed for: Headteachers and all staff with a remit for dealing with the media.

Sector: Secondary

Categories: Curriculum

Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Improving the behaviour of pupils is a major focus for many PRUs and EBD schools. For many pupils in both of these settings, this placement is a last resort and they often bring with them negative attitudes to learning and challenging, difficult behaviour. ‘Every Child Matters’ requires all teachers to provide a safe environment in which pupils can make progress in their learning, as well as their personal development and preparation for work.

Positive strategies to prevent conflict and practical de-escalation skills to defuse confrontation are essential. In addition, designing lessons to meet the needs of disaffected pupils enables them to experience success where they have often found failure.

This one-day training course will be led by an experienced and lively trainer in behaviour issues and teaching strategies and the focus will be on practical solutions to behaviour issues in PRUs and EBD schools.

The course will be tutored by Dave Vizard. Dave has extensive teaching experience and has developed a range of initiatives relating to Positive Behaviour Management. In addition, he has published several works, among them ‘Behaviour Solutions – A Practical Guide to Behaviour Management’ and has worked as an LEA Adviser on behaviour in schools. Dave has run many INSET days for both schools and colleges and lectures on the Foundation Degree Course at Plymouth University.

Sector: Secondary

Categories: Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
Progression to Advanced level Spanish from GCSE is one which requires both support and rigour if students are to meet the demands of the AS and A2 examinations. Clearly, the pressure is on language teachers to provide a stimulating and challenging learning experience which recruits students to post-16 languages and enables all students to reach their linguistic potential.

There is no doubt that teachers who possess a clear understanding of awarding body requirements and expectations for Spanish AS/A2 will be more focused in their teaching and more accurate in their assessment.

This one-day course will offer delegates practical guidance on raising standards of achievement and maximising examination success in AS and A2 level Spanish. In addition, the course will give an insight into the expectations of examiners at AS and A2 levels.

The course will be led by Geoff Park and Derek Bacon. Geoff is Principal Examiner for writing and coursework in Advanced level Spanish with a Major Awarding Body. He currently lectures in Spanish at the University of Liverpool, having taught MFL in comprehensive, voluntary aided and independent schools. Derek is Principal Examiner for A2 Listening, Reading and Writing with a major Awarding Body and is an oral examiner of both AS and A2 level. He has been a Head of Spanish and Assistant Headteacher in one of England’s largest language colleges

Sector: Secondary

Categories: Curriculum

Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
The recent annual report by Ofsted states that pupils’ achievement in MFL compares unfavourably with almost all other subjects, as does the quality of teaching and learning. This coupled with a decline in the numbers of pupils choosing to continue with the study language at KS4 present challenging times for modern foreign language departments.

Research has shown that ‘Assessment for Learning’ is a powerful tool in both raising achievement and boosting motivation. Having introduced some generic assessment for learning as part of the Secondary Strategy, MFL departments now need to integrate fully subject specific, practical strategies into their teaching. Making best use of assessment move pupils forward, involving pupils in the assessment process and developing manageable ways of making assessment a seamless part of teaching and learning are all pivotal in the to raise standards in languages.

This one-day course will provide practical, effective strategies for improving formative assessment in MFL and fully integrating all aspects of the assessment procedure.

Sector: Secondary

Categories: Curriculum

Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:

Many schools and sixth forms are having great difficulty delivering NVQs due to the complexity of these qualifications and the workload imposed on assessors and verifiers. Some centres are trying to take short cuts resulting in either low achievement rates or staff working out of hours to assess candidates. Unfortunately there are no shortcuts available to NVQ delivery but there are ways to speed up assessment practice and verifications through effective training. Assessors and IVs must ensure they operate to the full A1/V1 standard, within the NVQ Code of Practice and scheme requirements. This must be closely monitored by the centre manager and IVs to ensure that the team are fully compliant.

This highly informative event will give delegates the opportunity to identify exactly what the assessors and verifiers should be doing, how this should be recorded and standardised plus how to write an IV strategy defining the methodology of delivery for all assessors and verifiers.

Sector: Secondary

Categories: Curriculum

Leadership and Management Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
Since the recent workload and Remodelling agreement between the Government and the Professional Associations, many schools and colleges have appointed new Staff to run their public examinations. This course is designed to help understand and plan for a successful exam culture at your centre.

Through a series of presentations and practical activities this course will explain and demonstrate what is good practice.

This course will be led by Brian Rogers and John Collins.

Brian Rogers retired last year as the Assistant Director at WJEC. His main areas of responsibility included Service to Centres, INSET, Marketing and Centre Inspections. Since his retirement Brian has been involved in a number of training activities for invigilators and examinations officers.

John Collins is presently Head of Humanities and Exam Officer at George Eliot School, Nuneaton. He has organised all internal and external exams for ten years. He has delivered several Exam Officers’ courses and is presently an online tutor for the SFE Edexcel level 4 Examination Officers course.

Sector: Secondary

Categories: Leadership and Management

Support Staff Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Key Stage 3 Behaviour and Attendance Strand makes the clear link between developments in effective teaching and learning and improvements in standards of behaviour and attendance. As schools are painfully aware, the persistent poor behaviour of a few disrupts the learning of many. Good student behaviour is good educational practice. It will raise the achievement of all students and contribute to a calm purposeful learning environment. If a school is to make significant improvements it is essential that staff understand the root causes of poor behaviour and appreciate the needs of students.

This practical course examines and offers guidance on why students misbehave, how teachers can make a difference and realistic strategies for managing behaviour to minimise disruption, encourage good behaviour and promote effective learning.

The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for experienced classroom teachers and those in their early years of teaching. It will also be of value to Teaching and Learning support assistants.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
ILPs (Individualised Learning Programmes) is the buzz acronym of the last couple of years. Most teachers would absolutely love to deliver individualised learning to pupils, but can this really be done within the framework that most teachers are forced to function in - i.e. classes of 25-30 pupils?

This course will explain a range of teaching and learning strategies that help to increase the amount of personalised learning that goes on in the classroom. The real key to delivering ILPs is ICT. The course explores how PDAs (Personal Digital Assistants), VLEs (Virtual Learning Environments) and MISs (Management Information Systems) can be used to deliver genuine PL (Personalised Learning). It explores the far-reaching issues generated by a school system where we have genuine personalised learning happening.

The course will be supplemented by a comprehensive handbook and CD Rom, packed with lots of practical guidance and useful tips.

This practical course is specifically designed for classroom practitioners and it will provide realistic and practical solutions to develop more effective personalised learning in your lessons.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent Government initiatives - the 14-19 Agenda and Every Child Matters in particular – are bringing about radical changes in schools. The traditional curriculum is being transformed and Senior Leaders, particularly those responsible for the curriculum and timetable, face often difficult decisions as to the best way to plan, organise and timetable a personalised curriculum which is tailored to individual need, interest and aptitude.

This highly practical course explores in detail the processes involved and through analysis of a variety of case studies and tried and tested models provides realistic guidance on curriculum and timetable structures which can be adapted to meet your school’s needs. The focus is on effective solutions to current curriculum problems while taking account of future developments, in particular the introduction of the new specialist diplomas from 2008.

The course is designed for recently appointed Senior Curriculum Leaders and timetablers and for those who wish to re-assess and further develop their existing curriculum model in the light of current best practice.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The ability to evaluate teaching and learning is essential for effective self evaluation. Using information and data from a variety of sources and being to triangulate this in order to identify key areas for development are essential for effective leadership. To do this requires high level inspection and analysis skills.

This course will lead delegates through the key sources of data for interpreting teaching and learning and will show how to write evaluatively in a way that leads to clear judgements. From pupil interviews through to lesson observation and work scrutiny this course will show how to reconcile the evidence with the outcomes in the performance data.

This practical course is designed for all those teachers with clear leadership roles within subject and school self evaluation.

This course is being led by Mark Wilson.

Mark is currently both a part-time teacher and Ofsted inspector. He has gained considerable experience as a Head of Faculty, Senior Teacher and Assistant Head Teacher. He has worked as an LEA adviser for school improvement and managed the training of Advanced Skills Teachers as well as running the NPQH and LPSH programmes. He has been the deputy manager for the national Key Stage 3 testing and is currently a senior examiner with GCSE and AS/A Level examination boards.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The ability to be able to accurately determine the quality of teaching and learning is a vital element of Sixth form and FE self-evaluation. Ofsted expect schools to be able to measure the impact of teaching on learning, be able to pinpoint areas of strengths and weaknesses and develop strategies that lead to continued improvement. The elements of best practice contained within the best lessons provide the basis for sharing best practice and coaching for improvement.

This practical course will provide an in-depth review of the process of lesson observation and will focus upon the key judgements that are needed in order to judge the impact of teaching on learning. Led by a highly experienced Ofsted lead inspector and using high quality lesson footage from a variety of lessons, delegates will learn how to make clear and accurate judgements and identify the elements of outstanding lessons. The course will be supplemented by a comprehensive handbook and CD-ROM, packed with guidance and useful tips.

The course is being run by Geoff Hancock.

As a highly experienced Ofsted Lead Inspector, Geoff is heavily involved in delivering training to schools, teachers and Local Authorities on all aspects of self-evaluation and school improvement. Geoff also provides inspection skills training for new and experienced inspectors.

A successful author, Geoff is currently Director of School Support Publications for Tribal Education, the country’s largest regional inspection provider.

Sector: Secondary

Categories: Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
Ofsted inspections are driven by the issues identified in a pre-inspection briefing (PIB). The PIB is formed from an analysis of the PANDA, the previous inspection report and the school’s record in the SEF of its own self-evaluation. Being able to identify these issues is vital for a successful inspection and for a focused and effective school improvement plan.

This course, led by Frank Knowles, former HMI and Head of Division at Ofsted,will provide practical advice, guidance and training on how to rigorously interpret your own school documents. Delegates will be invited to bring along their own documentation for analysis. This course is particularly designed for governors and senior staff and is designed specifically to support school improvement.

The course is being led by Frank Knowles.

Frank is an accredited Additional Inspector. He held a deputy headship in a large city comprehensive school and spent several years as a senior LEA inspector in Nottinghamshire before becoming an HMI in 1998. At Ofsted, Frank specialised in the quality assurance of school inspections and on framework development, including the use of school self-evaluation in inspections. He was Head of Ofsted’s Subjects and Quality Assurance Division for a year before retiring from full-time work in 2005, and is currently an independent consultant, focusing mainly on the quality of inspections and reports and on providing guidance and training for inspectors, but also working with schools and other organisations on self-evaluation.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teaching pupils how to revise successfully is key to raising results and developing independent learners, yet many pupils struggle to find successful strategies to revise English and English Literature.

The challenge for English teachers is to find innovative and interesting ways of revising texts which can challenge the belief that English is a subject that cannot easily be revised for. The impact of clean texts and closed text examinations means that teachers need to find ways of promoting a deeper understanding of texts and to provide opportunities for practising writing skills under examination conditions.

This practical course will equip English teachers with strategies for preparing pupils more thoroughly for the examinations by tackling revision in a creative and innovative way. It will give guidance on the best ways to revise key texts and a wealth of different teaching strategies that can be adopted for different examination texts and specifications.

The course is being led by Caroline Bentley-Davies.

Caroline is currently the County Adviser for English in Northamptonshire and examiner for a major GCSE examination board.

She was formerly a Head of English and has held middle manager roles in schools in Berkshire and Wokingham. Raising achievement at Key Stage 3, GCSE and A level is a particular area of expertise. Caroline always focuses on the teaching, learning and management issues that lead to pupil improvement.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The 14-19 White Paper heralds an exciting future for 14-19 learners and is widely seen as a last opportunity to get vocational education right, driving forward radical reform and tackling long standing weaknesses. Vocational Education has long been a cause of concern in the UK, with successive policy initiatives having failed to resolve the issues.

However, the speed of impact of the radically different 14-19 Diplomas is taking educational planners and practitioners by surprise. Developing a curriculum which is “increasingly tailored to the needs of the individual” [Government White Paper] and contains no nationally imposed model, will need an open-minded approach and a relentless focus on coordination and rigour. Transforming the system for 14-19 year olds will also rely upon building strong positive relationships between all partners, key agencies, colleges, schools and training providers. It will not be an overnight process.

This important national conference is specifically designed to provide the latest thinking and updates for Principals, Headteachers, Middle Managers and Curriculum Managers in schools and colleges as well as Work Based Learning Managers. It will provide detailed practical guidance, knowledge and expertise on how to prepare for the 14-19 diplomas, including the experiences of some of the most successful Pathfinders.

Seminars Please choose 3 from the following 8 seminars and indicate your choices on the booking form. Please also indicate a fourth choice in case of oversubscription.

Seminar A Graeme Ferguson
Electronic resources to support and enhance 14-19 curriculum delivery

• A demonstration of resources which have been developed to support the vocational and CEG curriculum
• The highs and lows of implementing e learning solutions

• Protocols required for success
• Working effectively: How the myriad of partners can work together

• Legislation relating to partnerships between educational institutions
• How to ensure pupil welfare on out-of-centre activities
• Case studies highlighting key issues relating to vocational learning and the law

• Developing an infrastructure which includes schools, colleges, employers and training providers
• Achieving a common understanding of diploma design
• Planning ahead for a co-delivery timetable
• Enhancing IAG and student support

• How to add significant benefits to students’ education and school/college life within the new curriculum, by outsourcing your enrichment entitlement
• Ways to ensure the breadth of extra-curricular provision within the 14-19 curriculum

• An overview of the key partners, Collegiate infrastructure and the Knowsley context
• The Vocational Skills Centre – how you can widen curriculum choice through innovative partnership
• The KS4 WBL Engagement Programme as an effective partnership strategy to re-engage pupils in danger of disaffection


Seminar G Peter Vines
Vision to reality from an organisational perspective: The role of creative and innovative leadership in making the 14-19 Agenda work
• How to establish your centre’s role in the new agenda
• Finding the key to success: how to develop creative and innovative leadership and forge effective partnerships
• How to communicate the vision and create a new determination within colleges and other organisations


Seminar H Jan Dewhurst
Addressing transport problems in a rural area
• The Hampshire 14-19 Pathfinder solutions
• Lessons learned: what worked what didn’t
• Implications for the Diploma delivery

Sector: Secondary

Categories: Leadership and Management

Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
The new Section 5 inspection framework places a much greater emphasis on school self-evaluation. Heads of EAL must ensure that they are fully aware of the crucial role of self-evaluation in shaping both the inspection and school improvement processes. The role of the Head of Department is pivotal in ensuring that this self-evaluation procedure is both robust and reliable.

