Curriculum Subjects

The aims and objectives of this course is to equip leaders and senior leaders to effectively monitor the quality of phonics and early reading provision in their schools. The training will cover:

• the application of phonics in reading and spelling
• checking the quality of phonics and early reading teaching
• using data effectively to continually raise standards and identifying key trends in communication and language, phonics and reading links across EYFS, KS1 and KS2
• using resources effectively to support high quality teaching, including the use of decodable texts

The training will be delivered by Raj Mehta who is an expert in phonics and early literacy. She was a communication, language, and literacy consultant for a London local authority. Raj coached, collaborated, and engaged with headteachers, senior leaders, Early Years Foundation Stage (EYFS) and Key Stage 1 staff across schools within the local authority to raise standards.

She has worked both nationally and internationally training leaders, teachers, teaching assistants and parents on phonics and early literacy.

• “This course is very good, all very helpful and good to listen to how other teachers/leaders are delivering and closing gaps.”
• “If only Raj Mehta’s courses were free! I would attend them all.”

This practical course focuses on how to teach reading to ensure that pupils make the necessary progress towards achieving greater depth in reading.

A variety of texts will be explored to ensure pupils are offered high quality reading opportunities and extension activities to provide depth and breadth. We will develop good quality questioning to enable pupils to think deeply about the text they are reading and give higher level responses. We will also consider how best to prepare our pupils for the KS2 reading paper.

Course objectives

• to provide depth and breadth through high quality reading opportunities
• to develop good quality questioning to extend pupils’ thinking and analysis of text
• to have a good understanding of the end of KS2 assessment performance descriptors for reading and the requirements of the KS2 reading paper

Course objectives:

• to explore strategies to enthuse and support pupils through the writing process.
• to explore opportunities for pupils to demonstrate ‘assured and conscious control over levels of formality’ based on an understanding of audience and purpose.

Participants will:

• use high-quality reading experiences as a stimulus to motivate and enable pupils to produce sustained and engaging pieces of writing with a clear sense of audience and purpose, covering both fiction and non-fiction
• consider ways to enable pupils to make appropriate vocabulary choices. There will also be a brief focus on the high-level punctuation required to be assessed at greater depth

Session dates and times:

• 25 January @ 1.30 – 4.00pm
• 03 February @ 1.30 – 4.00pm

Course objectives:

• to explore strategies to enthuse and support pupils through the writing process.
• to explore opportunities for pupils to demonstrate ‘assured and conscious control over levels of formality’ based on an understanding of audience and purpose.

Participants will:

• use high-quality reading experiences as a stimulus to motivate and enable pupils to produce sustained and engaging pieces of writing with a clear sense of audience and purpose, covering both fiction and non-fiction
• consider ways to enable pupils to make appropriate vocabulary choices. There will also be a brief focus on the high-level punctuation required to be assessed at greater depth

Session dates and times:

• 25 January @ 1.30 – 4.00pm
• 03 February @ 1.30 – 4.00pm

 Please see Day 1 to book your place ›

This practical course focuses on how to teach reading to ensure that pupils make the necessary progress towards achieving greater depth in reading.

A wide range of active reading strategies to improve and develop pupils’ inference skills and understanding of text will be explored. Participants will have the opportunity to discuss ideas and explore resources for reading fiction and non-fiction, for use in shared, guided and independent reading. We will also consider how best to prepare our pupils for the KS1 reading paper as well as a range of activities to provide evidence for the ‘pupil can’ statements at greater depth.

Course objectives

• explore a range of active reading strategies
• use good quality questioning to develop pupils’ inference skills
• provide opportunities for pupils to make links between the book they are reading and other books they have read

This training is for Key Stage 1 teachers to support them in delivering GES’s Simply Letters and Sounds and the spelling programme as outlined in The National Curriculum, English Appendix 1 : Spelling.

This 90 minute online training session will provide participants with the knowledge and skills to effectively teach the spelling programme in KS1 so that it that extends and builds upon children’s phonics knowledge and segmenting skills for spelling.

