Learning and Assessment Service Training and Professional Development Offer for Schools & Early Years Settings 2014/2015

Transcription

1 Learning and Assessment Service Training and Professional Development Offer for Schools & Early Years Settings 2014/2015 1

2 Training and Professional Development for Schools & Early Years Settings The S4E Learning and Assessment Service provide high quality training and professional development for teachers, school leaders, governors, and support staff in schools and Early Years settings. Proud of our growing reputation for supporting schools in raising standards we aim to be responsive to school needs and are here to help you improve outcomes for learners across 4 key areas: Curriculum Innovation (p9) We provide training and support to: - Design a whole school curriculum which builds on current best practice, incorporates the requirements of the new national curriculum, and a school s wider curriculum offer including Spiritual, Moral, Social and Cultural education - Improve outcomes in Science, RE, Music and PE Improving Teaching and Learning (p23) We provide training to improve pupil outcomes for: - EYFS, Phonics and Early Literacy - Reading, writing and communication, and mathematics - Targeted intervention programmes including Numbers Count, 1stClass@Number, Success@Arithmetic, and Project X Code NQT Registration, Support and Development (p58) Acting on behalf of Birmingham LA as the Appropriate Body we provide: - Statutory registration and liaison with the National College, and - Deliver induction training and bespoke support for NQTs and their tutors ensuring your new teachers get off to a good start Assessment Support and Development (p67) We provide training to: - Review and develop whole school assessment approaches in line with AfL best practice - Ensure that all your staff are up-to-date and understand the implications of essential information, guidance, support and updates regarding statutory assessments at both local and national levels How we do it? We deliver: - Curriculum courses, programmes, conferences and school based CPD - Tailored support for individual schools, clusters, alliances or chains - Either centre based or in-school consultancy - Leadership briefings for Head Teachers, Senior Leadership Teams and Subject Leaders The training portfolio is updated on a regular basis and information about upcoming briefings, courses and events are circulated on a weekly basis via and on the Services for Education website: For further information about the S4E Learning and Assessment Service offer please contact the team by las@servicesforeducation.co.uk or telephone: To make a booking request for any of the courses or training featured in the portfolio please complete and return the Learning and Assessment Service booking form (p79). Completed forms can be ed to las@servicesforeducation.co.uk or faxed to

3 Autumn Term 2014 Calendar of Training for the Academic Year Date Area Course Title Page 11 Sep NQT NQT Induction Tutor Training Sep NQT Updates & Key Messages for NQT Induction Tutors Sep NQT Welcome to Birmingham & Key Messages for NQTs Sep Teaching & Learning New Numbers Count Programmes 1& Sep Teaching & Learning Outdoor Phonics Sep Teaching & Learning Strategies to Support Teaching & Learning in Raising 45 Attainment in English Yr 5 Teachers 17 Sep Teaching & Learning Effective Approaches to Guided Reading & Writing in KS Sep NQT Updates & Key Messages for NQT Induction Tutors Sep NQT Welcome to Birmingham & Key Messages for NQTs Sep Teaching & Learning 1stClass@Number Sep Teaching & Learning Catch Up Phonics at key Stage 2 Letters & Sounds - TAs Sep NQT Writing Getting your Pedagogy Right for Primary NQTs Sep Teaching & Learning Success@Arithmetic Sep NQT Updates & Key Messages for NQT Induction Tutors Sep NQT Welcome to Birmingham & Key Messages for NQTs Sep Teaching & Learning EYFS Briefings Sep Teaching & Learning EYFS: Networking for Special Schools Sep Teaching & Learning KS1 Letters & Sounds Phase 5: Approaches & Expectations Sep Teaching & Learning 1stClass@Number Sep Teaching & Learning Strategies to Support Teaching & Learning in Raising 44 Attainment in English Yr 4 Teachers 25 Sep NQT NQT Induction Tutor Training Sep Teaching & Learning Effective Approaches to Guided Reading & Writing in 31 Reception 26 Sep Teaching & Learning Performance Management Using the Teachers Standards Sep Teaching & Learning Quality First Teaching in Reading Sep Teaching & Learning Strategies to Support Teaching & Learning in Raising 43 Attainment in English Yr 3 Teachers 30 Sep NQT NQT Induction Tutor Training Sep Teaching & Learning Communication, Language and Literacy Development 27 Programme (CLLD) for Year / Sep Teaching & Learning Developing Quality Communication & Language in the EYFS 28 1 Oct Curriculum New to Birmingham New to Religious Education 17 1 Oct Teaching & Learning Developing the Role of and Impact of Teaching Assistants 29 2 Oct Curriculum Designing a Whole School Curriculum 10 2 Oct Teaching & Learning Letters & Sounds Phase 1 to Oct NQT Reading Getting your Pedagogy Right for Primary NQTs 64 7 Oct Teaching & Learning Implementing & Developing the New Curriculum for 36 Mathematics 7 Oct NQT Being Good or Better The Teachers Standards, Implications for Primary NQTs 58 3

4 Date Area Course Title Page 7 Oct Teaching & Learning Effective Teaching & Learning of Vocabulary, Grammar, 32 Spelling & Punctuation 7 Oct Teaching & Learning Quality First Teaching in Writing 41 7 Oct NQT Being Good or Better The Teachers Standards, Implications 59 for Secondary NQTs 8 Oct Teaching & Learning New to Early Years Foundation Stage 39 9 Oct Curriculum RE Birmingham Agreed Syllabus & Faith Makes a Difference 21 Website 9 Oct Teaching & Learning Developing High Quality Reading Journals at Key Stage Oct Teaching & Learning EAL - Meetings the Needs of All Learners Oct Curriculum Physical Education Oct Assessment Leading the Development of Whole School Assessment 73 Processes 15 Oct Teaching & Learning Effective Practice in Year One Oct Leadership English Subject Leader Briefings Oct Leadership Maths Subject Leader Briefings Oct Curriculum Embedding Spoken Language Across the School Curriculum Oct NQT Getting Assessment and Moderation Right for NQTs 61 4 Nov Curriculum SMSC Supporting Schools to be Good or Better 22 4 Nov Teaching & Learning Inspirational Ideas in the EYFS 37 5 Nov Assessment Training for KS2 Statutory Assessments New to Year Nov Assessment Training for KS2 Statutory Assessments New to Year Nov Curriculum Developing the Role of PE Coordinators in Primary Schools 11 Module 1: High Quality Learning & Teaching 11 Nov NQT Extended Programme for Secondary NQTs Day 1 of Nov NQT Extended Programme for Primary NQTs Day 1 of Nov Teaching & Learning Ensuring Quality Outcomes in the EYFS: Providing 33 opportunities when assessing against the Early Learning Goals - Physical Development in the EYFS 13 Nov Assessment Training for KS1 Statutory Assessments New to Year Nov Assessment Training for KS1 Statutory Assessments New to Year Nov Teaching & Learning The Role of the Adult in the EYFS Key Messages for TAs Nov Assessment Assessment Briefings 2014/ Nov NQT Developing Mathematical Knowledge Nov Curriculum Promoting Quality Outcomes in Religious Education for 19 Primary Schools 18 Nov Assessment EYFS Assessment Briefings EYFS Profile Data Nov Teaching & Learning Continuing Numbers Count for Accredited NCTs Nov Assessment Leading and Managing the Development of Assessment for 72 Learning 27 Nov NQT NQT Induction Tutor Forum 62 1 Dec Teaching & Learning Continuing 1stClass@Number CPD 54 2 Dec Assessment Statutory Assessments Half Day Updates for KS Dec Assessment Statutory Assessments Half Day Updates for KS Dec Assessment Assessment without Levels Next Steps 68 4

5 Spring Term 2015 Date Area Course Title Page 13 Jan Curriculum Quality First Teaching in Science KS Jan NQT NQT Induction Tutor Training Jan Curriculum Designing a Whole School Curriculum Jan Curriculum Quality First Teaching in Science KS Jan Assessment Statutory Assessments Half Day Updates for KS Jan Teaching & Learning EAL - Meetings the Needs of All Learners Jan NQT Developing Mathematical Knowledge Jan Assessment Statutory Assessments Half Day Updates for KS Jan Curriculum Developing the Role of PE Coordinators in Primary Schools Module 2: The Role of the PE Coordinator Jan Teaching & Learning Ensuring Quality Outcomes in the EYFS: Providing 33 opportunities when assessing against the Early Learning Goals Understanding of the World in the EYFS 21 Jan Curriculum Embedding Spoken Language Across the School Curriculum Jan NQT Welcome to Birmingham & Key Messages for NQTs Jan Curriculum Promoting Quality Outcomes in Religious Education for 19 Primary Schools 22 Jan Teaching & Learning I Love to Write in the EYFS Jan Curriculum Promoting SMSC Issues Through Picture Books & Visual 20 Literacy Hooks 28 Jan NQT Being Good or Better The Teachers Standards, Implications 58 for Primary NQTs 30 Jan Curriculum Promoting Reading for Enjoyment Across the Whole School 19 Curriculum 2 Feb Curriculum Developing Writing Across the Whole School Curriculum 13 3 Feb Teaching & Learning Making Maths Engaging in the EYFS 38 4 Feb Curriculum RE Birmingham Agreed Syllabus & Faith Makes a Difference 21 Website 4 Feb NQT Extended Programme for Primary NQTs Day 2 of Feb Assessment Assessment Briefings 2014/ Feb Teaching & Learning Raising Attainment in English Through Whole Texts Feb Leadership English Subject Leader Briefings Feb Leadership Maths Subject Leader Briefings Feb Teaching & Learning Assessing the Characteristics of Effective Learning in the EYFS Feb Teaching & Learning Ensuring Quality Outcomes in the EYFS: Providing 33 opportunities when assessing against the Early Learning Goals Expressive Arts & Design in the EYFS 24 Feb Assessment EYFS Profile 2014/2015: Half Day Statutory Training 69 Standardisation Activities 25 Feb Assessment EYFS Profile 2014/2015: Half Day Statutory Training 69 Standardisation Activities 26 Feb Assessment EYFS Profile 2014/2015: Half Day Statutory Training 69 Standardisation Activities 26 Feb NQT Extended Programme for Secondary NQTs Day 2 of