Heads of EAL must make accurate and secure evaluations in relation to improvement planning in their departments and incorporate these into their self-evaluation. In addition, Heads of EAL must be able to show EAL policies in action, together with their impact on pupil progress, and demonstrate that the whole school team is working together to raise both achievement and motivation levels in EAL pupils.

The course will give detailed guidance on how to carry out an effective self-evaluation in EAL departments. Delegates will undertake focused activities to address common issues of self-evaluation in EAL and they will have the opportunity to draft a SEF based on case study and exemplar material.

There will be contributions from Liz Statham (Team Leader, Hampshire EMA Service) and Anwen Foy (Team Leader (Training), Hampshire EMA Service).

Sector: Secondary

Categories: Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
The number of pupils taking MFL beyond KS3 continues to decline and a significant minority of schools have experienced a major drop in provision. One important reason why pupils are increasingly reluctant to continue with MFL beyond KS3 is the recognition that they achieve less well in GCSE MFL than in other subjects.

From September 2006 schools have to set targets “in the range of 50% - 90% of all pupils” for pupils studying MFL to a recognised qualification. Ofsted will monitor the strategies put in place and identified in the departmental SEF to reach the 50% minimum take-up level.

For Heads of MFL it is a daunting challenge to meet Government and Ofsted demands and to reverse this decline.

Alternatives to GCSE are now available, offering considerable choice and flexibility, providing recognised accreditation across the ability range and from the earliest stages of language learning and improving pupil performance, motivation and recruitment.

This practical course is designed specifically for existing, newly appointed and aspiring Heads of MFL. It will compare a range of alternative forms of accreditation, identifies the benefits and pitfalls involved and through case studies enables Heads of MFL to make informed decisions as to the best way forward for their schools and departments.

The course is supported by a comprehensive Handbook and CD-ROM, specifically designed for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
As a result of recent government initiatives - Every Child Matters, Workforce Reform and TLRs in particular - the number of support staff involved in student welfare is increasing and their responsibilities extending.

In many schools support staff are already key members of the pastoral support system, working closely with students, parents, other staff and outside agencies as they take on responsibility for more and more aspects of student welfare and discipline.

This can range from the day-to-day management of a whole year group to supporting tutor teams as associate tutors. In an increasing number of schools support staff are involved in monitoring student attendance and behaviour, mentoring and counselling students and providing student behaviour support and managing discipline systems.

This practical training day provides detailed guidance to enhance the skills required to carry out these demanding and varied roles. It identifies the key issues and provides realistic strategies which can be adapted to suit your and your school’s needs.

It is specifically designed for all support staff involved in any aspect of their school’s pastoral system, for example as associate tutors, mentors and counsellors as well as those monitoring student welfare and behaviour and managing discipline systems.

The course will be supplemented by a comprehensive Handbook and CD-Rom, tailor-made for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Pastoral

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
These are challenging times for teachers of MFL. Teachers need to be fully conversant with the demands of both the AS and A2 French examinations, particularly in the productive skills of writing and speaking. Failure to meet the challenges may result in a drop in student numbers and a decline in French examination results at a time when MFL departments need to raise their profile.

Teachers of French will need to meet the demands of the transition from higher tier GCSE to AS level French if successful progression is to be ensured. In addition, A2 level French requires students to understand and study the subject in much greater depth with a greater emphasis on writing and speaking. Practical teaching strategies which challenge yet support learners are vital in the drive to raise standards.

This course will offer practical guidance on how to raise student performance in AS and A2 level French. It will also offer strategies to smooth the transition to Advanced level French through creative approaches to teaching difficult topics and grammar.

The course will be supplemented by a comprehensive handbook and CD-ROM, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for: Teachers of AS and A2 level French.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The requirements of the National Agreement stipulated that by September 2005 teachers should not be required to invigilate external examinations. Clearly, this has been a fundamental challenge for secondary schools now faced with the need for not only additional staff but well-trained invigilators skilled in working with youngsters in a pressured situation.

The role of the invigilator can have a positive impact on the examination performance of pupils. They are responsible for setting the tone of the examination room, organising the time and managing the administrative systems. If these duties are not carried out well, the results for both pupils and the school could be jeopardised.

The responsibility for the selection, training and management of the teams of invigilators rests firmly with the school examination officer/s. New invigilators must be made fully aware of the extent of their responsibilities and they must be conversant with both national and school regulations and procedures. The quality of the training and the ongoing management and leadership of the invigilation team will be pivotal in the successful running of external examinations.

Sector: Secondary

Categories: Support Staff

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teaching students for whom English is an Additional Language (EAL) can be both daunting and demanding for those new to teaching or those new to teaching EAL students. Addressing the individual needs of students of different nationalities, abilities and levels of proficiency in English is a significant challenge, since ‘catch up’ and progress have to be made without delay.

Coupled with meeting the needs of individuals, teachers of EAL students are at the forefront of removing barriers to achievement and raising their self-esteem. Teachers need to be fully conversant with strategies they can use to enable EAL students to fully access the curriculum and achieve their potential. Practical ideas for starters, plenaries and assessment techniques are vital in the drive to ensure the progress of this group of students.

This one-day training course has been specifically designed to give practical strategies and guidance on ways to support the learning and raise the achievement of EAL students. The course will be supplemented by a comprehensive handbook and CD-Rom, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for: Teachers who are new to teaching students for whom English is an additional language (EAL); staff who wish to develop new ideas to meet the needs of EAL students.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Central to successful school self-evaluation is taking account of and acting upon views of stakeholders. Ofsted expect to see evidence within the SEF that schools engage students, parents and the wider community in evaluating teaching and learning. There is an expectation that those who receive or who are affected by education the school provides actually help to shape its future direction. This is both a challenge and an opportunity and one which provides a real insight into the impact on those that really matter.

This practical course will give you strategies for improving your self-evaluation, with specific techniques for gaining the views of various stakeholders. We will explore various approaches to self-evaluation, including questionnaires, interviews, and turning up the volume of the student voice through engagement and participation lesson observation.

The course will provide practical examples of how to best use stakeholder views challenge expectations, evaluate impact and review performance. It will be supplemented by a comprehensive handbook and CD-ROM, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for members of school leadership teams.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
What has happened to metal in the DT curriculum these days? Is it true that metalwork has gradually disappeared? As the old forge areas and Lathes and Mills have been sold off or cleared out, have the skills, resources and materials that once made metalwork a stand alone subject disappeared as well? Wood seemed to be a far more versatile material, more user friendly to the design based approach and not so messy in multi-material workshops. But metal is a special material that is of the utmost importance to our subject. Many teachers recently trained have missed out on the rich opportunities metal gives our students.

This course provides an opportunity to look at metal in the DT curriculum in a new way, with examples of good practice, curriculum mapping, and schemes of work.

The course will also offer some practical demonstrations, with hands-on opportunity to explore a variety of approaches to the uses of metals in CAD/CAM, Casting, Metal fabrication and New and Smart materials.

The course will be supplemented by a comprehensive handbook and CD-ROM, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for all teachers of Resistant Materials.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
BTEC Firsts are fast becoming an essential component of the 14-19 curriculum. From September 2006 those delivering BTEC First Diplomas will be working from a new course specification. Delivery of the core units of the new First Diploma must provide the learner with the underpinning knowledge of production processes and business structures within the performing arts industry as well as giving them the skills to apply appropriate practices to their own projects. This important course is for teachers of drama and dance. It will provide practical strategies and ideas for designing interesting and challenging projects for the learners that meet the needs of the specification and allow for successful assessment of the unit grading criteria.

The course will be supplemented by a comprehensive handbook and CD ROM, specifically designed for the day, packed with guidance and useful tips.

It is specifically designed for Teachers of BTEC First Diploma Performing Arts; Acting, Dance and Performance pathways. The course may also be of interest to centres offering the BTEC First Certificate in Performing Arts as Units A1 & A2 are available as specialist units on these programmes.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
In any large organisation it is essential to get the overarching institutional climate right. A school’s ethos inevitably arises from what its school leaders do, and the way they do things. Both leadership styles and the nature of policies and systems are important.

Effective leadership is a key component of successful schools. Ofsted reports consistently highlight the importance of leadership and management in driving school improvement. They also stress the link between effective leadership and high-quality teaching and learning.

Effective leaders provide direction, vision and the drive to raise standards. They are important in building effective teams through developing and harnessing the skills of individuals, providing opportunities for collaboration and creating support for change. All teachers are progressively drawn into the process of improving teaching and learning across the school. Effective leaders build up the capacity of teams to develop further. How can this be sustained?

This practical course will provide an in depth review of the key leadership and management skills essential for success. It will provide practical and realistic answers to some of the key challenges facing school leaders.

This course is specifically designed for headteachers and members of the Senior Leadership Team.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The health and safety issue that causes most confusion, concern and debate is risk assessment. Yet this is a critical aspect of school policy and practice. Health and safety in Design and Technology has an increasingly high profile. Teachers and trainees planning and conducting design and technology activities must take into consideration the health and safety of their pupils, themselves and other persons affected by their activities. It is crucial that they can identify hazards and assess risks and determine appropriate action to ensure the safety of all those affected by the activities they manage.

On completion of this one-day course participants can choose to carry out a risk assessment exercise at their workplace and submit this for assessment. Successful completion of the exercise will result in the award of the Chartered Institute of Environmental Health Certificate in Risk Assessment: Principles and Practice.

The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for: Design and Technology teachers, technicians and staff with a particular responsibility for the safety of pupils.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The number of students choosing drama-based subjects at level 2 and level 3 is increasing year on year. With a wide range of options offered in these specifications, staff need to be confident of being up to date in all the skills offered as an option. With the encouragement of enrichment activities to complement the student’s learning process, the more specialist technical skills such as lighting, can be effectively offered as an option and technical support in student productions for those students who prefer not to be centre stage.

However, too often these technical topics can become a humdrum activity with little opportunity to expand knowledge. This hands-on stage lighting course offers a unique opportunity for any drama-based staff who have limited experience of stage lighting to extend their knowledge while also giving the more experienced the opportunity to refresh and update their skills. A large 8 foot high model theatre is used which participants help construct at the start of the day.

The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for Drama teachers, technicians and other staff working with the performing arts.

Sector: Secondary

Categories: Curriculum

Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
Risk assessment is a health and safety issue that causes confusion, concern and debate. Yet this is a critical aspect of school and college policy and practice. Colleagues in all sectors have to get to grips with this subject as it is a legal requirement, best undertaken by practitioners who know what is good practice. It is essential that those working in performing arts departments know how risk should be assessed and are therefore able to take appropriate action to ensure the safety of all concerned. To fail to carry out competent risk assessments of all activities and environments is failure to see through the duty of care.

This course looks at how the principles and practice of general risk assessment can be applied within the performing arts disciplines. On completion of the day, participants can carry out a risk assessment exercise at their place of work and successful completion of this will result in the award of the Chartered Institute of Environmental Health Intermediate Certificate in Risk Assessment: Principles and Practice.

The course will be supplemented by a comprehensive handbook and CD ROM, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for: Performing Arts teachers, lecturers, technicians, and those with a particular responsibility for the health and safety of pupils.

Sector: Secondary

Categories: Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
The education sector is well recognised as a potentially high stress environment being one of the top five employment sectors with the highest incidence of absence due to work-related stress. In one LEA, a stress survey amongst teachers revealed that 30% of them said they were very stressed. Whilst pressure is part and parcel of work and helps to keep us motivated, excessive pressure can lead to stress which undermines performance, is costly to employers and can make people ill. With a total of 12.8 million working days lost to stress, depression and anxiety in 2004/5 it is clear that dealing with this problem effectively could result in significant benefit for organisations.

This one-day course incorporates a level 1 qualification, Stress Awareness, awarded by the Chartered Institute of Environmental Health. The qualification is awarded through a simple and confidential self-assessment which is completed throughout the day. An overview of the Health and Safety Executive’s stress management standards and risk assessment formats is also included.

The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for senior managers responsible for the health and well-being and effectiveness of staff in schools and colleges.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent evidence has confirmed that schools are often data rich and information poor. If data is to inform school improvement this must shift. Under the new Inspection Framework Middle Leaders as an essential part of self evaluation. Middle Leaders are at the forefront of school improvement and critical to their success is the effective use and interpretation of performance data. At this crucial time in the development of school inspection this course provides up to date information and advice on using and interpreting performance data. The course will focus on the new inspection framework and its reliance upon data interpretation and school self-evaluation. It will concentrate on how to analyse data, interpret its educational significance and its implications for school improvement. It will provide middle leaders with the skills to evaluate how well their department is performing in relation to standards, progress and achievement trends. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the course, packed with guidance and useful tips. This course is specifically designed for current, newly appointed and aspiring Middle Leaders and pastoral managers.

