Curriculum Subjects

The purpose of the MTC (multiplication tables check) is to determine whether pupils can recall their times tables fluently, and to help identify those who have not yet mastered their times tables, so that additional support can be provided.

This 2 session course will support subject leaders and class teachers, especially those in Year 4, in developing a whole school approach to teaching multiplication tables, including preparation for the MTC in Year 4.

It will cover:

• a whole school approach to the teaching and learning of times tables
• securing conceptual knowledge and quick recall of multiplication tables
• the requirements of the MTC in Year 4
• the impact of games and ICT to support the learning of multiplication tables

Session dates and times:

• 29th November 2022 @ 1.30 – 4.00pm
• 27th April 2023 @ 3.45 – 5.15pm (twilight session)

 Please see Session 1 to book your place ›

This session will support new and existing maths subject leaders in understanding and developing their role, so as to improve the teaching and learning of maths in their school.

Course aims:

• to reflect upon research-based pedagogical approaches in mathematics
• to consider what and how to monitor maths in your school
• to know how to audit maths, identify strengths and areas to develop
• to begin to write SMART action plans and consider how they can be
• to help prepare for inspections

This session is repeated again on@

• 21 February 2023 @ 1.30pm – 4.00pm
• 26 April 2023 @ 1.30pm – 4.00pm

Peter Warwick: A Primary Maths specialist with over 23 years’ teaching experience, Peter has worked across several London boroughs helping schools achieve outstanding inspection grades.

He was an advanced skills maths teacher and a local authority Teaching & Learning Consultant. He is an accredited Numicon & Inspire Consultant; has presented at national and international conferences, and is a published author.

This 1 day course gives subject leaders and teachers an in-depth look at what progression in the different types of scientific enquiry and the working scientifically skills in the National Curriculum look like from EYFS to KS2.

Participants will explore the relationship between the substantive knowledge in the National Curriculum and the two areas of disciplinary knowledge (i.e. the working scientifically skills and scientific enquiry). It will look at how children need to be taught the relevant working scientifically skills in order to answer appropriate scientific enquiry questions, and how the working scientifically skills develop from EYFS to upper KS2.

Throughout the course, they will be directed to useful resources to support the teaching and learning of this disciplinary knowledge.

Participants in this course will also be able to join in the Science Network meetings for FREE.

Naomi Hiscock works for the Science Learning Centre London as a trainer, delivering INSET both at The Centre based at the Institute of Education and in schools.

Hosted by Naomi Hiscock, a highly experienced and science consultant, these network sessions are designed to provide subject leaders with the opportunity to discuss and share best practices in science teaching and learning.

The cost is £25 per session or FREE if attending any of the following courses:

• Developing and delivering effective Design & Technology projects
  
• Role of the Science leader
• Effective Science assessment
• Progression in scientific enquiry and working scientifically

With the increasing spotlight on middle leaders (subject leaders) in the new inspection framework, there is an unambiguous focus on the ability of subject leaders to improve teaching and learning and ultimately, drive forwards whole school improvement. The national curriculum programme of study for art and design does not provide very much detail in terms of content compared to those for many other subjects. As a result, schools need to plan carefully to ensure it provides a rich, broad and balanced art and design curriculum

The new ‘Quality of Education’ judgement is at the heart of this framework and schools will need to consider the following:

• What knowledge and understanding are pupils expected to gain at each stage of their schooling and in each subject?
• How does our whole-school curriculum hang together?
• How does the school’s context inform the curriculum?
• Do pupils know more and remember more of the planned curriculum?

Created for Art and Design subject leaders across the primary phase of education, this half day course introduces them to a range of effective strategies, approaches and knowledge that will help them grow in confidence and excel in this important role. This course is aimed at empowering the Art and Design subject leader to:

• Understand the implications of the new Ofsted framework on their leadership role
• Explore how intent, implementation and impact relate to each other within the context of a school’s Art and Design curriculum
• Unpick progression through the different strands of Art from the EYFS to the end of Key Stage 2
• Consider the key elements of a ‘Deep Dive’ in Art