Archives for Networks

Deputy headteachers conference and network

Why is this important? These meetings will enable deputy and assistant headteachers to develop their knowledge, skills and understanding in order to work with their headteachers to strategically lead their schools. The sessions include key information about recent government/local/Learning Exchange initiatives to ensure that delegates are kept up-to-date. You will be introduced to a set of questions that can shift thinking and practice. You will explore the stages in the spiral of inquiry and you will consider ways to incorporate current knowledge into your design for professional learning. A workshop on the spiral of inquiry and time to plan and
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Categories: Networks, Non-Maintained, Primary, Product, Secondary, and Special.

Leading on primary religious education network

Why is this important? Membership of this network will enable RE subject leaders to access the latest thinking and practical ideas on teaching and learning in religious education – both in terms of national initiatives and local developments. The focus will be on promoting children’s engagement with matters of religion and belief and how to support their learning and progress in RE. Practical ideas for applying the agreed syllabus ‘Awareness, Mystery and Value’ (AMV) in the classroom will be explored and there will always be opportunities for members to consult with colleagues and share ideas. How will it impact? Network
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Categories: Networks, Non-Maintained, Primary, Product, and Special.

Leading on primary science network

Why is this important? Membership of this network will enable those who lead primary science to consider their role in creating an environment free of limiting beliefs (Learning without Limits) by: enabling all children to have a chance to surprise us – and themselves – about what they can achieve when they experience a richly creative broad and balanced curriculum; developing expert teachers who trust in every child’s learning capacity, and focus their energy on planning high quality learning experiences; ensuring that challenge within lessons is appropriate so children develop the dispositions to work at the very limit of their
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Categories: Networks, Non-Maintained, Primary, Product, and Special.

Leading on English network (Learning without Limits)

Why is this important? Membership of this network will enable those who lead English to consider their role in creating an environment free of limiting beliefs. As a community, we will further explore Learning without Limits and the implications for leadership. We will consider how to challenge the way existing education systems reinforce fixed mind-set thinking in adults and children. In the context of national and international research, members of this professional learning community will consider their role as a leader in: enabling all children to have a chance to surprise us – and themselves – about what they can
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Categories: Networks, Non-Maintained, Primary, Product, and Special.

Leading on mathematics network (Learning without Limits)

Why is this important? Membership of this network will enable those who lead mathematics to consider their role in creating an environment free of limiting beliefs. As a community, we will further explore Learning without Limits and the implications for leadership. We will consider how to challenge the way existing education systems reinforce fixed mind-set thinking in adults and children. In the context of national and international research, members of this professional learning community will consider their role as a leader in: enabling all children to have a chance to surprise us – and themselves – about what they can
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Categories: Networks, Non-Maintained, Primary, Product, and Special.

Leading on primary languages network (Learning without Limits)

Why is this important? Membership of this network will enable those who lead primary foreign languages to consider their role in creating an environment free of limiting beliefs. In the context of national and international research, members of this professional learning community will consider their role as a leader in: enabling all children to have a chance to surprise us – and themselves – about what they can achieve when they experience a richly creative broad and balanced curriculum; developing expert teachers who trust in every child’s learning capacity, and focus their energy on planning high quality learning experiences; ensuring
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Categories: Networks, Non-Maintained, Primary, Product, and Special.