6 Date Area Course Title Page 27 Feb Assessment Phonics: Year 1 Screening Check Administering the Check 76 3 Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 4 Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 5 Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 10 Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 10 Mar Curriculum SMSC Supporting Schools to be Good or Better Mar NQT NQT Induction Tutor Forum Mar Teaching & Learning Effective Teaching & Learning of Vocabulary, Grammar, Spelling & Punctuation Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 12 Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 12 Mar NQT Getting Assessment and Moderation Right for NQTs Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 18 Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 19 Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 20 Mar Curriculum Developing the Role of PE Coordinators in Primary Schools Module 3: Inspiring, Motivating & Challenging Pupils in PE Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 25 Mar EYFS Profile 2014/2015: Statutory Standardisation Training 70 Assessment and Moderation of Practitioners Own Assessments 26 Mar Assessment EYFS Profile 2014/2015: Half Day Statutory Training Standardisation Activities 69 6

7 Summer Term 2015 Date Area Course Title Page 14 Apr EYFS Profile 2014/2015: Half Day Statutory Training 69 Assessment Standardisation Activities 15 Apr EYFS Profile 2014/2015: Half Day Statutory Training 69 Assessment Standardisation Activities 15 Apr Curriculum Promoting Quality Outcomes in Religious Education for 34 Primary Schools 21 Apr Teaching & Learning EYFS Briefings Apr Teaching & Learning EYFS: Networking for Special Schools Apr NQT NQT Induction Tutor Training Apr NQT Extended Programme for Primary NQTs Day 3 of Apr Teaching & Learning The Power of Outdoor Learning in the EYFS Apr NQT Extended Programme for Secondary NQTs Day 3 of May Curriculum SMSC Supporting Schools to be Good or Better May Curriculum Developing the Role of PE Coordinators in Primary Schools 12 Module 4: Assessment & Differentiation 19 May Assessment KS1 Writing Moderation Meetings May Assessment Reading Moderation Meetings May Leadership English Subject Leader Briefings Mar Leadership Maths Subject Leader Briefings May Assessment KS2 Writing Moderation Meetings May Teaching & Learning EAL - Meetings the Needs of All Learners May Assessment Reading Moderation Meetings 74 4 June Curriculum Designing a Whole School Curriculum 10 9 June Teaching & Learning Effective Teaching & Learning of Vocabulary, Grammar, 32 Spelling & Punctuation 9 June Assessment KS2 Writing Moderation Meetings 71 9 June Curriculum Learning from Faith by Learning about Religious Traditions June Assessment KS1 Writing Moderation Meetings June NQT NQT Induction Tutor Forum June NQT Career Progression for NQTs Becoming a Subject Leader June Teaching & Learning Developing Quality Seamless Transitions from EYFS to Year June Encountering the Faiths of Birmingham and Planning School 14 Curriculum Visits 24 June Teaching & Learning The Role of the Adult in the EYFS Key Messages for TAs 47 2 July Teaching & Learning Performance Management Using the Teachers Standards 40 3 July Curriculum Developing the Role of PE Coordinators in Primary Schools 12 Module 5: Leadership & Management 3 July Teaching & Learning Inspirational Ideas in the EYFS 37 7 July Teaching & Learning New to Early Years Foundation Stage 39 8 July Teaching & Learning Assessing Progress in the EYFS 25 8 July NQT Welcome to Birmingham & Key Messages for NQTs 65 Where dates and venues for training are still to be confirmed details will be made available for schools/delegates as soon as they are known. These will be published on the Services for Education and circulated to schools by as appropriate. 7

8 Information about Centre-Based Training Dates, venues and timings for all centre-based training and briefing events can be found as part of the course information provided for delegates. Learning and Assessment Service endeavours to use a number of regular venues that are as accessible as possible for all delegates. One-off training courses/events will tend to be held at central locations within relatively close proximity to the city centre while training courses/events repeated over several dates will be hosted across venues located within north, south and central areas to the city centre. Warwick House, 10 Edward Street, Birmingham, B1 2RX (Central) Recently refurbished and within close proximity of Birmingham city centre and the National Indoor Arena the Services for Education business premises at Warwick House offer spacious, modern and well-equipped first floor training facilities. Please note there is no lift to the first floor so if access could be a problem for delegates please notify us in advance so that alternative arrangements can be made. Other venues regularly used by Learning and Assessment Service to host training courses/events are: - Birmingham City Football Club, St Andrew s Stadium, Birmingham, B9 4RL (Central) - The Saffron Centre, 256 Moseley Road, Highgate, Birmingham, B12 0BS (Central) - The Pavilion, Moor Lane, Birmingham, B6 7AA (North) - The Beeches Conference Centre, 76 Selly Oak Road, Bournville, B30 1LS (South) Delegate registrations and refreshments for all training courses/events are available from 15 minutes before the advised start time. Lunch and refreshments are provided for all full day courses and delegates with any special dietary requirements are asked to please advise Learning and Assessment Service of these in advance of the event taking place. 8

9 Curriculum Innovation - Designing a Whole School Curriculum to Incorporate the New National Curriculum (p10) - Developing the Role of PE Coordinators in Primary Schools (p11) - Developing Writing Across the Whole School Curriculum (p13) - Embedding Spoken Language Across the School Curriculum (p13) - Encountering the Faiths of Birmingham and Planning School Visits (p14) - EYFS The Singing Classroom (p14) - Hitting the Right Notes with Music in Key Stage 1 (p15) - Hitting the Right Notes with Music in Key Stage 2 (p15) - Learning from Faith by Learning about Religious Traditions (p16) - Music Improvisation and Composition in the KS2 Classroom (p16) - New to Birmingham New to Religious Education (P17) - Physical Education (p18) - Promoting Quality Outcomes in Religious Education for Primary Schools (p19) - Promoting Reading for Enjoyment Across the Whole School Curriculum (p19) - Promoting SMSC Issues Through Picture Books and Visual Literacy Hooks (p20) - Quality First Teaching in Science KS1 (p20) - Quality First Teaching in Science KS2 (p21) - RE Birmingham Agreed Syllabus & Faith Makes a Difference Website (p21) - SMSC Supporting Schools to be Good or Better (p22) - The Musical School and the Role of the Music Coordinator (p22) 9

10 & Venue Designing a Whole School Curriculum to Incorporate the New National Curriculum Autumn Term: Thursday 2 nd October and Wednesday 22 nd October 2014 Spring Term: Wednesday 14 th January and Tuesday 10 th February 2015 Summer Term: Thursday 4 th June and Thursday 25 th June am-3.45pm Venues to be confirmed and details made available to schools in due course 480 per delegate (2 day course) Sue Collin How are you preparing for the new National Curriculum? This 2 day course will enable individual and groups of schools to design a whole school curriculum incorporating the new National Curriculum for September Using tools and resources that will support the design process school leaders will be able to retain the best of their current whole school curriculum, and ensure the new national curriculum is implemented in a strategic and cohesive way, whilst keeping the learner needs at the heart of the process. Delegates will be given access to tools and resources that will support the strategic development in their own school, and will equip them to work collaboratively with other schools. The programme will include an opportunity to use the ReelLearning website to explore good and outstanding teaching and learning in the context of new curriculum. Quotes about the course from previous delegates include: Very thought provoking.., A great opportunity to reflect upon what really matters in schools., and Planning tools, support given and opportunities to share good practice greatly appreciated. 10

11 Developing the Role of PE Co-ordinators in Primary Schools Module 1: High Quality Learning & Teaching Thursday 6 th November am-3.45pm Venues to be confirmed and details made available to schools in due course Module 2: The Role of the PE Co-ordinator Tuesday 20 th January am-3.45pm Module 3: Inspiring, Motivating & Challenging Pupils in PE Friday 20 th March am-3.45pm Module 4: Assessment & Differentiation Monday 18 th May am-3.45pm Module 5: Leadership & Management Friday 3 rd July am-3.45pm 1100 per delegate for all 5 days OR 250 per delegate per day module (cost includes ongoing support from the Lead Practitioner) Angela Cotter, Lead Practitioner for PE Working in partnership with Kingsbury School the Learning and Assessment Service are pleased to be able to offer this comprehensive and modular approach training to support the developing role of the PE Co-ordinator in Primary Schools. With Ofsted looking closely at the impact of the Primary Sports Funding this training has been designed to support schools in developing capacity and sustainability within their PE provision. Module 1: High Quality Learning & Teaching With a focus on Teachers Standards 2, 4 and 8 this module will explore what outstanding teaching in PE lessons might look like, the effective use of resources to maximise impact on learning, higher order questioning, developing an engaging curriculum, subject knowledge and effective evaluation review. Module 2: The Role of the PE Co-ordinator With a focus on Teachers Standards 1, 3, 7 and 8 this module will provide delegates with information about the roles and responsibilities of being a PE Coordinator; writing and reviewing a PE curriculum; implementing the new PE curriculum; an overview of health and safety, risk assessments and off-site visits; creating safe but challenging learning environments; and action planning for the next 12 months. continued on the next page. 11