Sector: Secondary

Categories: Whole School

Duration: 2 daysExpress an Interest

SYNOPSIS:
Success Criteria: by the end of this course participants will be more confident in writing and using learning objectives and success criteria to improve pupil achievement.

Evidence from Ofsted and the Secondary National Strategy (SNS) shows that many schools have been successful in introducing and developing Assessment for Learning (AfL), but that there is still inconsistency within schools and across the main strands of AfL. The SNS makes it clear that good AfL practice cannot exist without first establishing objective led lessons. It is crucial for you and your pupils to know what they are learning and what successful work will look like in order to know where they currently are, what they are aiming for and how they are going to get there.

This course is a masterclass for leaders and teachers who want to embed AfL in every day teaching and learning in their own classroom and across the school. It will focus on how to identify appropriate learning objectives and success criteria and why, when, and how to share them with pupils.

The course will be supplemented by a comprehensive handbook and CD ROM, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for senior and middle leaders who, having successfully embedded aspects of assessment for learning in their school, have identified learning objectives and success criteria as their focus for development.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The vital area of Primary-Secondary Liaison has been identified by Ofsted as a weakness in many schools with over 40% of pupils losing motivation and making little progress in Year 7. For Senior Leaders with responsibility for KS2-KS3 transition and Primary-Secondary Coordinators it can be a daunting and difficult task to ensure that the best procedures and strategies are in place and that statutory and Ofsted requirements are met. This course explains how to provide for effective continuity and progression from KS2 to KS3 and clarifies the key issues involved in the process for departments and at whole school level. Through examples of successful practice it identifies tried and tested strategies and activities which can be adapted to suit your school’s needs. This course is specifically designed for Primary/Secondary Liaison Coordinators, Senior Leaders responsible for Transition and Heads of Departments particularly of Core Subjects. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The new Ofsted framework introduced in September 2005 demands that all schools and departments constantly monitor, evaluate and review their own performance.

In the new era of self-evaluation, Heads of Science are judged by their ability to rigorously review and analyse performance, interpret the outcomes and then take effective action.

In order to become an effective self-evaluating department, subject leaders must understand and interpret the wide range of performance data available and evaluate the quality of teaching and learning through focused lesson observation and scrutiny of pupils’ work.

This practical course, designed specifically for Heads of Science, will demonstrate how to analyse and interpret data and how to monitor and evaluate the quality of teaching and learning in the Science curriculum to support departmental review, set meaningful targets and develop the dynamic departmental improvement plan.

The course will be supplemented by a comprehensive handbook and CD ROM, specifically designed for the day, packed with guidance and useful tips. It is specifically designed for current, newly appointed and aspiring Heads of Science.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Ofsted inspections increasingly focus on the effectiveness of assessment for learning at classroom, departmental and whole school levels. However, many teachers and Middle and Senior Leaders are uncertain how best to put policy into practice and develop assessment for learning effectively and consistently in each classroom across the school. Evidence from Ofsted and the Secondary National Strategy shows that there is still inconsistency within schools and across the main strands of Assessment for Learning. Many schools, for example, are aware that they still have a long way to go in developing peer and self assessment. This course is designed for leaders and teachers who want to embed peer and self assessment in every day teaching and learning in their own classroom and across the school. It identifies how best to adapt existing teaching strategies and develop new ones to help pupils to reflect on how they learn, what they are aiming for and what they need to do in order to reach their target. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is designed for all classroom teachers and middle and senior leaders who want to embed good Assessment for Learning practice at classroom and school level.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The new Ofsted framework demands that all schools and departments constantly monitor, evaluate and review their own performance.

In this new era of self-evaluation Leaders of Mathematics are judged by their ability to rigorously review and analyse performance and evaluate the quality of teaching and learning through focused lesson observation and scrutiny of pupils’ work.

To produce an effective SEF Leaders of Mathematics must evaluate the achievement of different groups of pupils and judge how effectively their needs are met. They must also be aware of Ofsted expectations and prepared for an inspection interview.

This practical course will provide an in depth review of the key leadership skills essential not only to prepare for a successful inspection but also to use self-evaluation effectively as part of the school improvement cycle.

This course is specifically designed for Leaders of Mathematics to prepare for inspection but who also want to use effective self-evaluation as a means of raising achievement and attainment in Mathematics.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
In September 2003 the new Ofsted Inspection Framework was introduced into schools. Reports from the first new inspections already suggest that the new process and emphasis is having a significant impact on judgments the inspectors are making. Effective self evaluation is now recognised as an essential tool for school improvement. The focus will also be on inclusion, learning and achievement and the effectiveness of leadership at all levels in the school in bringing about sustainable improvement. "Assertions made in discussions must be thoroughly tested". Inspections will recognise the diversities of schools and will be tailored accordingly. For a successful outcome of an inspection it will be vital to demonstrate how policy is having a real impact on practice.

Sector: Primary and Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Schools have specific duties to combat bullying, and must have anti-bullying policies and procedures in place. In addition the KS3 Behaviour and Attendance strategy, highlights the importance of recording instances of homophobic bullying. However incidences of homophobic bullying are increasing and many schools lack the training and resources to tackle this difficult and sensitive issue with confidence.

Based on the DfES publication ‘Stand up for us – challenging homophobia in schools’ the course aims to demonstrate the importance of addressing this form of prejudice within our schools. Ofsted will make judgments against the criteria of Every Child Matters and policies need to be effective. However schools need to address the issue more widely, promoting difference and diversity and providing opportunities for young people to build an inner resilience to cope with life – tools necessary for challenging all aspects of prejudice.

This highly practical course will provide tried and tested strategies to tackle the issue of homophobic bullying from developing a whole school ethos, through classroom teaching activities and to dealing with individual incidents.

This course is designed for senior leaders, PSHE coordinators and pastoral managers.

Sector: Secondary

Categories: Leadership and Management

Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The American West is taught as part of a highly motivating course to raise overall standards, but many teachers lack the in-depth knowledge to maximize achievement for pupils at all levels of ability. To understand what happened in the Great Plains in the later nineteenth century pupils need a clear analytical structure based on the division of this vast area during the 1860s. For example the Battle of the Little Big Horn 1876 was significant in the north while The Red River War 1874-5, often ignored by teachers, ended hostilities in the south.

This highly practical course will provide a comprehensive overview of the period, modelling active learning materials, tried and tested activities to improve performance, revision aids and a practice question. It will show how the use of film excerpts and the work of artists can be used as learning aids and historical evidence to improve understanding and attainment.

The course will be supplemented by a comprehensive handbook and CD-ROM, designed for the day, packed with guidance and useful tips.

This course is specifically designed for all Teachers of the Schools History Project GCSE Examination Syllabuses which include The American West 1840 -1895.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
There is an urgent need for schools to deal with Islamophobia sensitively but proactively. Many Muslim students are being marginalized and bullied. In some schools stereotypes and misunderstandings about Islam are left unchallenged because of a lack of knowledge regarding the religion or confidence in dealing with the issues raised. Many RE, PSHE and Citizenship teachers need guidance on how to teach Islam in an interactive, interesting and enjoyable way.

The course will demonstrate tried and tested methods to create a multisensory learning environment which motivates and challenges all students. This technique has gained international support and Ofsted recognition for raising standards and increasing student participation. It will show delegates how to use religion neutral exercises to enhance their empathetic and intellectual understanding of Islam. Tried and tested activities designed to combat prejudice, racism, discrimination and Islamophobia will be modelled, which can be used with your own pupils for the benefit of your school and wider community.

The course will be supplemented by a comprehensive handbook and CD Rom, designed for the day, packed with guidance and useful tips.

This course is specifically designed for RE, Citizenship and PSHE teachers.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The nature of Continuing Professional Development (CPD) in schools is changing, there needs to be a more coherent approach and an entitlement for all. CPD coordinators in schools have the power to improve staff performance and wellbeing significantly. However, they run the risk of wasting limited money and time on ineffective training and development opportunities which have little impact.

CPD is central to effective staff development and should have a clear focus on teaching and learning and school improvement. It is vital that those in charge of CPD have an in-depth, up to date knowledge of the opportunities and issues for the diverse range of personnel in schools: there is a plethora of information and resources available to CPD Coordinators.

This one-day training course will give an up to date picture of CPD opportunities and developments and provide practical approaches to the many aspects of leading and managing CPD.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The introduction of MFL into the key stage 2 curriculum has opened a great opportunity for languages to be promoted on a wider stage. However, for secondary MFL departments there are far reaching implications of this initiative – progression, methodology, assessment and motivation.

MFL teachers have been used to a ‘fresh start’ approach in Year 7 which is both motivational and exciting to young learners. However, there are now increasing numbers of pupils arriving in Year 7 with wide range of linguistic competence and different languages. It is vital that MFL departments liaise closely with their feeder schools to ensure that this prior learning is captured and developed further. Clearly, establishing a common approach to assessment will aid this continuity of language learning across the phases and failure to do so could lead to the demotivation of pupils and a fall in numbers at GCSE.

The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
There is no doubt that the start of secondary school should provide exciting opportunities for all, a chance to start afresh and be inspired by the vast array of new subjects and a new environment. However, all too frequently pupils repeat work in many areas of the curriculum which can lead to a ‘dip’ in progress, a build up of disenchantment and behaviour problems. Coupled with this, pupils are trying to cope with the social side of transition – moving from one teacher in a primary class to different ones for each subject; finding their way to different parts of a much larger school; often travelling further to their school; meeting new classmates and encountering older and bigger pupils. All significant concerns for the Year 7 pupil.

The role of the KS2-KS3 Coordinator is one which now spans the whole year and involves very close liaison with primary colleagues on issues such as data transfer, curriculum continuity and pastoral concerns. The effective management of this phase is pivotal in providing a smooth transition to secondary school and in ensuring that the needs of all pupils are met.

The Keynote Address will be given by: Paul Ennals, Chief Executive of the National Children’s Bureau.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The need for an effective performance management structure for support staff in schools is becoming more apparent with the recent workforce reforms. The quality of performance management however varies greatly. Many schools face setting up procedures from scratch. Others have procedures in place but often face difficulties in ensuring that they cover all staff, are appropriate to the roles staff perform and recognise the differences in the duties of support and teaching staff. In schools where performance management for support staff is embedded they face the challenge of ensuring that their scheme continues to be fit for purpose and can adapt to the agenda of self evaluation.

Whatever the circumstances are for performance management in your school, this course will assist you in either establishing and implementing an effective scheme or in evaluating, developing and improving your existing provision.

The course will be supplemented by a comprehensive handbook and CD-ROM, designed for the day, packed with guidance and useful tips.

This course is specifically designed for staff with a responsibility for developing performance management for support staff in schools.

Sector: Secondary

Categories: Leadership and Management

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
EAL is a distinctive and specialist area of teaching with a cross-curricular nature. ICT and interactive learning offer opportunities for teachers to enliven their teaching and encourage EAL learners to move at different paces. Teachers of EAL need to liaise with departmental staff on the creative use of ICT to ensure appropriate curriculum access and progression for their pupils in the wide range of opportunities the curriculum offers.

The effective and appropriate use of ICT can assist EAL pupils in the completion of their assignments and coursework and in the mastery of a range of language skills. Up-to-date knowledge of the range of ICT, internet and multimedia resources available for both teaching and learning is crucial if teachers are to maximise the potential of ICT in supporting and developing their pupils. Many EAL pupils possess high level ICT skills and teachers need to maximise these to improve both the language proficiency and self-esteem of the learner.

Sector: Secondary

Categories: Curriculum

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
6th Forms are going to be at the centre of the Government’s plan to deliver a more effective education for 14 to 19 years olds. Young people are still leaving learning or moving on to HE without the requisite skills. A Levels are to be retained but within specialist diploma streams, which are to be shaped in consultation with employers. Managers will be under pressure to design a curriculum, in conjunction with other centres, which is much more tailored to the talents and aspirations of individual students, whilst continuing to strive for continuous improvement and achievement.

This important national conference, specifically designed for Directors of Post 16 and Heads of 6th Form, will provide insights into ways of taking the curriculum into the new era, in addition to informed updates, proven strategies and practical guidance from experienced colleagues, designed to meet the diverse needs of today’s learners in Post-16 education.

The conference is supported by a comprehensive handbook and CD-ROM containing materials directly for use in your school. Delegates will choose to attend 3 from 7 available seminars. Notes from all seminars will be included in the handbook and CD-ROM.

Sector: Secondary

Categories: Curriculum

Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
English Departments and individual English teachers face the constant challenge to increase results at Key Stage 3 and GCSE. Finding appropriate intervention strategies for improving the number of pupils who reach level 5 and 6 and grade C at GCSE is crucial to success.

This course has been specifically designed to help Departments and individual class teachers with borderline classes feel confident in securing effective strategies for raising achievement. The course will consider Department wide intervention strategies and well as demonstrating useful teaching techniques to ensure pupils meet their individual target grades.

The course is designed specifically for Heads of English, KS3 Coordinators and teachers of English with responsibility for examination groups.

The course will be supplemented by a comprehensive Handbook and CD-Rom, tailor made for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
History departments are under more scrutiny that ever before and can make a vital contribution to the school self-evaluation process now demanded by new inspection arrangements. It has never been more important for current or aspiring heads of history to lead their teams effectively. This course will show step by step how a head of history can plan for successful teaching and learning by pulling together all the members of their team. It will show how the array of methods for monitoring teaching and learning feeds into the sharing of good practice and regular training opportunities. In turn all this contributes to the self-evaluation of the department and the confidence of the subject leader in passing on accurate information for the school SEF.