Course aims & objectives:

• Deepen phonemic and morphological knowledge essential to the teaching of spelling conventions and patterns
• Deepen understanding of how the spelling programme builds upon pupils’ prior phonics knowledge
• Enable teachers to explicitly teach spelling strategies that are applied to high frequency words, subject related vocabulary and individual pupils’ bank of known words
• To understand the teaching sequence and plan progressively for the teaching of spelling conventions whilst providing a cross curricular focus

The course will cover:

• The statutory requirements for Year 2 Spelling programme in the National Curriculum
• Knowledge of the Spelling System
• The teaching sequence for spelling
• Analysis of pupils’ writing samples with a specific focus of the application of phonics and knowledge of spelling

Pupils have missed nearly two terms of face-to-face teaching in the last two academic years, with a significant number of pupils not fully accessing remote education. Assessment for Learning will be key to identifying the impact of lost learning and supporting teachers to address gaps in pupils’ knowledge and skills.

In this session, we will look at examples of writing of pupils covering the ability range to agree what ‘age-related’ and ‘above age-related’ look like. We will discuss what the pupils have been able to achieve and decide on the next steps to move them on in their writing, including what needs to be taught and how. We will discuss the role of marking and feedback. We will consider the difference between proofreading, editing and redrafting, and how to support our pupils to do this effectively.

The facilitator will provide a selection of writing but there will also be the opportunity to look at writing from teachers’ own schools.

Course objectives:

• to be able to make judgements about standards in writing (Y3-4) as well as pupil progress
• to carry out gaps-analysis to inform teacher planning and next steps for pupils
• to discuss the impact of marking and feedback in moving pupils on in their writing
• to support pupils to proof-read, edit and re-draft effectively

These two twilight sessions 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

Session dates are:

• 11 November @ 3.45pm – 5.15pm (Online)
• 24 March @ 3.45pm – 5.15pm (Online)

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.

Teaching assistants are one of the most costly and effective resources a school invests in. Often they have to support a wide range of children with differing abilities but yet have had very little training other than learning ‘on the job’.

These two sessions will give teaching assistants an opportunity to develop both their subject knowledge in maths and their understanding as to how to effectively teach children so that they know more and remember more.

Course aims:

• to explore the importance of patterns and connections in mathematics
• to develop a deeper understanding of place value and the four operations at KS2
• to understand why and how to use concrete resources to and drawings to aid conceptual understanding for all learners
• to know how to develop vocabulary and full sentence answers
• to develop a range of teaching strategies so help children know more and remember more
• to have fun

Session dates are:

• 25 November @ 1.30pm – 4.00pm (Online)
• 18 January @ 1.30pm – 4.00pm (Online)

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.

Teaching assistants are one of the most costly and effective resources a school invests in. Often they have to support a wide range of children with differing abilities but yet have had very little training other than learning ‘on the job’.

These two sessions will give teaching assistants an opportunity to develop both their subject knowledge in maths and their understanding as to how to effectively teach children so that they know more and remember more.

Course aims:

• to explore the importance of patterns and connections in mathematics
• to develop a deeper understanding of place value and the four operations at KS1
• to understand why and how to use concrete resources to and drawings to aid conceptual understanding for all learners
• to know how to develop vocabulary and full sentence answers
• to develop a range of teaching strategies so help children know more and remember more
• to have fun

Session dates are:

• 30 November @ 9.30am – 12.00pm (Online)
• 24 January @ 9.30am – 12.00pm (Online)

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.

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:

• 01 December @ 1.30 – 4.00pm
• 01 February @ 3.45 – 5.15pm (twilight session)

Kindly note: both sessions will be delivered via an online platform.

‘‘Cognitive Load Theory is the single most important thing for teachers to know.’’ Professor Dylan Williams, Research that Teachers Really Need to Understand, 2017 ›

Did you know that? As a professional would you be able to answer the question ‘How do children know more and remember more? Would you be able to link it back to cognitive science? Did you know that this is part of the teacher standards?

These sessions will explore Cognitive Load Theory and the practical approaches that can be applied in the maths classroom.