12 Developing the Role of PE Co-ordinators in Primary Schools cont. Module 1: High Quality Learning & Teaching Thursday 6 th November am-3.45pm Venues to be confirmed and details made available to schools in due course Module 2: The Role of the PE Co-ordinator Tuesday 20 th January am-3.45pm Venues to be confirmed and details made available to schools in due course Module 3: Inspiring, Motivating & Challenging Pupils in PE Friday 20 th March am-3.45pm Venues to be confirmed and details made available to schools in due course Module 4: Assessment & Differentiation Monday 18 th May am-3.45pm Venues to be confirmed and details made available to schools in due course Module 5: Leadership & Management Friday 3 rd July am-3.45pm Venues to be confirmed and details made available to schools in due course 1100 per delegate for all 5 days OR 250 per delegate per day module (cost includes ongoing support from the Lead Practitioner) Angela Cotter, Lead Practitioner for PE Module 3: Inspiring, Motivating & Challenging Pupils in PE With a focus on Teachers Standards 1, 4, 5 and 8 this module will look at how to put PE at the heart of the whole school curriculum including gifted and talented, supporting students with SEND, whole class engagement and much more. Part of the day will include observing a PE class with links to Start to Move, Matalan Sporting Promise and Active Leaders. Module 4: Assessment & Differentiation With a focus on Teachers Standards 1, 2, 4, 5 and 6 this module will explore assessment for learning, core tasks, differentiating planning, reviewing current assessment practice, implementation of PE assessment across KS1 and KS2, and how to use ICT to support assessment. Module 5: Leadership & Management With a focus on Teachers Standards 8 this module will support PE Co-ordinators develop their own leadership and management skills to drive the subject across the whole school. It will include self-evaluation of their own skills, goal setting, coaching and mentoring colleagues, planning for a development project, engaging senior leaders in school, accessing network support through PEG groups and follow up support with twilight sessions. While attending all five days is strongly recommended, and will help maximise the impact of the training, delegates may choose to attend as many or as few days as appropriate to their own experience, confidence in delivering high quality PE provision in school, and individual professional development and performance management objectives. 12

13 Date(s), Times & Venue Developing Writing Across the Whole School Curriculum Spring Term: Monday 2 nd February am-3.45pm Venues to be confirmed and details made available to schools in due course 240 per delegate Louise Waller This course will unpick the programmes of study for English including the appendices for Spelling and Vocabulary, Punctuation and Grammar to ensure progression in writing for a range of purposes and audiences. Participation in the training will provide delegates with the opportunity to: consider how focussed curriculum design and quality first teaching can be utilised to embed the English programmes of study throughout a creative model; consider how curriculum design can promote social, cultural, spiritual and moral issues; examine model units of work that explore and develop the opportunities to embed Spoken Language, Reading and Writing skills in Science, Geography and History. Title Date(s), Times & Venue Embedding Spoken Language Across the School Curriculum Autumn Term: Wednesday 22 nd October 2014 Spring Term: Wednesday 21 st January am-3.45pm 240 per delegate Louise Waller This one day course will explore the expectations and emphasis of Spoken Language across the Primary Curriculum with reference to the new National Curriculum, and making explicit links to the statutory appendix for the teaching of grammar. Delegates will be encouraged to identify opportunities in English, Mathematics, Science, History and Geography for children to ask questions, justify thinking, and develop and extend vocabulary through a range of resources and teaching strategies. In addition the course will also consider how carefully planned units of work across the curriculum can be used to develop pupil understanding and application of speculation, hypothesis and exploration of ideas. 13

14 Date(s), Times & Venue Encountering the Faiths of Birmingham and Planning School Visits Summer Term: Wednesday 24 th June am-12.00pm 120 per delegate Simone Whitehouse This half day course will build on what the Birmingham Agreed Syllabus 2007 calls the treasury of faith. Drawing on the dispositions of the Birmingham Agreed Syllabus, and with a focus on lesson planning before and after the visit, this half day training will help give delegates the confidence to organise visits to places of worship which complement their Religious Education provision and maximise opportunities for effective teaching and learning. As part of the training delegates will visit a place of worship within the city which will allow them to consider some of the practicalities and any questions around organising school visits. Title Date(s), Times & Venue EYFS The Singing Classroom Autumn Term: Date still to be confirmed Spring Term: Date still to be confirmed Summer Term: Date still to be confirmed 9.30am-11.30am OR 1.30pm-3.30pm Venues to be confirmed and details made available to schools in due course 150 per delegate Ruth Roberts Designed for practitioners working in the EYFS who wish to increase their confidence and song-bank in music this 2 hour training session will provide delegates with a range of ideas, tools and resources to support the effective delivery of singing and musical activities in the classroom. With a focus on the learning and development within the areas of Expressive Arts & Design and Communication & Language this session will provide delegates with inspiring repertoire and resource packs to support high quality singing and musical activities in school. 14

15 Hitting the Right Notes with Music in Key Stage 1 Date(s), Times & Venue Autumn Term: Date to be confirmed 9.00am-12.00pm Venues to be confirmed and details made available to schools in due course 150 per delegate Ruth Roberts This one day course is designed for teachers, in particular NQTs and those who are new to Key Stage 1, who would like to increase their confidence and knowledge of teaching class music. Delegates will be provided with ideas and guidance around the planning and delivery of singing and musical activities which support the development of children s music skills as well as their wider learning across the curriculum. All delegates will receive a pack of resource materials which can be used to support classroom practice back in school. Title Hitting the Right Notes with Music in Key Stage 2 Date(s), Times & Venue Autumn Term: Date to be confirmed 9.00am-12.00pm Venues to be confirmed and details made available to schools in due course 150 per delegate Ruth Roberts This one day course is designed for teachers, in particular NQTs and those who are new to Key Stage 2, who would like to increase their confidence and knowledge of teaching class music. Delegates will be provided with ideas and guidance around the planning and delivery of singing and musical activities which support the development of children s music skills and improvisation and composition, as well as their wider learning across the curriculum. All delegates will receive a pack of resource materials which can be used to support classroom practice back in school. 15

16 Date(s), Times & Venue Learning from Faith by Learning about Religious Traditions Summer Term: Tuesday 9 th June am-3.45pm 240 per delegate Simone Whitehouse With a focus on learning from faith by learning about religious traditions this one day course is designed to support delegates with the planning and delivery of high quality RE lessons in school drawing on the dispositions and the beliefs from the Birmingham Agreed Syllabus. It will also provide a chance for delegates to meet with representatives of some of the different faith groups within the city, and to discuss with them and colleagues some of the ways in which it might be possible to maximise opportunities to promote greater understanding of the wide range of faiths as explored and promoted through the Agreed Syllabus. Title Date(s), Times & Venue Music Improvisation and Composition in the KS2 Classroom Autumn Term: Date still to be confirmed Spring Term: Date still to be confirmed Summer Term: Date still to be confirmed 9.00am-12.00pm Venues to be confirmed and details made available to schools in due course 150 per delegate Ruth Roberts This one day course is designed for teachers who would like to increase their confidence and knowledge of teaching Improvisation and Composition in Key Stage 2. Delegates will be provided with ideas and guidance around the effective planning, delivery, performance and recording of whole class, group and individual projects with both voice and classroom instruments. All delegates will receive a pack of resource materials which can be used to support classroom practice back in school. 16

17 Date(s), Times & Venue New to Birmingham - New to Religious Education Autumn Term: Wednesday 1 st October am-3.45pm Venues to be confirmed and details made available to schools in due course 240 per delegate Simone Whitehouse This one day training will support NQTs and teachers new to Birmingham to ensure they are fulfilling statutory responsibility in teaching Religious Education. The course will provide delegates with a comprehensive overview of the Birmingham approach to RE as outlined in the 2007 Agreed Syllabus; it will also explore complimentary ways of teaching learning from faith and learning about religious traditions. In addition delegates will have the opportunity to consider the aims of teaching RE and explore examples of good practice that help ensure that pupils are challenged and supported in their own understanding and development. 17