This course will provide many practical examples of highly effective leadership in history and will prove invaluable in developing existing heads of history or preparing those aspiring to that post.

The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

The course is specifically aimed at heads of history, history subject leaders or teachers aspiring to those positions.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The DfES has laid down a set of standards which are required of a successful AST. The expectation is that they will demonstrate excellence in the areas of subject knowledge, quality of planning, ability to advise and support and a high level of skills in dealing with pupils. It is a challenge to maintain these high standards both in the classroom and throughout the school, as well as meeting the often rigorous demands of colleagues and the senior leadership team.

However, the principal role of all ASTs is to advise and support the teaching and learning in all classrooms and for this they must ensure that they keep up-to-date with the latest developments and initiatives. Giving time to the day-to-day operation of this initiative in their own schools, plus 20% of their time as outreach to other schools, needs careful management of time and detailed planning in order to survive the increased workload, paperwork and external pressures.

This one day course will offer practical guidance on the may aspects of the AST role and also offer opportunities for delegates to network with other ASTs from outside their geographical and subject areas.

This course is specifically designed for Advanced Skills Teachers and those aspiring to the role of AST.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Managing health and safety in an independent school is complex and challenging, yet it is vital that all staff are involved in safe practice. Many schools are unsure how well they are managing their health and safety. It is difficult to evaluate how effective policies are in practice, how to identify areas of responsibility and which staff are key, where to find information and most of all whether the school is operating within the law. Failure to ensure health and safety procedures are followed can result in serious legal and even fatal consequences.

This practical course will provide you with a judgment on the culture of your school and how well health and safety is managed. It will demonstrate tried and tested strategies to improve awareness and understanding of health and safety amongst your staff, enabling you to embed H&S as a priority area and improve its status.

Delegates are asked to bring health and safety policy/documents/risk assessments and specific issues of concern in order to get the most from the day.

The course is specifically designed for staff that have a senior role in the management of health a safety whether at whole school level or for a designated area.

Sector: Secondary

Categories: Independent Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
PSHE and Citizenship will form a focus of all Ofsted inspections this year so it is vital that coordinators provide a curriculum that meets government expectations whilst engaging and challenging students. Schools are now expected to address the Every Child Matters agenda and the new focus on all aspects of healthy living whilst providing the framework for children to make informed decisions for life.

This course provides a day of practical ideas to help the PSHE coordinator manage a quality curriculum that meets the needs from Every Child Matters to affecting positive lifestyle choices in the children we teach. It is designed to help you make the connections from national guidance and OFSTED expectations to the effective delivery of PSHE in the classroom. Working through a range of practical exercises and scenarios delegates will examine how to overcome common obstacles faced by PSHE coordinators.

This course is specifically designed for Citizenship Coordinators.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The health and safety issue that causes most confusion, concern and debate is risk assessment. It is clear that there are extra considerations for teachers in special schools to take into account when planning activities in all areas of the curriculum and when making off-site visits. It is crucial that teachers can identify hazards and assess risks and determine appropriate action to ensure the safety of all concerned. Not to carry out an adequate risk assessment of potentially hazardous activities and environments means that schools are failing in their duty of care and legal obligations.

This one-day training course is accredited by the Chartered Institute of Environmental Health. It concentrates on the principles and practice of risk assessment together with an overview of how it can be applied to pupils in special and disability education in all curriculum areas. On completion of the day participants can choose to carry out a risk assessment exercise at their workplace and submit it for assessment.

This course is specifically designed for Headteachers and staff in special schools responsible for the health and safety of pupils.

Sector: Secondary

Categories: Leadership and Management

Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
Since the inception of the SEN Code of Practice the role of the SENCO has been crucial in enabling schools to meet the needs of pupils with special educational needs. Every Child Matters places an even greater emphasis on the importance of multi disciplinary working, the integration of services and a close relationship with parents. Central to the success of all of these is the ability to communicate and work effectively with all interested parties. This course is designed to help you identify and develop successful working partnerships with pupils, parents, staff and external agencies to further enhance the effectiveness of your role.

This important training day is for SENCOs and staff responsible for SEN and inclusion. It examines in depth short and long term working relationships and gives guidance and practical strategies for developing positive partnerships and managing difficult situations arising from conflict of interests.

Sector: Secondary

Categories: Leadership and Management

SEN

Duration: 1 dayExpress an Interest

SYNOPSIS:
Since Learning Mentors were introduced as “the most successful and highly valued strand of the Excellence in Cities programme” - Ofsted, the practice of mentoring has become an integral part of the work of a diverse range of staff within school. Mentoring can be highly effective as a method of improving behaviour, raising self-esteem and increasing attendance and attainment. This practical and informative course provides quality mentoring practices which are accessible to newly appointed Learning Mentors, Teaching assistants and other Pastoral staff through both one-to-one interventions and group work. Through guided workshops and case studies, delegates will be given successful strategies for initiating meetings, working with individuals, establishing effective group work and liaising with parents and other agencies.

The course will be supplemented by a comprehensive handbook and CD ROM, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for: Newly appointed Learning Mentors, Learning Support Assistants, pastoral support staff and staff who wish to develop their mentoring skills.

Sector: Secondary

Categories: Pastoral

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
The level of academic and personal progress which pupils make is a key indicator of a school’s overall effectiveness. This is made particularly clear under the new inspection arrangements, and applies to all schools, including special schools. However, unlike their mainstream counterparts very few special schools have access to meaningful benchmark information on their pupils’ attainment or on the value which they have added to their pupils’ progress.

Even the most successful special schools have been criticised for making insufficient use of data to show how well pupils are achieving and to identify areas for development.

This practical course, designed for Special School leaders and managers will provide an in depth review of academic and non-academic performance assessment and data collection for pupils with learning difficulties. It will provide practical activities and discussions designed to help schools generate meaningful and valid data, and report convincingly on their pupils’ progress.

Sector: Secondary

Categories: Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
With the Every Child Matters agenda and the need for schools to ensure equality of opportunity for all, teachers have a huge responsibility in meeting the needs of all of the children within their care. An increasing number of pupils with specific learning difficulties are being educated in mainstream classrooms and it is essential that teachers and support staff have a clear understanding of how special educational needs and associated behavioural difficulties can affect learning. This practical training day will help colleagues to understand the impact of such learning difficulties, examine associated behaviours and in turn look at how to provide effective help through a range of support, ideas and strategies.

Sector: Secondary

Categories: SEN

Duration: 1 dayExpress an Interest

SYNOPSIS:
Whole-school behaviour and attendance inclusion policies should reflect the inclusive philosophy and practice as defined in “Every Child Matters: Change for Children” (ECM). Learning Support Units should be integral to these policies.

The successful LSU should be designed to meet the needs of students who may have any number or combination of challenges to their learning. It should provide targeted support for specific priorities as outlined in the school’s behaviour strategy. It is for this reason that no one model for LSUs will fit all schools.

This practical and interactive day will give guidance on how to enable your LSU to become a centre of expertise in behaviour and attendance improvement within the overall framework of the school, reducing permanent and fixed term exclusions.

Designed specifically for members of the senior leadership team, budget holders and teachers responsible for establishing and running LSUs, the course will be supplemented by a comprehensive handbook and CD ROM.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
In response to the 2006 White paper, schools are encouraged to register eligible students with the National Academy for Gifted and Talented Youth. More able students have traditionally been, according to Ofsted findings, a badly neglected group. The challenges associated with supporting this group of students cannot be easily addressed without careful consideration and planning. In order to achieve the aims of Inclusion and Personalisation, it is essential that schools ensure their more able students are properly recognised and offered appropriately challenging and stimulating learning programmes.

Designed for Gifted and Talented coordinators, this practical course will offer workable and manageable suggestions for raising the achievement of the more able students in school. It will also scrutinise some of the data-related, value-added and learning matters that will also require attention if the best opportunities are to be made for greatest possible success for these students.

The course will provide guidance and support mechanisms suggested by various ‘experts’ in this educational field, to allow teachers to choose those they believe most useful in their own school contexts.

Sector: Secondary

Categories: Leadership and Management

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Systematic and rigorous whole school and subject specific self-evaluation are not new processes. However, they now have an even more pivotal position in the highlighting of strengths and areas for sustained improvement.

Geography subject leaders must have detailed knowledge and understanding of subject strengths and weaknesses. It is a central to their leadership and management role. They must be effective self evaluators.

There has been much criticism from many quarters, including DfES and Ofsted, regarding the quality of learning/teaching and standards in Geography across all key stages. Are we rigorous enough in our self evaluation? Does subject self evaluation and associated improvement planning ensure that there is sustained subject improvement?

This course unravels the process of self-evaluation and how it can be used as an effective and efficient vehicle for sustained subject improvement, a tool for ensuring high class subject provision for every young person.

This course is particularly relevant to current and aspiring Heads of Geography and Geography subject leaders/coordinators.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Monitoring the progress of all pupils is the key to ensuring that both academic progress and personal development are maintained and built upon. Making the most of data and successfully setting targets can be a challenge amid all the other pressures on the Head of Year.

However, the responsibility for analysing subject performance and putting in place strategies to raise standards of work and behaviour often falls to the Head of Year. It is essential that ‘data rich’ schools become ‘information rich’ schools. The role of the Head of Year is crucial in making maximum use of the full range of academic and pastoral data. Data must be made ‘active’ if it is to impact upon achievement. Handled carefully, this information can be a powerful tool to keep pupils motivated and challenged throughout the key stages.

The experienced, lively presenter will demystify the process of analysing and using data in an accessible, effective manner.

The course will be supplemented by a comprehensive handbook and CD-Rom, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for Heads of Year in secondary schools and those aspiring to the post of Head of Year; staff with responsibility for student progress.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
Special schools are under more pressure than ever before to offer evidence that they are making progress and meeting the needs and potential of their students. Data now plays a crucial role in this process and the onus is upon headteachers and senior leaders in special schools to show that they not only possess the data but that they are using it effectively to drive school improvement.

Staff and students are key players in school improvement planning. Successfully managing the link between school improvement planning and performance management is vital if appropriate targets are to be set and commitment to these gained.

This one-day course will offer practical guidance on gathering evidence and data and using this for a variety of processes linked to school improvement. In addition, one of the sessions will offer the opportunity for delegates to work on data from their own schools with guidance from the two trainers.

This course is specifically designed for headteachers and senior leaders in Special Schools.

Sector: Secondary

Categories: Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
Safeguarding children in school is vital but challenging. Many staff come into contact with a number of youngsters who are at risk every day, but feel they lack the necessary knowledge, understanding and experience to tackle the issues with confidence. The legislation and guidance on safeguarding children in schools is robust. However, to improve how well we watch over and care for children requires a committed approach and informed practice that no legislation can make universal.

This course will inform you about the issues and the law surrounding child protection, and explain how you can best discharge your legal responsibility for the well-being of the children you work with. It will provide the surety and knowledge necessary to contribute towards a safe learning environment for them. It will also help you to recognise those pupils who may suffer significant harm, and how to take appropriate action for their safety both at home and at school.

This course is specifically designed for TA’s and other school staff who work closely with pupils, and their line managers:

• Teaching Assistants and their managers in all schools
• Teachers with designated responsibility for Child Protection

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
'In a secondary school with 1,000 pupils there will be 50 pupils who are seriously depressed and a hundred who are suffering significant distress' The Place 2 Be.

A report of major social trends shows that our children have to cope with greater impact of family break down, emphasis on exams, increased media pressure and commercialisation, easier availability of drugs and major demographic change. The most successful schools recognise the vital role good emotional and mental health have in maximising academic achievement amongst their students and take steps to support vulnerable youngsters. Through a variety of presentations, small group exercises and case studies, the course will provide information and advice on how to manage low mood and depression in adolescence. It will give practical guidelines and strategies for supporting vulnerable pupils but also how to ensure that appropriate support systems are established in school including the promotion of Mental Health through an effective PSHE and tutorial programme.

Designed for staff in school with a responsibility or interest in promoting good mental health, the course will be supplemented by a comprehensive handbook and CD ROM specifically designed for the day

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
The challenge facing head teachers and School Business Managers is to ensure that they have sufficient financial resources to meet the current and future needs of the school. However school leaders face a bewildering number of initiatives, new funding arrangements and conflicting financial forecasts. Those schools which are able to understand and optimise these opportunities have a huge advantage in the race to raise standards.

This practical training day will provide colleagues with new ideas on how to generate additional income to supplement school budgets. The day will help establish which are the best opportunities and how to attract committed sponsors. By the end of the day delegates will have an understanding on how to take an entrepreneurial approach to school finances and will be taken through the steps required to construct a successful bid. Colleagues should leave the day with all the information they require in order to submit a smaller bid for funding as well as an action plan for writing a major capital bid.

This course is specifically designed for Headteachers and School Business Managers.

Sector: Secondary

Categories: Leadership and Management

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
Yet more changes have taken place with school funding. It is vital that headteachers and their senior leadership teams fully understand and are able to take advantage of all the funding streams available to their school. However it can be difficult and often complex to understand and therefore maximise the opportunities the new funding arrangements provide.

The prospects for greater stability in budget setting will enable schools to have the flexibility to manage finances in such a way as to create capital for premises improvements.

This course is specifically designed to provide realistic examples of how this can be achieved successfully. The training day will focus on the impact of the new funding arrangements on Raising Standards and Improved Outcomes for Students. Through practical sessions it will demonstrate how effective management of the school budget can enable schools to target funding and make the most effective use of resources to secure better value.

This course is specifically designed for head teachers, school business managers and bursars.

