Training Courses and CPD Frequently Asked Questions

What do we offer?

Detailed information relating to our professional development workshops are provided here. These sessions are available in full day, half day and twilight versions.

All sessions are highly interactive. Staff and students will be expected to adapt the theory and techniques that they will be exposed to and create their own subject, student or staff-specific strategies for immediate deployment within the classroom, school or home environment.

Courses available

This session focuses on a number of strategies to engage students in literacy- specific activities which can be used in every classroom.

The areas and techniques that will be covered during the sessions include:

  • Choral Reading
  • Jump In
  • Readability Scales
  • Partner Reading
  • One Paragraph
  • SQ3R
  • Textual Features
  • Summarising
  • VCOP
  • Visualisation
  • Think Aloud
  • Questioning and Power Talk

Audience: Teaching Staff and Support Staff.

A variety of activities are provided in this session to ensure that students and staff are engaged in higher-order thinking, pace, interaction, fun, effective assessment, collaborative and independent work and, most importantly, effectively learning!

Those in attendance will be provided with the appropriate theory that underpins the strategies before adapting them for their own respective classroom environment.

Audience: Teaching Staff and Support Staff.

AfL focuses on the individual student and member of staff knowing where the child is in terms of their learning, where they need to be, how they are going to get there and how they will know that they are making effective progress in terms of their learning along the way.

This session covers the key points of AfL and strategies which can be used to ensure that AfL is effectively deployed in every classroom for every student.

Teacher, Self and Peer Assessment Strategies will all be addressed in this session and staff will be given the opportunity to work together to develop their use of AfL techniques based on their needs and the needs of their students.

Audience: Teaching Staff and Support Staff.

Before going to school, young people are engaged in over 20 questions per hour, many of which they initiate themselves. By the age of 7, students are engaged in less than 10 questions per hour of which, quite often, none are initiated by the student.

Teachers predominantly ask most of the questions in a class, many of which are closed questions. This session focuses on the strategies and techniques which can be used to develop a number of questions and questioning techniques, relevant for all learners.

Question types addressed will involve Closed, Open, Socratic and Metacognitive questions and the strategies will include KWL, Quest-cussion, Mystery Activity, Tech Team, I'm the Question, I'm The Answer, Thinking Heads, 20 Questions, PMI, Layered Questions, 'Ping Pong' Questioning and 'Basketball' Questioning, to name but a few!'

Audience: Teaching Staff and Support Staff.

A central challenge to teachers is how they can differentiate teaching and learning so that every child is challenged, stretched and motivated. This is most notably the case within the context of mixed-ability classes, where the needs of a variety of students' needs needs to be catered for.

The art of matching teaching approaches to learning needs and preferences has long been seen as a fundamental requirement of the effective learning environment, especially so now with such a focus on differentiation and appropriate provision for groups of students being such a major focus of the Ofsted Framework. As educationalists, we cannot claim to be meeting the needs of students if we do not provide young people with a curriculum that will enable them to reach their full potential.

Differentiation is also seen as being vitally important in terms of ensuring the emotional well-being of students so that they do not become demotivated, bored or frustrated by work that is either too easy, hence lacking challenge, or too difficult.

This session focuses on the strategies which can be deployed from both an 'ability-focused' and a 'needs-focused' differentiation perspective - including a focus on task, outcome, support, extension, intelligence profile, learning preference, gender, cultural background, special needs, motivation and pupils' interests.

In particular, the strategies will focus on stimulus materials, task challenge, pace, depth & breadth of the task and the level of independent learning demonstrated by the learner.

Audience: Teaching Staff and Support Staff.

Planning lessons effectively ensures that the subsequent delivery, and hence learning, will be maximised for all students. Planning may contain number of key elements, all of which can be used to ensure that the learner gains the most from the learning experience.

This session focuses on the effective structuring of lesson planning so that objectives and outcomes are shared with students so that both they and the teacher know the learning journey that each student will be engaged in.

Elements such as bell work, effective use of behaviour management, pace, differentiation, effective questioning, use of AfL, independent, pair and group work, variety of activities, thinking skills, PLTS, plenaries and engagement will all be covered.

Audience: Teaching Staff and Support Staff.

Action Research is a very powerful mechanism for enabling teachers to plan, implement, deliver, analyse and evaluate their practice.

A number of sessions are available, focusing on the action research cycle, developing a research methodology, validity, reliability, positionally and bias, qualitative and quantitative data analysis, writing an action research report and disseminating action research findings to a wider community of practitioners and students.

Audience: Teaching Staff and Support Staff.

These sessions focus on a variety of strategies for engaging our most able students in challenging, higher order and fun activities which will enable them to be creative and divergent in their thinking. Whilst these sessions are tailored to the needs of G&T students, they are also applicable to less able students via appropriate differentiation - as the saying goes 'the rising tide raises all boats' - so what is good for G&T is actually good for all students if the pedagogy is properly planned and implemented.

Strategies include Higher Order Thinking Skills, Inductive Reasoning Strategies, Tech Team, Multiple Solutions Activities, Use of Bloom's Taxonomy and Higher Order Questioning Techniques. Opportunities for individual, paired and group work are all provided and the sessions are highly interactive.

Audience: Teaching Staff and Support Staff.

These sessions are intended for teachers, in order to aid their development in the use of mathematical strategies for students, and the students themselves in terms of covering and reinforcing key mathematical knowledge and skills, examination preparation, metacognitive techniques and study skills.

Sessions for staff take the form of maths departmental sessions during or after school time or in holiday times. Sessions for students can form part of the school day, after school enrichment or revision session, Saturday sessions or holiday revision and consolidation sessions.

Audience: Teaching Staff and Support Staff (Strategy development). Students - (Coverage of mathematics via teaching, examination preparation and study skills techniques).

These sessions are intended for teachers as a method for developing the use of teaching and learning strategies within the Science classroom.

The focus is on a number of disparate factors ranging from the effective use bell work, starters, AfL and plenaries to the innovative use of materials for coursework, practical work and scientific thinking and research.

Sessions are available for staff (development of personal strategies for use in the classroom) and students (tuition to improve knowledge and skills and a focus on examination techniques).

Audience: Teaching Staff and Support Staff (Strategy development). Students - (Coverage of science material, examination preparation and study skills).

Sessions are available for students intending to sit the UKCAT, BMAT or LNAT examinations. These sessions focus, primarily, on the nature of the materials that students will be presented with - including those which can be revised for and those where a variety of approaches are required to enable students to maximise their score. The day will focus on how to approach the questions, what examiners are looking for, how to approach the questions.

All questions covered will be marked along with the reasons for why the answers are correct. Teachers wishing to learn more about these sessions are invited to take part in these sessions as observers or as active participants.

Audience: Students intending to sit the UKCAT, BMAT and LNAT examinations. Staff who wish to learn more about the UKCAT, BMAT or LNAT Examinations.

These sessions focus on how students can use their study and revision time most effectively so that their revision is properly addressed. Sessions focus on strategies which can be used improve memory and retention, engage students in metacognitive approaches for maximising examination performance, structuring effective revision timetables and making use of their time and personal learning preferences to optimise examination preparation, and to lower their levels of stress.

Staff who wish to learn more about these materials are invited to participate in these sessions, by working alongside students in their respective groups.

Audience: Students - GCSE and A level. Staff who wish to learn more about study skills and revision techniques.