18 Physical Education Autumn Term: Tuesday 14 th October 2014 and Friday 27 th February am-3.45pm 480 per delegate (2 days); 240 per delegate (1 day) Angela Cotter This 2 day training will support practitioners, in particular NQTs and teachers early in their career, in developing secure subject knowledge of the PE curriculum and its application. Delegates will be provided with a range of strategies for ensuring that effective learning takes places and children make good progress in PE. Each of the days will feature a variety of practical activities designed to help delegates feel more confident about teaching high quality PE provision. Day 1 will focus on some generic aspects of effective PE provision including the structure of the National Curriculum for PE and how pupils learn through the key processes; the use of core tasks to ensure pupil progress; practical ideas and principles for warming up; practical games activities and ideas for differentiation to meet all children s needs. Day 2 will focus more specifically on developing delegates understanding and application of different strategies to support teaching and learning in Dance and Gymnastics. Delegates will explore what good progress for children looks like as part of individual lessons and over time, consider how effective differentiation and level of challenge can be better incorporated into all lessons, and support greater understanding of assessment for learning within PE. While attending both days is strongly recommended, and will help maximise the impact of the training, delegates may choose to attend either Day 1 or Day 2 only depending on their own experience and confidence in delivering high quality PE provision in school. 18

19 Date(s), Times & Venue Promoting Quality Outcomes in Religious Education in Primary Schools Autumn Term: Tuesday 18 th November 2014 AND Thursday 22 nd January 2015 Spring Term: Wednesday 15 th April 2015 AND Thursday 11 th June am-3.45pm (Day 1) and 9.00am-12.00pm (Day 2) Venues to be confirmed and details made available to schools in due course 360 per delegate (1.5 days) Simone Whitehouse This 1.5 day training course is designed for Primary subject leaders with responsibility for the provision of Religious Education within their school. With a focus on the aims of the Birmingham approach to Religious Education it will provide delegates with an insight into planning, monitoring and leading this subject area within school, including how to maximise the effective use of some of the resources that have been developed. Delegates will also have the opportunity to explore how students levels of understanding and progress in Religious Education can be assessed and monitored. Title Date(s), Times & Venue Promoting Reading for Enjoyment Across the Whole School Curriculum Spring Term: Friday 30 th January am-3.45pm 240 per delegate Catherine Page Do you want to instil a love of reading for every child in your class? - Are you confident that every child in your class has access to a broad reading curriculum that fosters an enjoyment and appreciation of the spoken and written word? - Would you welcome a treasure trove of reading riches to support the delivery of quality first teaching in order to raise standards and maximise the progress or pupils? This one day training course will provide delegates with strategies and resources to promote a love of reading across the whole school curriculum. Delegates will explore a range of high quality picture books, visual texts and classical literature, and consider how effective planning and understanding of their pupils can impact on the reading attitudes and attainment of pupils. 19

20 Promoting SMSC Issues Through Picture Books and Visual Literacy Hooks Spring Term: Tuesday 27 th January am-3.45pm 240 per delegate Louise Waller / Catherine Page With reference to OFSTED guidance for schools on the development of Spiritual, Moral, Social and Cultural issues across the curriculum this one day course will encourage delegates to reflect on the context of their own school setting, audit current provision and identify key actions. Participation in the training will enable delegates to examine model units of work that explore and develop the opportunities for Spiritual, Moral, Social and Cultural issues through Spoken Language, Reading and Writing skills through the use of whole texts. In addition it will explore issues such as bullying, relationships and transition through picture books and visual literacy hooks using a range of resources and teaching strategies. Title Date(s), Times & Venue Quality First Teaching in Science KS1 Spring Term: Wednesday 14 th January am-12.00pm Venues to be confirmed and details made available to schools in due course 120 per delegate Catherine Page These half day sessions will provide delegates with the opportunity to develop engaging and effective science teaching with reference to the programmes of study for Science. Delegates will explore the importance of embedding spoken language and writing opportunities throughout their science planning and teaching with a clear focus on developing pupils independence and application of working scientifically. 20

21 Date(s), Times & Venue Quality First Teaching in Science KS2 Spring Term: Tuesday 13 th January am-12.00pm Venues to be confirmed and details made available to schools in due course 120 per delegate Catherine Page These half day sessions will provide delegates with the opportunity to develop engaging and effective science teaching with reference to the programmes of study for Science. Delegates will explore the importance of embedding spoken language and writing opportunities throughout their science planning and teaching with a clear focus on developing pupils independence and application of working scientifically. Title Date(s), Times & Venue RE Birmingham Agreed Syllabus & Faith Makes a Difference Website Autumn Term: Thursday 9th October 2014 Spring Term: Wednesday 4 th February am-12.00pm Venues to be confirmed and details made available to schools in due course 120 per delegate Simone Whitehouse This half day training is designed for subject leaders and teaching staff who have responsibility for the delivery of Religious Education in Primary Schools. With a focus on the Faith Makes a Difference website delegates will have the opportunity to learn how to navigate their way through the site as they explore the wide range of lesson plans, games and film resources developed to support the effective delivery of the Birmingham Agreed Syllabus. Delegates will also be introduced to complimentary resources from 2Simple. 21

22 Date(s), Times & Venue SMSC Supporting Schools to be Good or Better Autumn Term: Tuesday 4 th November 2014 Spring Term: Tuesday 10 th March 2015 Summer Term: Wednesday 6 th May am-12.00pm Venues to be confirmed and details made available to schools in due course 120 per delegate Simone Whitehouse This half day course will provide delegates with an overview of what SMSC (Spiritual, Moral, Social and Cultural) is and how it can be used more effectively in school to support children s learning and development. Delegates will be encouraged to reflect on their current practice and to explore ways in which SMSC can impact positively on progress and achievement, teaching and learning, behaviour, and leadership and management. Title Date(s), Times & Venue The Musical School and the Role of the Music Coordinator 5 half day sessions to be delivered during the course of the academic year further details to be confirmed and made available to schools in due course 600 per delegate Ruth Roberts Delivered over a series of half day sessions across the academic year this training will explore aspects of the Music Co-ordinators role in developing and supporting the musical life of a Primary school. With a focus on building confidence and capacity delegates will be provided with ideas and guidance on maximising the effectiveness of classroom practice and resources; auditing, implementing and assessing the quality of teaching and learning in music; singing in class, assemblies and choirs; liaising with non-specialist and specialist music staff; improvisation and composition; and co-ordinating opportunities for performances, concerts and festivals in and out of school. 22

23 Improving Teaching and Learning - Assessing Progress in the EYFS (p25) - Assessing the Characteristics of Effective Learning in the EYFS (p25) - Catch Up Phonics at Key Stage 2 Letters & Sounds Teaching Assistants (p26) - Communication, Language and Literacy Development Programme (CLLD) for Year /2015 (p27) - Developing High Quality Reading Journals at Key Stage 2 (p28) - Developing Quality Communication & Language in the EYFS (p28) - Developing Quality Seamless Transitions from EYFS into Year 1 (2p9) - Developing the Role and Impact of Teaching Assistants (p29) - EAL Meeting the Needs of All Learners (p30) - Effective Approaches to Guided Reading and Writing in KS1 (p30) - Effective Approaches to Guided Reading and Writing in Reception (p31) - Effective Practice in Year 1 (p31) - Effective Teaching & Learning of Vocabulary, Grammar, Spelling and Punctuation (p32) - Engaging Parents with Communication & Language, and Literacy in the Early Years and KS1 (p32) - Ensuring Quality Outcomes in the EYFS: Providing Opportunities when Assessing Against the Early Learning Goals (p33) - EYFS Briefings (p34) - EYFS Networking for Special Schools (p34) - I Love to Write in the EYFS (p35) - Implementing and Developing the New Curriculum for Mathematics (p36) - Inspirational Ideas in the EYFS (p37) - KS1 Letters & Sounds Phase 5: Approaches & Expectations (p37) - Letters and Sounds Phases 1 to 5 (p38) - Making Maths Engaging in the EYFS (p38) - New to Early Years Foundation Stage (p39) 23

24 - Outdoor Phonics (p39) - Performance Management Using the Teachers Standards expecting all teaching to be at least good (p40) - Quality First Teaching in Reading (p41) - Quality First Teaching in Writing (p41) - Raising Attainment in English Through Whole Texts (p42) - Speech, Language and Communication in the EYFS (p42) - Strategies to Support Teaching & Learning in Raising Attainment in English Year 3 Teachers (p43) - Strategies to Support Teaching & Learning in Raising Attainment in English Y ear 4 Teachers (p44) - Strategies to Support Teaching & Learning in Raising Attainment in English Year 5 Teachers (p45) - Teaching Learners with Autistic Spectrum Disorders (p46) - The Power of Outdoor Learning in the EYFS (p46) - The Role of the Adult in the EYFS Key Messages for Teaching Assistants (p47) - Wellcomm Speech and Language Programmes for the EYFS (p47) - Every Child Counts Maths Intervention Programmes (p48) o o o o o o o Numbers Count 1 Maths Intervention for Years 1 to 3 (p49) Numbers Count 2 Maths Intervention for Years 4 to 6 (p50) Continuing Numbers Count for accredited Numbers Count Teachers (p51) 1stClass@Number Early Mathematics Intervention Years 1 to 3 (p52) 1 st Class@Number Early Mathematics Intervention Years 4 to 6 (p53) Continuing Professional Development and Support for Trained 1stClass@Number Teachers and Teaching Assistants (p54) Success@Arithmetic (p55) - Reading Support Intervention Programmes (p56) o o Reading Support Phonics Counts (p56) Reading Support Project X CODE (p57) 24