Sector: Secondary

Categories: Leadership and Management

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
RE teachers are required to make effective provision for all students, including high achieving pupils and those who are gifted and talented. Identifying these pupils cannot depend only on their scores in other subjects - giftedness in RE is unique. Developing strategies for meeting these needs in all kinds of pupil groups is challenging, but rewarding too. Some pupils’ gifts and talents in RE may be spiritual, others logical, intuitive or philosophical, creative or theological. Atheists can be gifted at RE, and so can Muslims, Christians and agnostics.

Enabling very able pupils to enjoy their RE and reach their potential requires good strategies for identification, provision, task setting, monitoring work and inspiring young minds. This practical course will provide an in depth and practical review of the key ways in which RE teachers can meet these challenges, and many classroom resources and ideas that teachers will want to use.

This course is specifically designed for classroom RE teachers and RE subject leaders.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The challenge for many schools today is how to successfully manage the endless pressure to change their organisation, structures and practice. In the face of this deluge, it is all too understandable to develop a’ bunker mentality’.

The best schools however have always realised the advantage of being proactive in the face of change. Focussing and investing in developing the institutional capacity to control, lead and manage the process will endow schools with the ability to meet change on their own terms while maximising the prospects for its successful introduction.

This highly practical course will provide an in-depth overview of the key elements in developing this capacity, and the particular leadership and management skills which will enable schools to successfully manage the change process. It will also identify those particular skills which will enable those managing this process to deal sensitively but firmly with possible difficult colleagues and situations encountered.

This course is specifically designed for members of the School Leadership Team and Middle Leaders.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The ‘Ten Year Strategy’, the Government’s vision for ensuring that every child receives the best start in life, is placing new yet welcome demands on the Early Years Sector. However, these demands can only be met if people working with young children are themselves trained to the highest possible standards. The imminent Childcare Workforce Reform, a necessary foundation for improving outcomes for children, should open up a wide range of opportunities in the sector, which in turn, will place a heavy responsibility on those who educate Early Years professionals. It is vital they have a thorough understanding of the Early Years Stage, together with skill in translating its principles into practice.

High quality integrated care and education in the early years, is crucial to children’s development. Practitioners need to have a firm grasp of new initiatives, the curriculum framework, learning goals and the underpinning principles for early education. A well planned structure, combined with flexibility, is essential if we are to meet the individual needs of young children. Putting all this into practice is an ongoing challenge. On a day to day basis, it requires high level student provision, learning from the best practice in the sector.

This timely and informative one day conference will offer delegates updates on critical issues in Early Years. It will also give an opportunity to hear leading consultants and practitioners focus on the practicalities of laying the foundations for our children, to ensure success at school and in later life.

Sector: Secondary

Categories: Curriculum

Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
Many talented students fail to realise their potential – either in their post-16 assessments or when they progress to higher education or employment. Recent criticisms of Advanced qualifications have focused on their inability to identify the most able candidates: therefore current consultations on reform include Advanced Extension Award-type questions to add stretch and challenge and an ‘extended project’ requiring a high degree of planning, preparation, research and autonomous study. It is essential that teachers implement teaching and learning approaches that offer better differentiation amongst the highest attaining advanced level students and help all students become more capable, confident and self-reliant.

This course is designed to provide you with effective, practical strategies to support your students in developing thinking and independent learning skills, which will maximise their potential in assessment and underpin future achievement.

This course is specifically designed for teachers of Advanced Level qualifications in Colleges, 6th Form Colleges and schools.

Sector: Secondary

Categories: Curriculum

Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teachers, lecturers, trainers and guidance staff, will need to update their teaching and learning techniques and curriculum knowledge in the light of the specific and wide reaching changes in the curriculum in the next few years. In this context, ‘Levels of Provision’ will need clarification and re-evaluation, both in terms of their impact on the learner, the curriculum and course design and delivery. The Functional Skills are also going to provide an additional challenge.

Teaching and learning materials need to reflect achievable progression routes as ‘Levels’ as a generic term is meaningless unless it can be clearly demonstrated to the Learner that there are fundamental differences in expectations and outcomes at each stage of the learning process.

This event is designed to provide you with the latest updates and effective, practical strategies for responding to the new demands, by highlighting areas of good practice on how ‘Levels’, regardless of subject disciplines, should be interpreted into teaching and learning. By looking at how courses and work- based learning experiences are designed to reflect different levels of achievement, you will be able to examine your own approaches to the teaching and learning process and aspects of guidance and support. You will also receive top tips, based on the latest research, on how to support learners through transitions.

The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for managers, teachers, lecturers, vocational coordinators and guidance staff in schools and colleges, who work with students on level 2 and 3 courses.

Sector: Secondary

Categories: Leadership and Management

Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
The pace of change in technology is undiminished. It is difficult to keep pace with the changes and the resultant impact and implications for schools. This practical course gives schools leaders an opportunity to consider one of the most widely heralded introductions that could have a far reaching impact on transforming teaching and learning. It takes a pragmatic and balanced approach, neither advocating nor arguing against VLEs. Questions that need to be answered are: is a VLE right for your school? What are the long term considerations in getting the most out of this software before making an expensive purchasing decision? What are the implications for staffing, school structure and pedagogy? What are the possible stages of implementation?

The course will give delegates the answers to these and the other crucial questions. Practical advice and guidance equip delegates with the knowledge and understanding to advise and guide their schools in making informed decisions and identifying key opportunities to unleash the full power of a VLE.

This course is specifically designed for school leaders and those with strategic responsibility for whole school ICT and eLearning.

Sector: Secondary

Categories:

Duration: 1 dayExpress an Interest

SYNOPSIS:
Recent government initiatives – Workforce Reform, Every Child matters and TLRs in particular – are bringing about radical changes in schools. The traditional pastoral role of Head of Year is being transformed and increasingly adults other than teachers are being appointed to this post.

Many schools are uncertain how best to introduce and develop this new role. For those appointed it is often a daunting and demanding task to acquire the knowledge, understanding and skills to carry out the role effectively.

This practical training day builds on the experience, over several years, of two schools which have successfully established and developed the new role of Year Manager. Led by practitioners it focuses on the practicalities of the job, providing detailed guidance on how best to manage and adapt to changed relationships and responsibilities. It identifies the key issues and provides innovative, flexible and realistic strategies for success which can be adapted to suit your school’s needs.

The course is specifically designed for adults other than teachers who, as Pastoral Leaders/Year Managers, have responsibility for the welfare of a year group in their school.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teaching is a stimulating, exciting and rewarding profession. Your first few years can be challenging, but it is the time when you learn to develop the basic skills which will ensure long-term success.

Good teachers shape lives, they make a difference. The art of teaching lies in helping young people learn how to learn. The key to success lies in motivating learners and meeting their individual needs. This will lead to high levels of achievement and low levels of disruption, which in turn will lead to a sense of shared success and huge job satisfaction.

This important national conference, designed specifically for teachers new to the profession and those training for qualified teacher status, will provide clear, practical, guidance and strategies to build on and develop effective classroom practice.

The keynote address will be delivered by: Chris Pickering - Headteacher, Tuxford School

Sector: Secondary

Categories: Teachers New to the Profession

Duration: 1 dayExpress an Interest

SYNOPSIS:
Pupil underachievement and low attainment remains a key concern of all educators, employers and parents. Section 5 OFSTED inspections requires all schools to undertake rigorous self-evaluation, to review and analyse performance, interpret outcomes and then take effective action to drive change and achieve improvement. Personalised and differentiated learning are seen as ways of motivating disaffected pupils.

For standards of achievement to be improved, schools will need to develop effective intervention strategies across all key stages and at all levels. Intervention should be integral to the whole learning experience and not just a “bolt on”. Ofsted have found that effective intervention continues to have a positive influence on pupils’ attainment. The quality of teaching and learning are also improving as teachers continue to apply intervention strategies. They recommend that all schools should have a clear policy and strategy that is applied consistently in order to bring about improvement.

This course is specifically designed for Senior leaders, Progress leaders and Achievement Coordinators who have responsibility for the development and implementation of intervention programmes. It will offer effective guidance, realistic strategies and practical examples on how to make intervention have an impact and bring about real improvement in your school.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The vocational route in this country has never been as successfully understood as the academic route, with successive initiatives failing to resolve the issue. The recent Government proposals to reform 14-19 education have been described as the last opportunity to get vocational education right and widen opportunity for all. Increasing access to vocational education and raising quality is essential and the Government’s goal of 90% of young people staying on in education post-16 by 2015 is only going to be feasible if rhetoric is turned into reality and the needs of the learner are put first, with opportunities that will truly inspire.

It is critical that there is a strong emphasis on 14-19 as a coherent phase but there is still a lot to do to transform the vision into reality so this practical one day course will provide you with the latest updates and understanding of structures and implementation strategies to help you avoid possible pitfalls.

The course will be supplemented by a comprehensive handbook and CD ROM, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for managers, teachers and vocational coordinators in schools, who will be in the front line of developing the Specialised Diplomas and who will require pragmatic advice on implementation.

Sector: Secondary

Categories: Curriculum

Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Geography teachers have long recognized the value of field trips, which give students the chance to understand how the things they learn in the classroom relate to the real world. They play an important part in linking what has been learned in the classroom and with careful planning can infinitely enhance the understanding and enjoyment of the subject. However, some teachers and lecturers have become increasingly concerned about their legal liability in the event of an accident in the wake of some high profile accidents in recent years. It is crucial that in organizing field trips, staff can identify hazards and assess risks and determine the appropriate action to ensure the safety of all those taking part in a field trip. This course will look at the organizational and logistical planning process, the educational justification and the principles and legal framework of health and safety risk assessment.

This course is specifically designed for Heads of Geography and all Geography teachers planning field trips.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Biology continues to be the most popular of the traditional Sciences studied at AS/A2. Fundamental technical expertise is essential, but the nature of the subject demands a wide variety of specialised skills.

This hands-on practical course will take place in a school laboratory. It is specifically designed to provide tips and guidance on how to effectively set up and support a range of frequently employed AS/A2 practicals.

The focus will be directed towards experimental work involving enzymes, key metabolic reactions and basic microbiology.

The course will be supplemented by a comprehensive handbook and CD ROM, specifically designed for the day, packed with guidance and useful tips.

This course is specifically designed for Science technicians wishing to extend their skills in the specialist area of A level Biology practical work.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
Many schools are now considering taking control of their own catering operation. The work required to manage such a venture is significant and there are many issues to consider. As with any other business, it is vital at the start to ensure that risks and resource requirements are identified, and it is clear who will have ownership and accountability to the stakeholders for performance.

This important and practical course will address the key steps to setting up and running a successful operation and an understanding of the essentials of catering management. It will advise on how to ensure a viable operation and avoid the pitfalls which can lead to problems.

Practical guidance and strategies will be given for providing a compliant service in terms of financial control, staffing, menu planning, nutritional standards, food sourcing and procurement and health and safety.

The course will be supplemented by a comprehensive handbook and CD-ROM, specifically designed for the day, packed with guidance and useful tips. It is specifically designed for Senior Leadership, School Business Managers and others with direct or overall responsibility for the schools’ catering.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Teaching which treats learners as passive recipients, soaking up information, is unlikely to help them achieve much more than knowledge or comprehension. It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may be forgotten quickly or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be evolved. It is this which enables new situations to be tackled effectively: it is not enough just ‘to do’, and neither is it enough just ‘to think’. Learning from experience must involve links between the doing and the thinking. This course provides practical classroom ideas, strategies and approaches on how to promote learning. It also gives tips on how to provide support for learners and learning when required, thus encouraging independent learning skills. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips This practical training day, involving a range of essential techniques encouraging active learning, has been specifically designed for all teachers of KS5 whether it be in academic or vocational courses. There will be opportunities to work together, network and share ideas about how to not only be technically competent but to bring a sense of challenge and stimulation to your lessons. Course members will benefit if they can bring a laptop computer with them on the day.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
BTEC Firsts and Nationals are fast becoming an essential and highly desirable component of the 14-19 curriculum, with both teachers and learners being attracted to the practical nature of their specifications and the absence of formal examinations. The BTEC Programme Leader faces the major challenge of managing a qualification which has, at its core, a high degree of centre delegated authority. Consequently, in order to maintain the quality and integrity of the qualification, centres must ensure they have robust systems in place for managing delivery and assessment, as well as supporting learners and the teaching team. This course will provide pragmatic answers to the challenging situations faced in strategic and day to day management of a BTEC programme. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for Teachers and Lecturers currently leading BTEC First and/or National Programmes

Sector: Secondary

Categories: Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
The health and safety issue that causes most confusion, concern and debate is risk assessment. Yet this is a critical aspect of school or college policy. Health and safety in PE, Sport and Leisure has an increasingly high profile following widely reported incidents. It is therefore essential that PE departments and sports coaches in education know how best to assess risk and take appropriate action to ensure the safety of all those affected by the activities they manage. It concentrates on the principles and practice of risk assessment and how it can be applied within the sport and PE environment. On completion of the day, participants can choose to carry out a risk assessment at their place of work and submit this for assessment. Successful completion will result in the award of the Chartered Institute of Environmental Health Certificate in Risk Assessment: Principles and Practice. The course will be supplemented by a comprehensive handbook and CD ROM, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for: PE teachers, sports coaches and staff with particular responsibility for the safety of pupils involved/affected by sporting activities.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Health, safety and particularly risk assessment, are fundamental areas of responsibility for schools but amidst numerous competing demands, they tend to slip down the list of priorities. Ofsted has identified health and safety concern in one in four schools, with one in ten having a significant number of problems. Overlooking health and safety and risk assessment requirements can, in certain circumstances, lead to formal action and litigation. This short, intensive residential course allows participants to gain two nationally recognised qualifications, one in health and safety and one in risk assessment. Day one covers health and safety and concludes in a short multiple choice test. Day two concentrates on the principles and practice of risk assessment and concludes with an opportunity to complete a post-course school-based assignment. Successful completion of the test and assignment will mean that participants will be able to be appropriately qualified to national standards and better able to address and contribute to health safety and general risk assessment issues in the school environment. The course will be supplemented by a comprehensive handbook and CD ROM, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for site managers, caretakers, site maintenance staff, supervisory and support staff.