Course aims:

• to explore the research regarding cognitive load theory (and overload)
• to consider the significant ways in which children and adults learn and how they remember.
• to consider how the theory can be transferred into practical approaches that can be applied in the classroom to enhance teaching and learning in mathematics so that children know more and remember more.

Session dates are:

• 08 December @ 1.30pm – 4.00pm (Online)
• 14 March @ 3.45pm – 5.15pm (Twilight session – online)

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.

As part of a school’s monitoring policy, children’s work and teachers’ planning are often internally moderated. These workshops will give middle/senior leaders and class teachers the opportunity to compare their thoughts and judgments against other schools,  consider progress and plan their next steps and assist with teacher assessment.

Course aims:

With the support and guidance of an experienced maths consultant, participants will:

• explore a range of children’s work (Years 1 & 2) considered to be ‘working towards’, ‘working at’ & ‘greater depth’
• see how activities have been scaffold, differentiated and extended; and consider if they could enhance or extended these further
• look for intelligent practice and variation theory
• consider the questioning generated by teachers and the children’s voice and written responses
• monitor the attainment and progress that children have made
• make judgments and comparisons against their own books
• ‘steal’ ideas!

Session dates are:

• 11 January @ 9.30am – 12.00pm (Causton Street)
• 28 April @ 9.30am – 12.00pm (Causton Street)

Note: Please bring a small selection of books and planning

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.

As part of a school’s monitoring policy, children’s work and teachers’ planning are often internally moderated. These workshops will give middle/senior leaders and class teachers the opportunity to compare their thoughts and judgments against other schools,  consider progress and plan their next steps and assist with teacher assessment.

Course aims:

With the support and guidance of an experienced maths consultant, participants will:

• explore a range of children’s work (Years 3, 4, 5 & 6) considered to be ‘working towards’, ‘working at’ & ‘greater depth’
• see how activities have been scaffold, differentiated and extended; and consider if they could enhance or extended these further
• look for intelligent practice and variation theory
• consider the questioning generated by teachers and the children’s voice and written responses
• monitor the attainment and progress that children have made
• make judgments and comparisons against their own books
• ‘steal’ ideas!

Session dates are:

• 11 January @ 1.30pm – 4.00pm (Causton Street)
• 28 April @ 1.30pm – 4.00pm (Causton Street)

Note: Please bring a small selection of books and planning

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.

Teaching assistants are one of the most costly and effective resources a school invests in. Often they have to support a wide range of children with differing abilities but yet have had very little training other than learning ‘on the job’.

These two sessions will give teaching assistants an opportunity to develop both their subject knowledge in maths and their understanding as to how to effectively teach children so that they know more and remember more.

Course aims:

• to explore the importance of patterns and connections in mathematics
• to develop a deeper understanding of place value and the four operations at KS2
• to understand why and how to use concrete resources to and drawings to aid conceptual understanding for all learners
• to know how to develop vocabulary and full sentence answers
• to develop a range of teaching strategies so help children know more and remember more
• to have fun

Session dates are:

• 25 November @ 9.30am – 12.00pm (Online)
• 25 January @ 9.30am – 12.00pm (Online)

Please see Day 1 to book your place ›

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.

Teaching assistants are one of the most costly and effective resources a school invests in. Often they have to support a wide range of children with differing abilities but yet have had very little training other than learning ‘on the job’.

These two sessions will give teaching assistants an opportunity to develop both their subject knowledge in maths and their understanding as to how to effectively teach children so that they know more and remember more.

Course aims:

• to explore the importance of patterns and connections in mathematics
• to develop a deeper understanding of place value and the four operations at KS1
• to understand why and how to use concrete resources to and drawings to aid conceptual understanding for all learners
• to know how to develop vocabulary and full sentence answers
• to develop a range of teaching strategies so help children know more and remember more
• to have fun

Session dates are:

• 30 November @ 9.30am – 12.00pm (Online)
• 24 January @ 9.30am – 12.00pm (Online)

Please see Day 1 to book your place ›

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.