25 & Venue Assessing Progress in the EYFS Summer Term: Wednesday 8 th July 2015 AND Wednesday 21 st October am-3.45pm (8 th July) AND 9.00am-12.00pm (21 st October) 360 per delegate (1.5 days) Serena Caine / Chris Dingley This 1.5 day course will enable delegates who are responsible for assessment in the EYFS to update their knowledge of the requirements around the use of EYFS data. Designed for EYFS and Assessment co-ordinators the training will explore an example of an EYFS progress tracker and consider how best the data can be summarised and used effectively to raise outcomes for children. Title & Venue Assessing the Characteristics of Effective Learning in the EYFS Spring Term: Wednesday 11 th February am-3.45pm 240 per delegate Serena Caine / EYFSP Moderation Team With a focus on the characteristics of effective learning this full day training is designed to support delegates understanding of how a child engages within their experiences, how they are motivated, and how they think. It will provide practitioners with the opportunity to reflect on how their children are achieving their current levels of development within their settings, and consider how best they can be further supported to continue their learning within an enabling environment. 25

26 Catch Up Phonics at Key Stage 2 - Teaching Assistants Autumn Term: Thursday 18th September am-3.45pm 240 per delegate Louise Waller Designed for Teaching Assistants this one day course will develop phonic subject knowledge and confidence to support the delivery of an effective high quality phonics programme. Key focuses will include a review of current expectations with regards to the teaching of phonics and reading for children who are not achieving age appropriate expectations; development of TA subject knowledge around the teaching of phonics; progression through the phonic phases exemplified with practical activities/ideas as to how we may adapt Letters and Sounds for older children; effective assessment and tracking; and application of phonic knowledge and skills. 26

27 & Venue Communication, Language and Literacy Development Programme (CLLD) for Year /15 Day 1: Monday 14 th July am-3.30pm **Launch Event** Day 2: Tuesday 30 th September am-1.00pm Day 3: Wednesday 19 th November am-1.00pm Day 4: Tuesday February 10 th pm-4.00pm Day 5: Wednesday 24 th June am-3.30pm School Visits: 2 x ½ day Lead Practitioner Warwick House, 10 Edward Street, Birmingham, B1 2RX 1100 per delegate (equivalent of 3 ½ days training + 1 day school support) Louise Waller and Serena Caine The CLLD programme was a very successful programme initially carried out in Birmingham and across the country during S4E s Learning and Assessment Service are pleased to be able to re-launch this professional development programme for 2014/2015 providing delegates with the opportunity to work with national and local leaders to develop spoken language and literacy in Year 1. Designed predominantly for NQTs and teachers in Year 1 participation in the programme will enable practitioners to increase their knowledge of communication and language in Year 1 by: - systemic teaching of phonics following the letters and sounds programme - sharing of strategies and activities to support development of phonemic awareness and guided reading and writing - considering assessment mechanisms and their implications for practice and provision - developing greater understanding of the role of the adult when carrying out independent learning - clarification of standard English expectations and approaches to vocabulary to support development across the school - developing greater understanding of teaching, learning and assessment within spoken language 27

28 Developing High Quality Reading Journals at Key Stage 2 & Venue Autumn Term: Thursday 9 th October 2014 AND Monday 2 nd March am-3.45pm 480 per delegate (2 days) Louise Waller This 2 day training will support delegates in developing high quality reading journals that will evidence the opportunities provided across the curriculum in developing children s understanding and application of the reading assessment focus AF2-AF7. The sessions will explore the programmes of study for reading and make links to spoken language, drama and short writing opportunities that support individual comprehension skills. Delegates will explore a range of approaches to support recording pupil responses in guided and independent and group reading activities in order to demonstrate pupil progress over time. Title Developing Quality Communication and Language in the EYFS 2014/2015 & Venue Tuesday 30 th September am-3.45pm Tuesday 18 th November am-12.00pm Wednesday 14 th January am-12.00pm Monday 2 nd March am-3.45pm 720 per delegate (equivalent of 3 days training) Eileen Swan This is an exciting professional development opportunity to work with national and local leaders to develop communication and language practice in the EYFS. Participation in the programme will enable practitioners to increase their knowledge of communication and language in the EYFS; consider assessment and implications for practice and provision; have a greater understanding of the role of the adult when carrying out focused and child initiated learning; have clarification of standard English expectations and approaches to vocabulary to support development across the school; have strategies and activities to support development of phonemic awareness; further develop knowledge of teaching, learning and observational assessment within speaking and listening. 28

29 Developing Quality Seamless Transitions from EYFS into Year 1 Tuesday 23rd June 2015 AND Thursday 22nd October am-3.30pm (23 rd June) and 9.00am-12.00pm (22 nd October) 360 per delegate (1.5 days) Serena Caine With a key focus on assessment and planning this 1.5 day course is designed to support practitioners in ensuring a smoother transition for children and their learning as they prepare to move from the EYFS to Year 1. It will explore the key principles of effective EYFS practice together with the Year One programmes of study in the National Curriculum for English and Mathematics. Title Developing the Role and Impact of Teaching Assistants Autumn Term: Wednesday 1 st October, Wednesday 22 nd October AND Wednesday 12 th November am-3.45pm 720 per delegate (3 days) Don Emmerich This training will enable TAs to understand how they can advance learning with the pupils they work with. It will seek to develop their knowledge and understanding of the key principles of Learning and Teaching, of Curriculum and Planning, and of Assessment and how it informs planning and progress. TAs will consider the disposition and potential learning behaviours of the pupils they work with and the special needs of pupils. Members of the group will be encouraged to work together and to engage in sharing their expertise through a range of activities designed to reflect on experience gained and skills developed. In addition to the centre-based training days delegates will benefit from opportunities for reflection back in school and school based activities designed to strengthen the partnership between teacher and Teaching Assistant. 29

30 & Venue EAL Meeting the Needs of All Learners Autumn Term: Thursday 9 th October AND Thursday 13 th November 2014 Spring Term: Thursday 15 th January AND Thursday 26 th February 2015 Summer Term: Thursday 21 st May AND Thursday 18 th June am-3.45pm 480 per delegate (2 days) Carol Phillips Led by Carol Phillips, a highly qualified and experienced practitioner, this two day training aims to provide delegates with an increased understanding of the learning needs of children with English as an Additional Language. During the course of the two days delegates will explore a range of strategies that can be applied in school to help with planning for EAL, delivery and support, and links to the new National Curriculum. With a focus on Literacy during day 1 and Numeracy on day 2 the course will also consider the development and implementation of whole school approaches to EAL to ensure that the needs of all learners are being met. Title Effective Approaches to Guided Reading and Guided Writing in KS1 Autumn Term: Wednesday 17 th September AND Tuesday 25 th November am-12.00pm 240 per delegate (2 x half days) Louise Waller Delivered over two half days the first session will explore how Year 1 teachers can support development and consolidation of both word recognition (Phonics) and language comprehension skills through effective guided reading sessions and appropriate selection of texts. The second session will focus on supporting children to become independent writers through a sequence of writing activities including modelling, shared and guided writing. 30

31 Effective Approaches to Guided Reading and Guided Writing in Reception Autumn Term: Thursday 25 h September AND Thursday 6 th November am-12.00pm 240 per delegate (2 x half days) Louise Waller Delivered over two half days the first session will explore how Reception teachers can support development and consolidation of both word recognition (Phonics) and language comprehension skills through effective guided reading sessions and appropriate selection of texts. The second session will focus on supporting children to become independent writers through a sequence of writing activities including modelling, shared and guided writing. Title Date(s), Times & Venue Effective Practice in Year One Autumn Term: Wednesday 15 th October am-3.45pm 240 per delegate Serena Caine / Eileen Swan This full day course is designed to support delegates in developing effective practice in Year 1 and recognises that it can be challenging for practitioners to differentiate their teaching to ensure that the development needs of all children are taken into account when planning and delivering the Year 1 programmes of study. Delegates will be encouraged to reflect on their current practice and will be provided with guidance and support to enable them to consistently provide high quality learning experiences that ensure all children s needs are being met. 31

32 Effective Teaching & Learning of Grammar, Spelling and Punctuation Autumn Term: Tuesday 7 th October 2014 Spring Term: Tuesday 10 th March 2015 Summer Term: Tuesday 9 th June am-3.45pm 240 per delegate Louise Waller This whole day training will provide delegates with an overview of current expectations regarding the teaching of grammar, spelling and punctuation; the new programmes of study for English including the statutory appendices; key strategies for effective teaching of grammar, spelling and punctuation through practical ideas which can be used in the classroom; and key components of the relevant subject knowledge needed. Title Engaging Parents with Communication and Language, and Literacy in the Early Years and KS1 Autumn Term: Date still to be confirmed Summer Term: Date still to be confirmed 1.00pm-4.00pm 120 per delegate Serena Caine This half day training will explore some of the key messages around the importance of engaging parents within the Early Years and the impact this can have on children s learning and development. Delegates will also have the opportunity to find out more about The Playclub project which provides fun, interactive learning activities that parents can use to help raise attainment in phonics, writing, communication and language for EYFS and KS1 children. All delegates who attend the session will receive a free CD resource with useful ideas and starter activities that can be used to engage parents; they will also have the opportunity to talk with Playclub representatives about some of the other products available which schools may be interested in purchasing to help support more targeted work with low attaining and/or Pupil Premium children. 32