Sector: Secondary

Categories: Support Staff

Duration: 2 daysExpress an Interest

SYNOPSIS:
The movement of loads and the use of hazardous substances and materials are common daily activities in schools and colleges. All such tasks should be properly controlled and managed and yet nearly a third of all reportable accidents at work involve manual handling operations, and regular exposure to hazardous substances without necessary safeguards can lead to a range of long term physical conditions and illnesses. Many unsafe situations leading to injury and ill health could be avoided by knowing how to lift and move loads and how to use hazardous substances and materials safely. Failure to ensure members of staff are properly trained in undertaking potentially hazardous activities means that schools and colleges could be held liable in the event of a compensation claim. This one-day training course provides the opportunity to gain two nationally recognized qualifications accredited by the Chartered Institute of Environmental Health and is designed to enable participants to look carefully at their own work activities. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for site managers, caretakers, site maintenance staff, supervisory and support staff.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
Many students find Shakespeare challenging and uninspiring because they lack the ability to access the often daunting text. The language defeats them and impacts on their ability to understand the plot, characters and challenging themes. This is, in part, because the plays were originally never meant to be read. This practical course will give innovative ideas, strategies and approaches for helping all learners to get inside the plays. Through workshop activities using four of Shakespeare’s plays you will be given practical ideas and activities to use with students in the classroom. The strategies will enable learners to explore the narrative, themes, characters and language using place, shape, movement, focus, tension, staging, proxemics and sound. In understanding the essence of the play, learners will be in an excellent position to demonstrate their ability to analyse character and dramatic qualities with confidence. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for Teachers of English at KS3 and KS4.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The introduction of MFL into the key stage 2 curriculum has opened a great opportunity for languages to be promoted on a wider stage. However, for secondary MFL departments there are far reaching implications of this initiative – progression, methodology, assessment and motivation. MFL teachers have been used to a ‘fresh start’ approach in Year 7 which is both motivational and exciting to young learners. However, there are now increasing numbers of pupils arriving in Year 7 with wide range of linguistic competence and different languages. It is vital that MFL departments liaise closely with their feeder schools to ensure that this prior learning is captured and developed further. Clearly, establishing a common approach to assessment will aid this continuity of language learning across the phases and failure to do so could lead to the de-motivation of pupils and a fall in numbers at GCSE. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for : Heads of MFL and teachers MFL in secondary schools

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
With the advent of Functional Skills in 2008, literacy across the curriculum remains high on the government’s agenda. Therefore, it is essential that Literacy Coordinators further develop cross-curricular literacy and maintain the momentum in the drive to raise literacy standards in their schools. Clear and consistent literacy monitoring strategies are vital if self-evaluation is to be effective. The use of student and staff focus groups in the process of evaluating impact is particularly beneficial in the development of targeted action plans with achievable goals. In addition, Literary Coordinators must ensure open and positive curricular discussion if all staff are to show commitment to both spelling and grammar in all subject areas. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for: Literacy Coordinators and staff with responsibility for literacy across the curriculum and senior leaders responsible for whole-school improvement.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
Whilst most schools have developed a quality school prospectus and may even have a new style promotional DVD, many fail to realize the marketing impact of many other school activities both within and beyond their control. Almost everything done in schools carries with it a message. The management of these messages is essential to student and teacher pride in their school as well as critical to recruitment, retention and improvement. Indeed, in some communities the survival of your school may depend on it. Developing a positive profile for your school means getting in the local newspaper on a regular basis, but also managing the covert messages which define a school’s reputation through hearsay and gossip. These covert messages could be pupils’ behaviour on their way out of school or a mistake made by an awarding body which rebounds on students. Shaping the perceptions of the community towards your school is critical in the drive to raise the profile. This one day course will offer guidance from a headteacher, Geoff Barton, who is addressing these issues in his own schools. Geoff will provide practical strategies for dealing regularly with the media, including TV and radio, together with strategies for dealing with those moments when schools are required to respond to the unexpected news story. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for: Senior leaders in secondary schools who deal with press liaison and staff in schools with responsibility for marketing.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Senior leaders in schools cannot bring about change single-handedly. Those that do either burn out or when they leave the school there is rapid decline. Long-term sustainable school improvement is based upon embedded distributed leadership, deeply rooted in the policy and practice of each institution. By engaging team leaders at all levels in genuine self-review that is focused on answering the question ‘How can we make thing better?’ Schools will begin to develop long term ownership of their futures. This highly practical day will focus on how schools can set up systems which will meet these goals. It will also provide some valuable examples of how self review can lead to effective development planning and a more effective curriculum. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with practical guidance, strategies and useful tips. This course is specifically designed for headteachers and members of the Senior Leadership Team.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
Under the new Ofsted framework, self-evaluation is essential in enabling schools to analyse performance, identify strengths and determine areas for development as part of their own improvement process. In order to show that pupils with Special Educational Needs (SEN) are making sufficient and expected progress towards achieving the 5 outcomes of Every Child Matters, schools need to ensure they have efficient and effective systems in place for monitoring and evaluating SEN. The SEN Code of Practice clearly states that one of the roles of the Special Educational Needs Coordinator (SENCO) is to monitor and evaluate SEN provision and practice. This important course will provide specific information, skills and knowledge to carry out this aspect of the SENCo role. Colleagues will be given practical guidance and manageable strategies for the effective monitoring of learning and teaching of pupils with SEN as well as how to support and work with individual departments. This course is specifically designed for: SENCOs, Heads of Learning Support, Inclusion Managers or other middle/senior leaders in the school who have a strategic responsibility for SEN.

Sector: Secondary

Categories: SEN

Duration: 1 dayExpress an Interest

SYNOPSIS:
Assessment for learning is at the heart of successful English teaching. schools are incorporating assessment for learning techniques as part of the Secondary Strategy, but English Departments have a need for subject specific advice and practical strategies that can be readily used to progress pupils’ reading, writing, speaking and listening skills. The key challenge is to make the best use of current assessment data to raise standards, but also to involve pupils with the assessment process so that they are aware of the next steps needed to improve their own learning. This practical course will give advice on how the main principles can be usefully and readily incorporated into English lessons and used to maximise pupils’ engagement and success. It will provide practical and effective strategies for improving formative assessment and manageable solutions for dealing with all aspects of the assessment procedure.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The theoretical component of examined PE is a major part of the qualification but it is often the area where students lose the majority of their marks and experience difficulty, as emphasized by the most recent OfSTED subject report. There has been a steady growth in the number of young people opting to study Physical Education, both at GCSE and AS/A2 level but students often choose it thinking that it will involve a high percentage of practical activity. Teachers then have to work extremely hard to inspire and motivate students to perform to their maximum potential in classroom-based theory. At a time when teachers are under significant pressure to improve achievement and raise standards, this course will provide ready-to-use, interactive, practical solutions to apply immediately in the classroom as well as the opportunity to share good practice. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips which can be implemented straight away. This course is specifically designed to meet the needs of PE staff who are focused on developing strategies and solutions to improve teaching and learning in their faculties.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Critical Thinking is a rapidly developing subject which is often taught as a second subject area with little time to develop materials. Teachers find that with restricted course hours there is little time to move away from just teaching the basics and using past papers. Despite the fact that there is a growing wealth of text books to help define the concepts, there is little for helping teachers to use methods that would encourage a variety of active learning experiences. This course has been designed to give teachers time, in a workshop environment, to experience Critical Thinking through a range of active learning situations. Course members will have the opportunity to experience hands on use of new resources for tackling the skills of analysis, evaluation and construction of argument. The course will be supplemented by a CD, specifically designed for the day, packed with guidance and useful tips. This course is especially designed to meet the needs of teachers who have been asked to deliver a Critical Thinking course and wish to make it a lively and effective learning experience.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
RAISEonline (Reporting and Analysis for Improvement through School self-Evaluation) is a powerful web-based interactive tool developed by Ofsted and the DfES to replace the Performance and Assessment (PANDA) report and the Pupil Achievement Tracker (PAT). Used with other information systems, RAISEonline provides the most powerful tool for self evaluation and will be used by Ofsted as the basis for school performance analysis. Developed as part of the New Relationship with Schools programme, and available to all schools it provides a single convenient point of access to data and analyses. RAISEonline provides schools with a wide range of analytical information to support the review of performance data in greater depth as part of self-evaluation and target setting. Users will also be able to 'drill-down' from the school level performance information, as available in the current PANDA, to see how individual pupils have contributed to this performance. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for: Headteachers, Senior leaders and Chairs of Governors.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The impact of workforce remodelling and more autonomous control of school organisation and expenditure has meant that the role of the School Business Manager involves more leadership and strategic planning. As the Business Manager evolves into a key Leadership Team role, it is vital to ensure that they and their colleagues have the knowledge, skills and competencies to contribute to school improvement. This practical course combines an overview of the ways in which Business Managers and Bursars can lead and support school improvement with a focused examination of the key issues. The day will provide realistic guidance and strategies to enable successful development of the role, including opportunities for professional development and career progression. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for school business managers. It may also be of use to Headteachers and/or Deputies who are considering the introduction or development of the role in their schools.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The creation of a positive climate for learning is the essential prerequisite to a school’s success. The equation is simple: in schools with good behaviour students learn more effectively. As well as the obvious direct link between attitudes to learning and learning outcomes, there is another very important factor to consider. The recruitment and retention of good staff will always be a challenge for the profession. Schools where staff spend too much of their day trying to maintain discipline will not be as effective in attracting and keeping the best staff. If good staff leave, then the school can soon find itself on a downwards spiral. In a school committed to high standards, all staff should play a role in promoting and maintaining a positive learning environment, where good behaviour is encouraged and rewarded and poor behaviour is appropriately punished. Effective behaviour management is underpinned by consistency, clear systems and shared understanding. The challenge for school leaders lies in the process through which one translates these aspirations into the reality of daily life in school. Working with its community and across service providers, schools can make enormous differences to children’s lives. With the advent of children’s trusts and directors of children’s services there is no better time to embrace the opportunities for collaborative working. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with practical guidance, strategies and useful tips. This practical course is specifically designed for Headteachers and members of the Senior Leadership Team and will provide realistic solutions to some of the challenges faced by schools.

Sector: Secondary

Categories: Leadership and Management

Duration: 1 dayExpress an Interest

SYNOPSIS:
The personal development curriculum encompasses any area of learning that promotes students’ spiritual, moral, social and cultural development and helps prepare them for the opportunities, responsibilities and experiences of adult life. The personal development curriculum should also develop students’ self-esteem and emotional wellbeing and help them to form and maintain worthwhile and satisfying relationships, based on respect for others. Whilst there is a wealth of guidance for schools on how to implement aspects of the personal development curriculum, there is much less on coordination. This conference is designed for all colleagues involved in planning and delivering the Personal Development Curriculum. It will, with presentations, case studies and workshops, delivered by experienced practitioners, provide the latest updates around the personal development curriculum and offer practical guidance and realistic strategies for direct use in your school.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
There are good opportunities opening up for geography teachers, and challenges too. For example, new Standards for Classroom Teachers will require staff to strengthen their subject knowledge and department heads to provide clear support. At the same time, the QCA’s review of KS3 should provide new opportunities and flexibility for Geography in the future and the DfES is supporting the RGS-IBG and the GA in implementing a new national Action Plan for Geography (from 2006-2008). This important and timely national conference will alert participants to this forward-looking framework and the possibilities that will arise. In collaboration with the GA leading edge practitioners will highlight the challenges and possibilities the subject will face in the coming years. The conference is supported by a comprehensive handbook covering the Keynote and all the seminars. It will highlight how it helps us understand our own lives in a global world and face some big questions intelligently, such as climate change, the ‘war on terror’, water and food security, and poverty eradication. Geography has the potential to frame such issues in a way that helps us face them with confidence, and to avoid simple ‘solutions’. GA members are eligible to a discounted conference fee of £195 + VAT.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
In the last few years, many schools have invested in the provision of interactive whiteboards (IWBs). However, there is a danger that they are used just for presentations and their potential for interactivity is not maximised. The effective use of ICT, including IWBs, to promote learning is a focus during Ofsted inspections Interactive whiteboards engage students and can improve both motivation and classroom behaviour. In addition, they can assist in lesson planning and support diverse learning styles. These are particularly true of students with learning disabilities and difficulties where research shows that there is a striking impact on learners. The use of the IWB offers these students greater opportunities for participation and collaboration. In some cases, students’ personal and social skills improve because the boards foster a ‘can-do’ approach. Above all, interactive whiteboards bring fun into the classroom for teacher and student alike. This is a day of planning and demonstrations, specifically designed for teachers and teaching assistants who work with students with learning difficulties and disabilities in Special Schools. Delegates will be given practical strategies and guidance on how to use the software in a creative way which allows students to be more involved in their lessons. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance, resources and useful tips.