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:

• 01 December @ 1.30 – 4.00pm
• 01 February @ 3.45 – 5.15pm (twilight session)

 Please see Session 1 to book your place ›

Both sessions will be delivered via an online platform.

From the 1^st of September the new EYFS framework becomes statutory. 

These practical sessions will support teachers to understand the changes that apply to maths and consider how to incorporate them creatively in their setting.

Course aims:

• to be familiar with the new statutory EYFS framework for maths; the revised Early Learning Goals; and the Development Matters documents, reflecting upon the changes
• to understand the importance of shape, spatial awareness and measure in mathematical development
• to explore  matching, sorting, and comparing activities and consider the crucial role they play.
• to understand perceptual & conceptual subitizing and patterns and how they support number sense
• to consider the difficulties that some children may encounter and how these can be overcome
• to develop reasoning, problem solving and mathematical language
• to play with a range of resources and participate in activities, considering  how these can be applied to both indoor and outdoor environments
• to have fun

Session dates are:

• 18 October @ 1.30pm – 4.00pm (Online)
• 8 February @ 1.30pm – 4.00pm (Causton Street)

Please see Day 1 to book your place ›

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.

‘‘Cognitive Load Theory is the single most important thing for teachers to know.’’ Professor Dylan Williams, Research that Teachers Really Need to Understand, 2017 ›

Did you know that? As a professional would you be able to answer the question ‘How do children know more and remember more? Would you be able to link it back to cognitive science? Did you know that this is part of the teacher standards? These sessions will explore Cognitive Load Theory and the practical approaches that can be applied in the maths classroom.

Course aims:

• to explore the research regarding cognitive load theory (and overload)
• to consider the significant ways in which children and adults learn and how they remember.
• to consider how the theory can be transferred into practical approaches that can be applied in the classroom to enhance teaching and learning in mathematics so that children know more and remember more.

Session dates are:

• 08 December @ 1.30pm – 4.00pm (Online)
• 14 March @ 3.45pm – 5.15pm (Twilight session – online)

Please see Day 1 to book your place ›

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.

These two twilight sessions 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

Session dates are:

• 11 November @ 3.45pm – 5.15pm (Online)
• 24 March @ 3.45pm – 5.15pm (Online)

Please see Day 1 to book your place ›

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.

As part of a school’s monitoring policy, children’s work and teachers’ planning are often internally moderated. These workshops will give middle/senior leaders and class teachers the opportunity to compare their thoughts and judgments against other schools,  consider progress and plan their next steps and assist with teacher assessment.

Course aims:

With the support and guidance of an experienced maths consultant, participants will:

• explore a range of children’s work (Years 1 & 2) considered to be ‘working towards’, ‘working at’ & ‘greater depth’
• see how activities have been scaffold, differentiated and extended; and consider if they could enhance or extended these further
• look for intelligent practice and variation theory
• consider the questioning generated by teachers and the children’s voice and written responses
• monitor the attainment and progress that children have made
• make judgments and comparisons against their own books
• ‘steal’ ideas!

Session dates are:

• 11 January @ 9.30am – 12.00pm (Causton Street)
• 28 April @ 9.30am – 12.00pm (Causton Street)

Note: Please bring a small selection of books and planning

Please see Day 1 to book your place ›

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.

As part of a school’s monitoring policy, children’s work and teachers’ planning are often internally moderated. These workshops will give middle/senior leaders and class teachers the opportunity to compare their thoughts and judgments against other schools,  consider progress and plan their next steps and assist with teacher assessment.

Course aims:

With the support and guidance of an experienced maths consultant, participants will:

• explore a range of children’s work (Years 3, 4, 5 & 6) considered to be ‘working towards’, ‘working at’ & ‘greater depth’
• see how activities have been scaffold, differentiated and extended; and consider if they could enhance or extended these further
• look for intelligent practice and variation theory
• consider the questioning generated by teachers and the children’s voice and written responses
• monitor the attainment and progress that children have made
• make judgments and comparisons against their own books
• ‘steal’ ideas!