33 Ensuring Quality Outcomes in the EYFS: Providing opportunities when assessing against the Early Learning Goals Autumn Term: I need to move! Learning to move is fun! - Physical development in the EYFS Wednesday 12 th November am-3.45pm Spring Term: Wow! I love learning about our world! - Understanding of the world in the EYFS Tuesday 20th January am-3.45pm AND Let s Pretend! - Expressive arts and design in the EYFS Monday 23rd February am-3.45pm Individual Days per delegate Three day package per delegate Serena Caine and EYFS Profile Teacher Moderator team Designed as a precursor to the EYFS Profile & Moderation training that will be held in the second half of the Spring Term, this training will provide delegates with guidance & ideas to help them to maximise as many opportunities as possible to gather a wide range of evidence of individual children s learning and development. Physical development, Understanding of the world and Expressive Arts and Design are key areas of focus for this year s statutory moderation agreement trialling and will be explored in more detail during the training. Delegates will also be encouraged to explore links to all areas of the EYFS Statutory Framework and how these can be demonstrated through quality early years practise alongside accurate, consistent and robust assessment processes. While attending all three days is strongly recommended, and will help maximise the impact of the training, delegates may choose to attend as many or as few days as appropriate to their own experience and confidence in assessing children s learning and development in the EYFS. 33

34 EYFS Briefings Autumn Term: Tuesday 23 rd September 2014 Summer Term: Tuesday 21 st April am-10.30am OR 3.00pm-5.00pm 80 per delegate Serena Caine These briefings give practitioners key updates regarding EYFS developments and key messages around statutory framework, assessment and OFSTED guidance. They also provide an opportunity for delegates to reflect on their current practice whilst networking with other EYFS practitioners. Further information about the focus for the Autumn briefings will be made available to schools in due course. Title & Venue EYFS Networking for Special Schools Autumn Term: Tuesday 23 rd September 2014 Summer Term: Tuesday 21 st April am-12.00pm 40 per delegate Serena Caine Designed to be an extension to the briefings for all EYFS practitioners this additional session will give practitioners from Special Schools the opportunity to network with colleagues from other Special Schools across the city. It will provide an ideal forum for discussions around children s learning and development in the EYFS, sharing examples of good practice, and developing teacher confidence in providing quality learning experiences for all children. 34

35 & Venue I Love to Write in the EYFS! Spring Term: Thursday 22 nd January 2015 AND Tuesday 19 th May am-3.45pm (22 nd January) AND 9.00am-12.00pm (19 th May) 360 per delegate (1.5 days) Liz Beyene and Kathyrn Pritchard This 1.5 day training will support practitioners to implement and deliver quality and purposeful writing opportunities for children in Reception. With reference to children s Physical development and language development the training will focus on emergent writing to becoming a writer. Delegates will explore how children develop in their writing, and be provided with ideas on how they can inspire children in their writing which will help raise children s outcomes across all areas of learning. Led by experienced teacher profile moderators, delegates will also be given support and guidance when assessing writing with reference to the Early Learning Goals. 35

36 Implementing and Developing the New Curriculum for Mathematics Autumn Term: Tuesday 7 th October 2014 Tuesday 11 th November 2014 & Venue Spring Term: Wednesday 28 th January 2015 Wednesday 4 th March 2015 Summer Term: Thursday 23 rd April 2015 Friday 3 rd July am-12.00pm 720 per school for all 6 half day workshops (1 delegate place for each half day) OR 120 per delegate per workshop Denise Harris / Lead Practitioners Participation in this comprehensive training programme with enable Key Stage 1 and Key Stage 2 practitioners to develop a strategic approach to implementing the new programmes of study for Maths in Delivered through a series of workshops delegates will consider both progression and effective pedagogical approaches to key areas of mathematics. The programme will begin with workshops to develop understanding of the high value topic of place value and the development of number sense, and will include identification of any additional delegate training/professional development needs in response to the new curriculum such as fractions and algebra. Workshops will be delivered and facilitated by experienced advisers and Lead Practitioners from Birmingham schools to ensure that bespoke support is developed and matched to need. To help maximise the full impact of the training schools are encouraged to sign up for all 6 workshop sessions and within that may choose to nominate different staff to attend different sessions depending on the needs of the school and the individuals concerned. While this approach is strongly recommended schools/individual delegates are also free to choose to attend as many or as few workshops as appropriate to their experience and confidence in these key areas of mathematics. Further details confirming the focus of each workshop will be made available to schools in due course. 36

37 Inspirational Ideas in EYFS Autumn Term: Tuesday 4 th November 2014 Summer Term: Friday 3 rd July am-12.00pm OR 1.00pm-4.00pm 150 per delegate Kathryn Pritchard and Chris Dingley This half day training is designed to provide support and ideas for practitioners to help ensure that children make progress throughout the year, and that learning opportunities allow for the interests of individual children to be assessed and reviewed regularly and consistently within the 17 aspects of learning. Delegates will also be provided with a resource pack that links to the aspects of learning and which gives key ideas, resource tools, questions, and suggestions on how to work with parents. With reference to the Characteristics of Effective Learning the sessions will focus on how to use the resource booklet to link to children s interests and attainment on entry assessments to ensure that challenging and enjoyable learning experiences are planned and delivered throughout the year. Title KS1 Letters & Sounds Phase 5: Approaches & Expectations Autumn Term: Tuesday 23 rd September am-12.00pm 120 per delegate Louise Waller This half day course will provide an insight into Letters and Sounds Phase 5. It will support practitioners understanding of the importance of high quality systematic phonic work that is taught discretely and daily within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language. Guidance will also be provided on how to track children s progress in Letters and Sounds. 37

38 Letters & Sounds Phases 1 to 6 Autumn Term: Thursday 2 nd October am-3.45pm 240 per delegate Louise Waller Based on the Letters and Sounds systematic, synthetic phonics programme this full day course will help clarify the place of phonics in the teaching of reading; confirm phonic subject knowledge and correct articulation of phonemes; and includes practical examples of effective planning, teaching and assessment from Phase 1 through to Phase 6. The course is suitable for all teachers and teaching assistants who are new to phonics teaching, and for literacy subject leaders who want to consolidate their phonic subject knowledge and increase their understanding of the Letters and Sounds programme. Title Making Maths Engaging in the EYFS Spring Term: Tuesday 3 rd February am-3.45pm 240 per delegate Serena Caine This one day training course will examine the progression in mathematics in Early Years Foundation Stage. It will consider the characteristics of effective learning through a range of resources, taking a cross curricular approach, and with due consideration for the importance of providing an enabling environment which fosters embedded learning. In addition delegates will be provided with practical ideas and guidance to help them better support children with problem solving. 38

39 New to Early Years Foundation Stage Autumn Term: Wednesday 8th October 2014 AND Tuesday 13th January 2015 Summer Term: Tuesday 7th July 2015 AND Wednesday 21st October am-3.45pm (Day 1) and 9.00am-12.00pm (Day 2) 360 per delegate (1.5 days) Serena Caine Designed for NQTS, teachers new to EYFS, and Teaching Assistants this 1.5 day training will support practitioners to implement and deliver quality experiences that support children s care, learning and development in the Early Years Foundation Stage. It will provide delegates with an insight into the statutory EYFS Framework and Profile; reinforce the importance of providing a planned, purposeful play-based learning environment that has a mix of child-initiated and adult-led activity; and address the importance of assessment procedures as an integral part of the learning and development process. Title Outdoor Phonics Autumn Term: Tuesday 16 th September pm-4.00pm School 120 per delegate Louise Waller This half day training will explore the principles of effective provision for teaching and learning of phonics in the outdoor environment and reflect on how the same provision for learning phonics outdoors can be provided as that which takes place within the classroom. During the session delegates will also explore a range of ideas to support continuous provision for children to practise and apply their phonics outdoors. The course will be a practical session and a range of activities will be used to support each part of the model four part phonics session. Please be advised that the training will all take place outdoors so delegates need to make sure that they are dressed appropriately for the weather. 39

40 Performance Management Using the Teachers Standards expecting all teaching to be at least good Autumn Term: Friday 26 th September 2014 Summer Term: Thursday 2 nd July am-3.45pm 240 per delegate Sue Collin This one day training will offer Senior and Middle leaders the opportunity to consider the use of the Teachers Standards to improve the quality of teaching by ensuring performance management is robust and linked to CPD. Delegates will have an opportunity to: consider the key components of effective teaching and learning developing a clear picture of what a good job looks like; explore the consistency and depth of understanding of these components in school; develop approaches to using the Teachers Standards that ensure they are used formatively, fairly and consistently and are used to hold teachers to account; develop an understanding of how this relates to performance related pay in schools; use ReelLearning as an effective online tool for developing a CPD strategy that links directly to the Teachers Standards and clarifying expectations. Quotes about the course from previous delegates include: Lots of practical ideas to help us in school with Performance Management and CPD, Excellent course, very beneficial, and The course has given me more clarity about the Teachers Standards and how to use them to the best effect in school. 40