Sector: Secondary

Categories: Special Schools

Duration: 1 dayExpress an Interest

SYNOPSIS:
The restructuring of the school workforce and the large number of government initiatives and strategies which Headteachers must implement has resulted in an increased and enhanced role for the PA. The role can vary from school to school but in all circumstances, PAs are required to work within teams, independently and as a confidential support to the head. The role is a challenging and varied one which requires excellent organisation, good communication skills, tact and discretion. Through a range of activities and presentations, this important course, specifically designed for Headteachers PA, will provide practical strategies, ideas and approaches to enhance and develop this essential role within the school organisation The course will be supplemented by a comprehensive handbook, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for: headteachers PAs and those seeking to take on this responsibility in the future.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
An effective Library and Learning Resource Centre is an essential educational service which supports all areas of the school in raising standards of teaching and learning. In line with the rest of the school the LRC must address national guidelines on inclusion and personalised learning which help to provide access and support to all students. Through interactive workshops and activities, guidance will be given on how to create an environment which raises the profile of the LRC and promotes learning and positive behaviour. This important day will provide practical strategies for communicating expectations of use and behaviour with all stakeholders as well as giving advice on how to address challenging behaviour and reward good behaviour. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for: LRC managers.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
TAs play an essential role in supporting students who have specific learning needs. When TAs are supporting learning, they need to know why strategies work and which strategies to use. Increasingly students who are dyslexic need effective support from TAs. This very practical and interactive course introduces a range of innovative learning techniques which are designed to enhance the learning of dyslexic students when they are supported in mainstream, in the certain knowledge that if it works for Dyslexia, it will benefit pupils with a wide range of other learning needs. The course will enable participants to select appropriate strategies from a theoretical perspective. Teaching the brain to read and spell will be a particular focus, as will identifying how to apply this knowledge practically through synthetic and analytic phonics when supporting groups. Supporting reluctant writers will be another priority, with a particular focus on securing alternative evidence of achievement. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for: Teaching assistants and learning support staff.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
The Section 5 inspection framework places a much greater emphasis on school self-evaluation. Schools must ensure that they are fully aware of the crucial role of self-evaluation in shaping both the inspection and school improvement processes. It is essential that this self-Evaluation procedure is both robust and reliable and leaders at all levels are involved in the process. The role of the middle leader is crucial if real school improvement is to take place. All middle leaders are expected to regularly review and anlayse performance interpret the outcomes and then take effective action – it is this very skill upon which they are now judged. They must make accurate and secure evaluations in relation to improvement planning and incorporate these into their self-evaluation. In addition, they must be able to show policies in action, together with their impact on student progress, and demonstrate that the whole department is working together to raise both student achievement levels and whole school performance. This practical course will give detailed guidance on how to carry out an effective self-evaluation. It will provide practical strategies on how to contribute to an effective SEF and link this successfully to the school improvement process. It will also provide an in depth review of the key leadership and management skills needed for effective leadership and management and provide practical workshops designed to develop and hone your skills. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for middle leaders and those aspiring to the role.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
Raising skill levels in Textile Art – in which Britain leads the world – offers teachers an opportunity to develop their students’ surface relief skills, raise their level of achievement and broaden their portfolio of work for submission to Higher Education Admissions Tutors or future employers. These workshops will allow participants to spend one day each with two of three experts in their field. For all three tutors, at least four design areas will be explored during their workshop and the potential of these ideas highlighted for future investigation, definition and development by participants with their students.

Sector: Secondary

Categories: Curriculum

Duration: 2 daysExpress an Interest

SYNOPSIS:
Students embark upon their Psychology courses with open minds and high expectations, hoping that it will give them insights into the working of the human heart and mind. They are often disappointed by the reality of the subject as an academic discipline, finding the concepts more challenging than they anticipated and sometimes losing their initial enthusiasm for the subject. Use of the Internet can sometimes give students self-confidence as learners and teachers of Psychology are well aware of the huge range of internet and multimedia resources that are available to their students. Without a doubt, ICT can become an integral part of the learning experience for all students. This one-day conference for lecturers and teachers of Psychology has been specifically designed to focus on how psychology teaching can address the motivations and misconceptions that students have of the subject. It will look at ethical issues in psychological research, provide ideas for activities using the Internet and deconstruct a recent A level examination on the issue of cultural bias.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Standards in citizenship generally are higher in schools doing the GCSE” Ofsted 2006. GCSE Citizenship Studies is now one of the fastest expanding accreditation routes in the country bringing with it unique challenges. Senior leaders are often keen to run the course as a supplement to other short courses such as RE/Philosophy and Ethics as well as PSHE. However this can lead to pressure on Citizenship Coordinators who already find themselves having to meet stringent national criteria laid down by QCA and Ofsted with the additional burden of coordinating an examination – especially one which might well involve an entire year group. This timely and practical course will provide Coordinators with ideas, planning guidance, exemplar lesson plans and administrative tips aimed at reducing the workload and pressure involved in delivering this important new subject. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for: all staff who are involved in the delivery of GCSE Citizenship and staff who are already involved who wish to look at new ideas and strategies.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Taking on responsibility for leadership and management as a Second in Department is a challenging role. For many English teachers it can be their first post of responsibility and the successful second in department needs to master a wide range of complex skills. This practical training day is designed for those who are seeking to become seconds in department, or who are in their early years in the post. It will focus on the various aspects of the role, provide guidance for managing it successfully and will give specific and practical ways of developing the leadership of a curriculum area. Through a wide range of management and leadership activities, delegates will receive a wealth of useful ideas and next steps which will develop their knowledge, effectiveness and confidence to take on this crucial role. The course will relate management and leadership advice to the practicalities of working within a department and a whole school. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
A level Geography is changing and now is the time to start planning for the new AS/A2 courses. This important national conference will bring together all the main Awarding Bodies to present their new specifications. The changes are in some cases quite profound both in terms of content and challenge and many colleagues will want to take this opportunity to review the courses they currently teach. Thorough preparation for the new specifications is essential; changes to assessment models and new coursework requirements present a significant challenge to all Geography teachers. This important and timely national conference will provide all teachers of A Level Geography a unique opportunity to begin their planning for the new A levels by seeing all the major exam boards side by side and exploring all the key issues facing the subject. Through practical workshops, led by experienced practitioners, will look at how the specifications provide an opportunity to deliver Geography at Post 16 in an interesting and effective way to motivate and engage learners, increase participation rates and raise overall achievement. The conference is supported by a comprehensive Handbook covering the Keynote and all the seminars.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
RE has a unique position within the curriculum as the only subject which really tries to engage with the spiritual dimension of the pupils. Research shows that academic standards improve as teachers employ a range of methods to meet the varied learning styles of their classes. This national conference, with highly regarded experts, will consider activities which will inspire and enthuse pupils, going far beyond a textbook approach and building on elements of experiential, participatory and active learning. It will provide stimulating, practical, challenging and innovative activities to increase engagement, raise standards and improve the status of RE. This important national Conference is specifically designed to offer RE teachers tried and tested strategies to enhance teaching and learning in the RE classroom and enrich the RE curriculum. The Conference is supported by a comprehensive Handbook and CD-ROM covering all Seminars.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Citizenship is inherently active: we can only truly learn about democracy and participation by being encouraged to play an active role in school and society from an early age. The new programmes of study for Citizenship education recognises the excellent work that is already taking place in many schools. Despite this teachers are still struggling to find appropriate and effective resources with which to teach this diverse and complex area. With continual demands being made on teachers’ time, this course will provide practical, inclusive resources, activities and materials that are tried and tested can be used easily within your school. This course has been specifically designed for colleagues who deliver Citizenship or PSHE. The practical hands on day will provide opportunities to examine and experience exemplar materials and realistic strategies to enable the effective delivery of the key characteristics of the parliamentary and government strand of Citizenship with your students.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Evaluation undertaken by the NFER indicates the positive impact of successful learning mentors on attainment outcomes for young people. They have had a beneficial effect in improving standards of learning and behaviour and the work of Learning Mentors further contributes to the Valued Added scores of schools. It is important that the contribution of Learning Mentors is quantified and integrated into whole school evaluation and planning. Thorough monitoring and evaluation of policy and practice will enable this to happen. This practical and interactive day will provide guidance, tools and strategies for assessing the impact of Learning Mentors in the school and contributing to the school SEF. This course is designed for Senior Learning Mentors and, Learning Mentor Line Managers.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
For many schools, the process of CRB checks on staff is just another demand on their time and part of yet another lengthy bureaucratic, time-consuming process. Inspection and review by audit teams of the schools CRB processes are becoming more and more commonplace, particularly in light of the Bichard Enquiry. With continual improvements being made to the national and international CRB processes, it is important that all schools are aware of their responsibilities, understand the correlation of CRB to the recruitment process and have an awareness of good practice, possible identity fraud opportunities, record keeping and how to deal with the complexities of policy around employment of support staff, volunteers, foreign nationals, under 18 year olds, contractors etc This course will provide up to date information on CRB checking and enable your school to have excellent information for checking your own systems and where necessary, implementing change. This course is aimed at Headteachers, School Business Managers or other administrative staff who are responsible for managing the CRB checking process within schools.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
A level Product Design is changing and now is the time to start planning for the new 4 unit courses. Many centres take the opportunity of new specifications to reconsider the other specifications on offer. This important national conference is the first of its kind to bring together all the main Examination Boards to present their new style 4 unit specifications. The changes are in some cases quite profound both in terms of content and challenge and many colleagues will want to take this opportunity to review the courses they currently teach. Building in the Government’s requirements for increasing challenge at A2 level and ensuring greater opportunities for creativity and innovation has been a significant challenge to the Examination Boards. Thorough preparation for the new specifications is essential; changes to assessment models and new coursework requirements present a significant challenge to all teachers of Product Design. This conference for all teachers of Product Design A level provides a unique opportunity to begin their planning for the new A levels by seeing all the major exam Boards side by side and exploring the key issues facing the subject.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
“There are now around half a million support staff working in England’s schools and they all contribute to their school’s success in raising standards.” Jill Staley, director of the TDA’s wider workforce programmeAll schools are involved in the complexities of organisational restructuring and workforce remodelling. Most schools are taking this opportunity to restructure the school workforce. All this is taking place within an ever changing educational climate requiring schools to respond to new legislation and national initiatives. Effective changes to the school workforce need to be planned in a creative and holistic approach to the organisational structures of the school and supported by good practice to ensure the changes become deeply embedded. This highly informative conference, specifically designed for SBMs, will extended the concept of how schools can manage their support staff to enable them to become truly integrated into a whole school workforce to support Every Child Matters and School Improvement. Through workshops and cases studies, the day will provide realistic, practical ideas, guidance, resources and approaches which can be adopted to meet the challenges of individual schools.

Sector: Secondary

Categories: Leadership and Management

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
“Children who do not attend school regularly are much more likely to leave school with few or no qualifications, and they are more likely to be drawn into crime and anti-social behaviour.” National Audit Office 2005 Improving School attendance There are many reasons for students’ non-attendance in schools. The task of improving attendance is complex but central to safeguarding each child and supporting their future attainment. Improving attendance cannot rely on one person, it is a collaborative task involving various school staff and external stakeholders and agencies. The role of the Attendance Officer is central to the success of improving attendance and sustaining a positive attendance ethos in schools. This important conference will provide guidance and advice on how the attendance officer can develop their essential role as an integral part of whole school policy and practice, supporting Every Child Matters and School Improvement. Through the workshops and case studies, delegates will be given practical ideas and approaches on managing attendance issues which can be adopted to meet the challenges of individual schools.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
This is an important time for food teachers. Food technology remains a highly popular GCSE and achieving excellence at a time when GCSE grades are being scrutinised more than ever remains a challenge for all food teachers. In addition, with design and technology no longer a compulsory subject at KS4 many food teachers are switching back to food and nutrition; as a consequence, the number of candidates for this exam is rising rapidly. This important national conference is supported by just4food, the only national magazine solely dedicated to supporting food teachers. At a time of change, this conference will update colleagues on the key changes affecting the subject and will offer delegates the opportunity of finding out what home economics: food and nutrition is really about as well as the vocational opportunities offered by GCSE catering. In addition, seminars will focus on how to develop effective designing skills in food, how to achieve top marks in coursework and the written exam as well as achieving excellence through coursework. This conference for all teachers of food subjects provides a unique opportunity to update your understanding of changes within food technology as well as exploring new opportunities within the subject.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Virtually every secondary school’s Design and Technology Department has a copy of TechSoft’s 2D Design, however very few have realised the full potential of the program as a relatively low cost CAD/CAM solution. Using TechSoft merely for teaching orthographic projection or simple pictorial drawing is just a fraction of the capability of this most versatile software product. For the production of stunning graphic products, through to cutting, engraving and manufacturing, 2D Design offers a complete solution. This practical, hands-on course will inform and instruct teachers and technicians of the full potential of TechSoft. The course is aimed at those who want to extend their use of 2D Design as well as those new to CAD/CAM, who want to develop their understanding. This highly practical course will provide a unique opportunity for hands-on use of TechSoft software with a TechSoft trainer on hand.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
There is no doubt that the role of the School Examination Officer is one which now spans the whole year. Appropriate and effective systems and strategies are vital to ensure the smooth running of the examinations year. Other issues such as awarding body inspections, effective post-examination activities and dealing with malpractice are essential if schools are to ensure equal opportunities for all in the drive to raise standards. A fundamental challenge for secondary schools faced has been the requirement to recruit and train invigilators skilled in working with youngsters in a pressured situation. It is essential that all staff are aware of what to do in a variety of difficult and often unusual situations. It is the role of the examinations officer to ensure that invigilators and school staff alike are prepared for these eventualities. This two-day residential course will provide practical guidance and professional updating on the management and administration of school examinations. In addition, delegates will have the opportunity to liaise with other colleagues and professionals and to share good practice. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for:

Sector: Secondary

Categories: Support Staff

Duration: 2 daysExpress an Interest

SYNOPSIS:
Standards of teaching and learning at Post 16 are high on the current national agenda and the next few years will see a drive towards Post 16 improvement, which will affect funding, progression and Ofsted outcomes. Sixth forms will be at the centre of the Government’s plans to deliver a more effective education for 14-19 year olds which begs the question ‘Will being Satisfactory be good enough?’ This one day course will provide clear and sensible advice on how sixth forms can improve. It will include practical strategies for monitoring, reviewing, assessment for learning and guidance on data sources and interpretation. In addition it will cover other critical issues which, when done well, will result in significant improvement such as effective tutoring, recruitment and retention, tracking and how to develop a good learning ethos. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips which can be implemented straight away. This course is specifically designed to meet the needs of all Heads of sixth form and Post 16 managers who are committed to improvement.