Session dates are:

• 11 January @ 1.30pm – 4.00pm (Causton Street)
• 28 April @ 1.30pm – 4.00pm (Causton Street)

Please see Day 1 to book your place ›

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.

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:

• Role of the Design & Technology (DT) leader
• Developing Design & Technology skills
• Outdoor Learning
• Role of the Science leader
• Effective Science assessment
• Working scientifically

The course will explore the role of the science subject leader and its associated responsibilities. It will cover a range of strategies for fulfilling them; from identifying and promoting effective primary science teaching, to auditing and leading science in your school.

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.

“Really good course – especially being new to science leadership, good to network and share ideas. I feel confident to implement some things back to school now.”

This full-day course provides subject leaders and teachers with an in-depth look at the formative and summative assessment of science.

Participants will be provided with a clear understanding of the expectations of the National Curriculum statements and a range of strategies that will enable teachers to confidently make formative assessments to inform their planning, and robust summative assessments on the completion of both science themes and school years.

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.

This in-depth, 1 day course gives subject leaders and teachers the opportunity to develop a greater understanding of the progression within the working scientifically skills.

This course will provide subject leaders and teachers with a range of strategies to support the explicit teaching of the ‘working scientifically’ skills to ensure appropriate progression through the school and their integration with scientific enquiry.

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:

• Role of the Design & Technology (DT) leader
• Developing Design & Technology skills
• Outdoor Learning
• Role of the Science leader
• Effective Science assessment
• Working scientifically

This 1/2 day course provides subject leaders and teachers with an introduction to the benefits of using outdoor learning to enhance the science curriculum.

Participants will develop their understanding of the benefits of outdoor learning and consider the potential barriers. It will highlight the opportunities for outdoor learning within the Science National Curriculum, demonstrating how it is vital to some topics and beneficial to others.

Part of the time will be spent in the school grounds and therefore participants should wear appropriate clothing and footwear.

Participants in this course will also be able to join in the Science Network meeting on 14th June @ 4.00pm – 5.30pm for FREE

NOTE: this course is likely to be held in Westminster. We will confirm the exact venue as soon as we can. If there is sufficient interest we may be able to offer this to school clusters in other areas.

Please contact us should you like to arrange this for your 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:

• Role of the Design & Technology (DT) leader
• Developing Design & Technology skills
• Outdoor Learning
• Role of the Science leader
• Effective Science assessment
• Working scientifically

This 1/2 day course provides an opportunity for subject leaders and teachers to broaden their understanding of their role as leaders of Design & Technology (DT) as well as that of the subject.

Aims & objectives:

• a clear understanding of DT and its processes
• clarity about the expectations of the National Curriculum
• advice on how to develop a curriculum map for DT

Participants in this course will also be able to join in the Science Network meeting on 24th November @ 4.00pm – 5.30pm for FREE

This one day course will provide guidance and support to teachers in their new role as the RE leader.  The course will provide ready-to-use ideas to engage staff and pupils.  It will give participants the knowledge and confidence they need to be an effective and inspirational leader of RE:

• Roles and responsibilities of leading RE in a church school
• How to promote and maintain a high profile of the subject within the school
• The law and the national picture for RE
• Understanding the Church of England Statement of Entitlement for RE
• Understanding the key principles that underpin curriculum design
• Understanding the LDBS agreed syllabus

Mary Thorne leads on many of our RE courses. She leads on RE for the LDBS primary schools and runs the RE network meetings.

“I went away feeling encouraged and equipped to carry out my role. Lots to think about, but also lots of great ideas shared.”

This 1/2 day course provides subject leaders and teachers with an introduction to the Design & Technology process.

Participants will investigate and evaluate an existing product and practice a technical skill. They will then develop a design brief and design, make and evaluate a final product.

Participants in this course will also be able to join in the Science Network meeting on 28th March @ 4.00pm – 5.30pm for FREE

NOTE: this course will be held at Kentish Town Primary School in Camden and if there is sufficient interest we may be able to offer this to school clusters in other areas.

Please contact us should you like to arrange this for your schools ›