41 Quality First Teaching in Reading Autumn Term: Friday 26 th September AND Thursday 20 th November am-3.45pm 480 per delegate (2 days) Louise Waller Do you want to instil a love of reading for every child in your class? Are you confident that every child in your class has access to a broad reading curriculum that fosters an enjoyment and appreciation of the spoken and written word? Would you welcome a treasure trove of reading riches to support the delivery of quality first teaching in order to raise standards and maximise the progress of pupils? This two day course will provide delegates, in particular NQTs and teachers early in their career, with a clear understanding of the expectations from the Teachers Standards and OFSTED with regards to Reading, along with ideas and guidance around creating a learning environment which promotes reading for enjoyment and enrichment of all learning. Delegates will explore subject knowledge in reading, assessment foci for reading, expectations of the new English curriculum, effective guided reading, differentiation and providing additional challenge through effective questioning. Title Quality First Teaching in Writing Autumn Term: Tuesday 7 th October AND Tuesday 2 nd December am-3.45pm 480 per delegate (2 days) Catherine Page This two day course will provide delegates, in particular NQTs and teachers early in their career, with a clear understanding of the expectations from the Teachers Standards and OFSTED with regards to Writing, along with ideas and guidance around creating a learning environment which promotes writing for enjoyment and enrichment of all learning. Delegates will explore subject knowledge in writing, the planning process from spoken word to written word, engagement and hooks to challenge all pupils, and differentiation to meet the needs of all pupils. 41

42 Raising Attainment in English through Whole Texts Spring Term: Tuesday 10 th February am-3.45pm 240 per delegate Louise Waller Designed for Literacy Leaders and Teachers this one day course will consider how quality first teaching can be utilised to embed the English programmes of study throughout whole texts in order to maximise pupil attainment. Participation in the training will provide delegates with the opportunity to: - examine model units of work that explore and develop the opportunities to embed Spoken Language, Reading and Writing skills through the use of whole texts - develop teacher confidence in matching the level of challenge to the needs of all learners through Higher Order Thinking Skills and a range of practical ideas and resources - explore the connections between the reading and writing process, and the need for children to recognise and apply the tools that writers use to engage the reader Title Speech, Language and Communication in the EYFS Autumn Term: Date still to be confirmed Spring Term: Date still to be confirmed 9.15am-3.45pm 240 per delegate Diana McQueen Speech Therapist Designed for practitioners working with children in the Early Years this one day course will support delegate knowledge of typical development of speech, language and communication; enable delegates to recognise children with speech, language and communication needs, and the impact of SLCN on their development and learning; further develop delegate s understanding of the importance of adult communication and the environment for children with SLCN; and provide delegates with a range of practical strategies that can be used to support children with SLCN within Early Years settings. 42

43 Strategies to Support Teaching & Learning in Raising Attainment in English Year 3 Teachers Autumn Term: Monday 29th September am-3.45pm 240 per delegate Louise Waller Do you want all your pupils to apply their reading, writing and communication skills with confidence and independence across the curriculum? Are you confident that every child in your class has access to a broad English curriculum that enables them to read and write for purpose and pleasure? Do you want to develop your own pedagogy in order to raise standards and maximise the progress that pupils make in English? With a focus on the appropriate English programmes of study from the new National Curriculum this one day training will explore effective strategies to raise attainment in English. It will consider how short term planning can maximise the opportunities for independent learning with challenge and engagement; the use and impact of effective questioning in order to raise achievement in reading and writing; and examine how consistently high quality marking and constructive feedback impacts on pupil progress. 43

44 Strategies to Support Teaching & Learning in Raising Attainment in English Year 4 Teachers Autumn Term: Wednesday 24th September am-3.45pm 240 per delegate Louise Waller Do you want all your pupils to apply their reading, writing and communication skills with confidence and independence across the curriculum? Are you confident that every child in your class has access to a broad English curriculum that enables them to read and write for purpose and pleasure? Do you want to develop your own pedagogy in order to raise standards and maximise the progress that pupils make in English? With a focus on the appropriate English programmes of study from the new National Curriculum this one day training will explore effective strategies to raise attainment in English. It will consider how short term planning can maximise the opportunities for independent learning with challenge and engagement; the use and impact of effective questioning in order to raise achievement in reading and writing; and examine how consistently high quality marking and constructive feedback impacts on pupil progress. 44

45 Strategies to Support Teaching & Learning in Raising Attainment in English Year 5 Teachers Autumn Term: Tuesday 16th September am-3.45pm 240 per delegate Catherine Page Do you want all your pupils to apply their reading, writing and communication skills with confidence and independence across the curriculum? Are you confident that every child in your class has access to a broad English curriculum that enables them to read and write for purpose and pleasure? Do you want to develop your own pedagogy in order to raise standards and maximise the progress that pupils make in English? With a focus on the appropriate English programmes of study from the new National Curriculum this one day training will explore effective strategies to raise attainment in English. It will consider how short term planning can maximise the opportunities for independent learning with challenge and engagement; the use and impact of effective questioning in order to raise achievement in reading and writing; and examine how consistently high quality marking and constructive feedback impacts on pupil progress. 45

46 Teaching Learners with Autistic Spectrum Disorders Spring Term: Date still to be confirmed 9.15am-3.45pm 240 per delegate Emma Pinnock With a focus on learners with Autistic Spectrum Disorders this one day training course is designed to help delegates meet the principles of inclusion: setting suitable learning challenges; responding to children s diverse learning needs; overcoming barriers to learning. Delegates will be provided with guidance and practical activities to help them implement a range of strategies to support autistic pupils in the classroom - this will include overcoming barriers to learning of speech, language and communication, and the importance of working with parents/carers of autistic pupils. Title & Venue The Power of Outdoor Learning in the EYFS Summer Term: Thursday 23 rd April AND Tuesday 23 rd June am-3.45pm (23 nd April) AND 9.00am-12.00pm (23 rd June) 360 per delegate (1.5 days) Serena Caine / EYSF Lead Practitioners This 1.5 day training will support practitioners to implement and deliver quality and purposeful outdoor learning experiences that support children s learning. It will provide delegates with the theory of the importance of outdoor learning and how it impacts on children s learning outcomes. 46

47 & Venue The Role of the Adult in the EYFS Key Messages for Teaching Assistants Autumn Term: Monday 17th November 2014 Summer Term: Wednesday 24th June am-12.00pm OR 1.00pm-4.00pm 120 per delegate Serena Caine Designed for Teaching Assistants these half-day sessions will explore key messages from the EYFS Statutory Framework and assessment profile, and help delegates recognise the significance of the role they have to play in supporting children to become independent learners. Title & Venue Wellcomm Speech and Language Programme for the EYFS Details are still to be confirmed and will be made available to schools in due course. Diana McQueen Speech Therapist Delivered by an experienced speech therapist this half day training will provide delegates with an introduction to Wellcomm a speech and language programme for the EYFS. With a focus on the Wellcomm Kit and the impact of its use the session will provide delegates with a brief background to the development of the kit itself; will discuss the benefits of screening; will introduce them to the Kit and how to use it; and will give them examples of how the Kit is being used in other schools and settings. For reference it is highly recommended that delegates attend the whole day Speech, Language and Communication in the Early Years course before attending this WellComm training as it covers a wealth of information highly pertinent to this session. 47

48 Every Child Counts Maths Intervention Programmes ECC is the family name for a suite of mathematics interventions developed by Edge Hill University: Numbers Count, 1stClass@Number and Success@Arithmetic. These programmes have been extremely successful in enabling underachieving children in Key Stage 1, Key Stage 2 and Key stage 3 to make great progress at mathematics and in raising the standards of mathematics teaching and learning in primary and secondary schools. Numbers Count Teachers undertake a specialised professional development programme to learn about the procedures of Numbers Count and about effective methods for teaching number and calculation. Every Child Counts schools have a tremendous resource in their Numbers Count Teachers. Their training, experience and expertise can benefit the school more widely including raising the quality of teaching and learning and whole school mathematics through supporting colleagues and leading staff development. 1stClass@Number is typically a light touch intervention programme delivered by Teaching Assistants for small groups of children. It is suitable for those children who do not need such intensive support to help them to get back on track and catch up with their peers. Success@Arithmetic is the latest programme developed by Edge Hill University and complements our existing suite of intervention programmes designed to be led by Teaching Assistants or Teachers to raise the attainment of learners in mathematics. It aims to raise pupils attainment and develop their understanding, fluency and confidence in written calculation. 48

49 Numbers Count 1 Maths Intervention for Years 1 to 3 This programme runs from September 2014 to July Autumn Term: Tuesday 16 th September am-4.00pm Tuesday 30 th September am-4.00pm Tuesday 4 th November am-4.00pm Tuesday 9 th December am-4.00pm Soring Term: Tuesday 27 th January am-4.00pm Wednesday 11 th March 2014 (Network Meeting) 9.00am-12.00pm Tuesday 17 th March am-4.00pm Summer Term: Tuesday 30 th June am-4.00pm 2200 Registration of the School and a Numbers Count Teacher Accredited Every Child Counts Teacher Leader Numbers Count 1 is a highly effective intervention. It is delivered by a specially trained teacher to children in Years 1 to 3 who really struggle with mathematics and may not reach Level 3 at the end of Key Stage 2. It helps them get back on track and catch up with their peers. Numbers Count Teachers undertake a professional development programme which develops specialist subject and pedagogical knowledge. The teacher uses a detailed diagnostic assessment to plan a programme tailored to each learner s needs. Rigorous, active lessons focus on number and calculation, helping children to develop the skills and positive attitudes that will ensure good progress in class mathematics lessons. Teachers liaise with parents and share their specialist knowledge with colleagues informally and through structured INSET, helping to raise standards for all children. Support for schools and teachers include detailed handbook guidance, online guidance and downloadable resources as well as telephone and support from a local provider and Edge Hill University. Schools who would like to know more about Number Count for September 2014 please contact Denise Harris: denise.harris@servicesforeducation.co.uk /