Sector: Secondary

Categories: Leadership and Management

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
www.sfe.co.uk BTEC First Diplomas and BTEC First Certificates are fast becoming the qualification of choice for centres wishing to offer exciting pathways to success for pupils wishing to gain a vocationally-based qualification in Sport. The Outdoor Education pathway is a particularly rewarding option, which is becoming increasingly popular and has been proven to engage students of all abilities who can use it to form the foundation of a range of progression opportunities. These programmes can be delivered in their entirety, offering a four [diploma] or two [certificate] equivalence, in addition to individual unit certification. However, setting up and running a BTEC programme such as this within a school, can provide many challenges to staff who are not familiar with this style of teaching and learning. In the light of the imminent 14-19 curriculum changes, this practical training day will provide you with advice and guidance about how to deliver and assess the BTEC First Diploma and Certificate in Sport and Outdoor Education pathway. The course will be supplemented by a CD, specifically designed for the day, packed with guidance and useful tips. This course is especially designed to meet the needs of Sport and PE teachers and managers who have either just begun or are considering widening their curriculum offer by introducing the BTEC in Sport and Outdoor Education in their department.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
www.sfe.co.uk The 14-19 White Paper emphasizes the place of vocational education in the 21st Century, suggesting that ‘consistent, effective provision for young people between the ages of 14 and 19 must become a reality’. BTEC First Diplomas are fast becoming the qualification of choice for centres wishing to offer exciting pathways to success for pupils wishing to gain a vocationally-based qualification in Travel and Tourism. It is proving to be increasingly popular, with its engaging structure enabling learners to use it as foundation for a range of progression opportunities including National Diplomas and Work-based Training in the Travel Industry. However, setting up and running a BTEC programme within a school, can provide many challenges for staff, who are not familiar with the criteria-based style of teaching and learning. In the light of the imminent 14-19 curriculum changes, this training day will provide you with essential practical advice and guidance on delivery and assessment of the BTEC First Diploma in Travel and Tourism The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips which can be implemented straight away. This course is specifically designed to meet the needs of Curriculum Managers and teachers who are considering offering the BTEC First Diploma Travel and Tourism for the first time or those who have just started it and feel they need some additional reassurance that they are on the right track.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The 14-19 White Paper emphasises the place of vocational education in the 21st Century, suggesting that ‘consistent, effective provision for young people between the ages of 14 and 19 must become a reality. Business Studies should be in the vanguard of this provision but according to the Chief inspector of Schools Annual Report, teaching in Business Studies often ‘fails to inspire interest or challenge adequately’. Whilst some improvements were found, the report states that ‘it is disappointing that Business Education is not more frequently at the leading edge of good practice in teaching and learning. This practical training day has been specifically designed for all teachers of Business Studies GCSE, BTEC First, and Vocational GCSE Applied Business. There will be opportunities to work together, network and share ideas about how to not only be technically competent but bring a sense of challenge and stimulation to your lessons. Course members will benefit if they are able to bring a lap top with them on the day. The course will be supplemented by a CD, specifically designed for the day, packed with guidance and useful tips. This course is especially designed to meet the needs of all teachers of KS4 Business Studies.

Sector: Secondary

Categories: Pastoral

Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
The New Measures of Success are being developed to bring greater understanding about how sixth forms perform. Recent developments have called for broader and sometimes different approaches to judging how well learners achieve. When Ofsted visits your school, Inspectors will have copies of your Distance Travelled and Value Added results in the Learner Achievement Tracker and you will be expected to show understanding of how theses charts are being used to improve the quality of your provision. Sixth form leaders and subject teachers must understand what messages these new measures are giving about strengths and weaknesses of the provision by using the charts at subject qualification level. Senior Managers must understand how to use the new measures to maintain excellence ani improve performance. Tutors must understand how to use the national brenchmarks to set and monitor targets for each learner. Subject teachers must use the new measures to review and analyse the Distance Travelled and Value Added performance of their students. The course will be supplemented by a CD, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for heads of sixth forms, teachers, administrators and curriculum managers and will include demonstrations using a computer so delegates are encouraged to bring their own LAT for the workshop activity.

Sector: Secondary

Categories: Further Education

Duration: 1 dayExpress an Interest

SYNOPSIS:
‘Every Child Matters’ requires all teachers to provide a safe environment in which pupils can make progress in their learning, as well as their personal development. NQTs are at the heart of this issue, faced with an increasing number of pupils who cause difficult situations. The defiant look, the shouting out loud, the refusal to do as asked, are situations well known to classroom practitioners and challenging pupil behaviour is one of the greatest causes of stress in schools. The development of new strategies for managing classroom behaviour is especially important for those in their first few years of teaching, enabling them to create an environment in which teachers can teach and learners can learn. In addition, a new ‘tried and tested’ approach can reduce that feeling of dread when about to face the same difficult group again. This one-day training course will be led by an experienced, lively trainer in behaviour and teaching strategies. The focus or the day will be on practical solutions to behaviour and classroom management issues. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for NQTs and teachers in their 2nd and 3rd years of teaching.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
“If you’re going to be a teacher, there’s no better type of teacher to be than an English teacher”. So says course leader Geoff Barton, English teacher, headteacher and author of hundreds of books and articles about English. There is no doubt that stimulating teaching inspires pupils with a love of a subject and this often translates into both high achievement and lifelong enjoyment. This is the challenge for the English teacher – how do we make those lessons and pupils sparkle? This course will explore what great English teachers can do. It will look at practical ways that the best English teachers develop their pupils’ ability to read, write, speak and think through lively and motivating English lessons. It will also look at research and classroom evidence, share memories of the teachers who inspired us, and give feedback from pupils. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for: Heads of English and English teachers

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
Work experience is one of the most important link activities between employers, schools and colleges. However, it is recognised that young people in unfamiliar work surroundings, away from a well-known environment, can be at particular risk of harm because they may be unable to identify potential hazards to their health and safety due to a lack of experience and their psychological immaturity. Work placement organisers have a legal obligation to ensure that pupils and students are not placed in work situations where might be exposed to the likelihood of significant harm. Also that all staff involved in assessing the safety of work placements are appropriately trained and competent to do so. Schools, colleges and other work placement organisers that do not carry out an appropriate evaluation of the safety arrangements of work placement providers using trained staff are failing in their duty of care. One practical method that can be used when considering the suitability of a work placement provider, are the principles of risk assessment. This one day training course, accredited by the Chartered Institute of Environmental Health combines the practical aspects of managing a work placement programme, and the principles and practice of risk assessment and how these can be applied to assessing the health, safety and welfare arrangements of work placement providers. The course will be supplemented by a comprehensive handbook, specifically designed for the day, packed with guidance and useful tips. Materials will also be provided electronically. This course is specifically designed for all staff responsible for the co-ordination of work placements for pupils and students, and for evaluating the health and safety arrangements of work placement providers. There will be an opportunity to qualify for the Chartered Institute of Environmental Health Certificate in Risk Assessment: Principles and Practice on successful completion of a risk assessment exercise carried out at the participant’s place of work. There will be an additional £25 for this qualification.

Sector: Secondary

Categories: Whole School

Duration: 1 dayExpress an Interest

SYNOPSIS:
The health and safety issue that is most likely to cause confusion, concern and debate is risk assessment. Yet this is a critical aspect of school or college policy and practice. Health and safety in Science has an increasingly high profile, partly due to the efforts of pressure groups and Government bodies but also to our increasingly litigious culture. It is therefore essential that staff working in science education know how best to assess risk and take appropriate action to ensure the safety of all those affected by the activities they manage. Although accidents will occur because they cannot always be foreseen, teachers have a legal duty to work within a system which demonstrates a realistic use of methods which successfully anticipate and eliminate foreseeable risks. This one-day training course concentrates on the principles and practice of risk assessment and how it can be applied within the science education environment. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for: Science lecturers, teachers, technicians, assistants and staff with a particular responsibility for safety of pupils.

Sector: Secondary

Categories: Curriculum

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
Since the workload and re-modelling agreement between the government and the Professional Associations, many schools have appointed new staff to run their internal and external examinations. The role of the school examination officer is a complex one which involves the management of both people and systems. Those new to the post are faced with a range of externally fixed timescales and procedures whilst at the same time are under pressure to ensure that their school system is both effective and manageable. Quality assurance is crucial in any school in the running of external examinations and centres must be prepared for spot checks by the awarding bodies who examine confidentiality, security of information and levels of supervision. With the increase in the quantity of both examination entries and pupils sitting the examinations, schools must be fully prepared for dealing with the ‘unexpected’ – ‘knowing what to do when’ is essential amid the busy examinations year. This one-day course will provide practical guidance on how to manage school examinations and plan for a successful examination culture at your school. In addition, it will offer professional updating and good practice examples for examination officers new to the post. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for new and recently appointed school examination officers.

Sector: Secondary

Categories: Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
Assessment in Citizenship presents a number of challenges for teachers and all too often becomes a time consuming paper chase. There are many elements of Citizenship that are not easy to assess, and that demand sensitivity Assessment and measuring achievement continue to be confusing. Although teachers have to report on the end of Key Stage assessment in Citizenship for all Year 9 students, many citizenship leaders are still grappling with the best way to do this. Effective procedures and approaches are now a priority. This practical course provides ideas on how to develop your school’s procedures and methods for the assessment of Citizenship. The day will give models of good policy and organisational strategies to ensure that assessments are secure, whilst time demands are realistic. There will be opportunities to exchange views on how to assess specific examples of work. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for Citizenship coordinators.

Sector: Secondary

Categories: Curriculum

Duration: 1 dayExpress an Interest

SYNOPSIS:
The health and safety issue that causes the most confusion, concern and debate in the education sector is risk assessment. Yet this is a critical aspect of school or college policy and practice. Teachers planning and conducting Art and Design activities must take into consideration the health and safety of their pupils, themselves and other persons affected by their activities. It is crucial that they can identify hazards and assess risks and determine appropriate action to ensure the safety of all those affected by the activities they manage. This is particularly relevant when using a variety of different materials, and processes such as soldering, dyeing, glueing and cutting. Although accidents may occur because they cannot always be foreseen, the use of the principles of risk assessment can ensure that likelihood of occurrence is significantly reduced. This one-day training course concentrates on the principles and practice of risk assessment and how it can be applied within the Art and Design education environment. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips This course is specifically designed for : Art and Design teachers, technicians, assistants and staff with a particular responsibility for safety of pupils.

Sector: Secondary

Categories: Curriculum

Support Staff

Duration: 1 dayExpress an Interest

SYNOPSIS:
Headteachers and managers of PRUs are key players in the drive to improve the educational experience for pupils who are often hard to reach and challenging to motivate. The role of the SIP (School Improvement Partner) can be pivotal in the drive to improve both provision and effectiveness in the PRU and it is essential that PRUs work with their SIP to evaluate strengths and identify ways of moving forward. Behaviour and inclusion remain crucial issues on the national agenda. New approaches to managing, motivating and re-integrating pupils are essential if pupils are to improve both their basic and employability skills. Positive approaches to behaviour management and giving responsibility to young people have all been used to achieve these goals. This one-day conference will offer delegates practical strategies to improve overall effectiveness and raise pupil achievement in PRUs. In addition, it will offer guidance on SEFs and the mapping and evidencing of ECM into the SEF. There will be examples of good practice from PRU and other key professionals.

Sector: Secondary

Categories: SEN

Duration: 1 dayExpress an Interest

SYNOPSIS:
The challenges facing pastoral leaders in secondary schools are immense. Heads of Year are at the forefront of this challenge with ever increasing pressure to tackle crucial issues such as attendance and behaviour in order to raise pupil attainment levels. For those new to the post, the prospect of dealing with difficult parents, liaising with external agencies and managing a growing team of pastoral staff can be alarming. In addition, it is essential that Heads of Year maximise the potential of their tutor teams and are skilled in motivating reluctant learners. Effective time management skills will be crucial, particularly when dealing with a combination of essential paperwork plus the demands made by external agencies, parents and departmental colleagues. Juggling the administrative load and dealing with difficult pupils, whilst at the same time maintaining quality teaching and learning in your subject, are fundamental issues to be addressed by the Head of Year. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for: Recently appointed Heads of Year and those aspiring to the post of Head of Year.

Sector: Secondary

Categories: Pastoral

Duration: 1 dayExpress an Interest

SYNOPSIS:
Effective leadership is a key component of successful schools. Ofsted reports consistently highlight the importance of leadership and management in driving school improvement. Effective leaders provide direction, vision and the drive to raise standards. They are important in building effective teams through developing and harnessing the skills of individuals, providing opportunities for collaboration and creating support for change. Change management, communication skills and the ability to create effective leadership teams have been identified as key skills for school leaders. This highly practical course will give you the knowledge and strategies to rise to this challenge. The course will be supplemented by a comprehensive handbook and CD Rom, specifically designed for the day, packed with guidance and useful tips. This course is specifically designed for members of the senior leadership team.

Sector: Secondary

Categories