50 Numbers Count 2 Maths Intervention for Years 4 to 6 This programme runs from September 2014 to July Autumn Term: Tuesday 16 th September am-4.00pm Tuesday 30 th September am-4.00pm Tuesday 4 th November am-4.00pm Tuesday 9 th December am-4.00pm Soring Term: Tuesday 27 th January am-4.00pm Wednesday 11 th March 2014 (Network Meeting) 9.00am-12.00pm Tuesday 17 th March am-4.00pm Summer Term: Tuesday 30 th June am-4.00pm 2200 Registration of the School and a Numbers Count Teacher Accredited Every Child Counts Teacher Leader Numbers Count 2 is a specialist teacher-led intervention for children in Key Stage 2 or Key stage 3 who find mathematics extremely difficult. The programme is delivered by a specially trained teacher to children in Years 4 to 6 who really struggle with mathematics and may not reach Level 3 by the end of Key Stage 2. It helps them to narrow the gap from their peers and it reinvigorates them as learners. Numbers Count Teachers undertake a professional development programme which develops specialist subject and pedagogical knowledge. The teacher uses a detailed diagnostic assessment to plan a programme tailored to each learner s needs. Rigorous, active lessons focus on number and calculation, helping children to develop the skills and positive attitudes that will ensure good progress in class mathematics lessons. Teachers liaise with parents and share their specialist knowledge with colleagues informally and through structured INSET, helping to raise standards for all children. Support for schools and teachers include detailed handbook guidance, online guidance and downloadable resources as well as telephone and support from a local provider and Edge Hill University. Schools who would like to know more about Numbers Count 2 for September 2014 please contact Denise Harris denise.harris@servicesforeducation.co.uk /

51 & Venue Continuing Numbers Count for accredited Numbers Count Teachers Autumn Term: Thursday 20 th November 2014 Spring Term: Thursday 22 nd January 2015 Summer Term: Thursday 7 th May am-4.00pm Venue to be confirmed and made available to schools in due course 1150 per delegate - Continuing Numbers Count Teachers 570 per delegate - Fast Track Denise Harris Accredited Numbers Count Teachers are able to undertake a professional development programme which continues to develop their specialist subject and pedagogical knowledge. This comprises three days of professional development one day undertaken each term. The content of this training will be selected from a suite of options that can be adapted and developed to best meet local needs. Also available for accredited and continuing NCTs is the opportunity to Fast Track to Numbers Count 1 or Numbers Count 2. This comprises two days of professional development intended to support practising NC teachers in the transition from working with the older learners to working with younger children or vice versa. After successfully completing this training Numbers Count teachers will be accredited for the full Numbers Count age range of Year 1 to Year 8. 51

52 1 st Early Mathematics Intervention Years 1-3 Autumn Term: Wednesday 24 th September am-4.00pm Link Teachers & TAs Wednesday 15 th October am-12.00pm TAs only Wednesday 12 th November am-12.00pm TAs only Wednesday 26 th November am-12.00pm TAs only Wednesday 17 th December am-12.00pm Link Teachers & TAs Spring Term: Wednesday 18 th March am-12.00pm - follow up meeting for TAs only Venue to be confirmed and made available to schools in due course N.B. This training will run again during the Spring Term per Teaching Assistant Every Child Counts Teacher Leader 1stClass@Number1 is an innovative mathematics intervention delivered by welltrained Teaching Assistants. It is for small groups of children who need a helping hand and are at about National Curriculum Level 1C, in Year 2 or in other classes. It helps them to get back on track and catch up with their peers. All sessions emphasise communication, helping children to think and talk about their mathematics; they help children to become 1stClass@Number. Teaching Assistants will undertake a professional development programme which provides them with the tools, including lessons and resources, to meet learning needs of the group. Support for TAs includes online guidance and downloadable resources as well as telephone and support from a local provider and also Edge Hill University. Schools who would like to know more about 1stClass@Number1 please contact Denise Harris denise.harris@servicesforeducation.co.uk /

53 1 st Early Mathematics Intervention Years 4-6 Autumn Term: Thursday 18 th September am-4.00pm - Link Teachers & TAs Thursday 9 th October am-12.00pm TAs only Thursday 23 rd October am-12.00pm TAs only Thursday 27 th November am-12.00pm TAs only Thursday 18 th December am-12.00pm - Link Teachers & TAs Spring Term: Wednesday 18 th March am-12.00pm - follow up meeting for TAs only Venue to be confirmed and made available to schools in due course N.B. This training will run again during the Spring Term per Teaching Assistant Every Child Counts Teacher Leader 1stClass@Number2 is a small group intervention delivered by a trained teacher or teaching assistant. It is for children who need a helping hand and are at about National Curriculum Level 2C, in lower Key Stage 2 or other year groups. It helps them get back on track and catch up with their peers. Teaching Assistants will undertake a professional development programme which provides them with the tools, including lessons and resources, to meet learning needs of the group. Support for TAs includes online guidance and downloadable resources as well as telephone and support from a local provider and also Edge Hill University. Schools who would like to know more about 1stClass@Number2 please contact Denise Harris denise.harris@servicesforeducation.co.uk /

54 & Venue Continuing Professional Development and Support for Trained Teachers & Teaching Assistants Autumn Term: Thursday 1 st December 2014 Spring Term: Thursday 12 th March 2015 Summer Term: Thursday 2 nd July am-12.00pm Venue to be confirmed and made available to schools in due course 350 per Trained 1stClass@Number Teacher of Teaching Assistant Denise Harris Delivered over three half day sessions across the academic year (one per term) trained 1stClass@Number1 and 1stClass@Number2 teachers and teaching assistants will receive continuing professional development on mathematics intervention to help them become stronger at supporting children. The programme will include continuing REDS sessions and others such as developing the language of mathematics, place value and number sense; it can also be personalised to meet the needs of the group. Schools will benefit from their growing expertise which has the potential to impact on all children they support in mathematics. They will also be able to access the password-protected area of the ECC website and will include subscription to the individualised data analysis service, providing reports on the impact of the 1stClass@Number programme/s. 54

55 Autumn Term: Friday 19 th September am-12.00pm Link Teachers Friday 26 th September am-4.00pm Link Teachers & TAs Friday 7 th November am-4.00pm Link Teachers & TAs Spring Term: Thursday 5 th February follow up meeting for Link Teachers & TAs 9.00am-12.00pm Venue to be confirmed and made available to schools in due course N.B. This training will run again during the Spring Term per Link Teacher and Teaching Assistant Denise Harris Success@Arithmetic is the latest mathematics intervention programme developed by Edge Hill University which complements our existing suite of termly programmes designed to be led by Teaching Assistants or Teachers to raise the attainment of learners in mathematics. Success@Arithmetic aims to raise attainment of learners in upper Key Stage 2 and in Key Stage 3 who have difficulties with arithmetic. It helps them to move from about Level 3C towards a Level 4. A specially trained Lead Teacher makes a detailed assessment of each learner s needs and then selects appropriate Success@Arithmetic steps to build a pathway to confidence in calculation. A teaching assistant or teacher implements the steps with a small group of children helping them to think and talk about their calculation methods and strategies. They adapt the activities so that the learners are challenged and can succeed. Schools who would like to know more about Success@Arithmetic please contact Denise Harris denise.harris@servicesforeducation.co.uk /

56 Reading Support Intervention Programmes Reading SupportTM is a new initiative by Edge Hill University. It aims to help schools to raise achievement in reading and literacy through intervention support based on systematic synthetic phonics for children who struggle to read and through wider support for the teaching of reading and literacy for all children. The Department for Education has chosen Edge Hill University to provide Reading Support as a new programme of reading support for the lowest attaining pupils from September Reading Support includes programmes designed to raise achievement in reading. The Learning and Assessment Service are delighted to offer Phonics Counts and Project X CODE. Title Reading Support Phonics Counts This programme runs from September 2014 to July Dates and venue details to be confirmed and made available to schools in due course Registration of the School and a Phonics Count Teacher Eileen Swan Phonics Counts TM is Edge Hill University s innovative new reading intervention based on systematic synthetic phonics. It is delivered by a specially trained teacher in collaboration with a teaching assistant to children in Years 1 to 3 who have the greatest difficulties with reading. It particularly helps those who have an insufficient grasp of phonics as the prime approach to decoding and encoding, including children who have had considerable problems with the Year 1 phonics screening check. It helps them get back on track with phonics and a love of reading, so that they can catch up with their peers and continue to learn effectively. The Phonics Counts teacher uses their specialist knowledge to support colleagues and parents, raising reading and literacy standards in all classes throughout the school. If you would like to know more about Phonics Count please contact Denise Harris denise.harris@servicesforeducation.co.uk /