Archives for Special

Critical Skills for returners – the power of collaborative learning

Why is this important? This course re-examines the thinking behind Critical Skills Programme (CSP) and how it links to Learning without Limits. Delegates will revisit the tools of CSP and supplement their understanding with new learning around the Expeditionary Learning Protocols. They will explore the links between ‘check-in’, ‘morning meeting’ and ‘crew’, whilst engaging in community building activities. There will be the opportunity to work with ‘challenge crafting’ and develop the relationship between loops of learning, backward planning and performances of understanding. There will also be an explicit focus on intrinsic motivation, learning design and the dangers of ability labelling.
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Categories: Curriculum/CPD, Non-Maintained, Primary, Product, Secondary, and Special.

Learning without Limits: loops of learning

Why is this important? Loops of learning is a way of sharing with the children why they are doing something, what is the quality of the learning they aspire to and can move beyond and how they might get there. It is about making learning visible for the children by placing the medium term planning on a display. For pupils it helps them develop a strong sense of co-agency and enables them to, as Dylan Wiliam said, ‘Sniff out quality’. Whilst adhering to the principles of ‘backward planning’, loops of learning as a model still has the flexibility to leave
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Categories: Curriculum/CPD, Non-Maintained, Primary, Product, and Special.

Mathematics: Digging deeper – challenging pupils through depth and breadth in mathematics

Why is this important? Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The Mathematics National Curriculum states that ‘pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.’ How will it impact? By accessing this professional development, you will: have an increased awareness of how tasks can be opened up to enable deeper and more interconnected understanding of a topic; consider how to assess pupils’ reasoning, including how children have thought about the mathematics and made connections
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Categories: Curriculum/CPD, Non-Maintained, Primary, Product, and Special.

Mathematics: Whole-school inset on mathematics pedagogy and subject knowledge

Why is this important? Helping children to learn from their mathematical mistakes can give us an insight into their misconceptions and, depending on our instructional reactions, can enable them to develop deeper understanding of the mathematics they are learning. These bespoke sessions will focus on specific aspects of mathematical subject knowledge to support teachers and support colleagues in using mathematical errors and misconceptions effectively within their teaching. The focus for the session can be negotiated. How will it impact? By accessing this professional development, you will: have an increased subject knowledge; have had the opportunity to consider common misconceptions in
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Categories: Curriculum/CPD, Non-Maintained, Primary, Product, and Special.

Mathematics: Bar model – a tool in our armoury for solving problems in division, fractions, decimals, ratio and proportion

Why is this important? Division, fractions, decimals, ratio and proportion form a key part of the Key Stage 2 National Curriculum for mathematics with a number of aspects introduced in Key Stage 1. For children to be successful in solving problems in these aspects of mathematics, it is vital that they have secure conceptual understanding. The bar model is one of the visual approaches that will be explored in this course. The models will be used to support the transformation of real life problems into a mathematical form and can bridge the gap between concrete mathematical experiences and abstract representations.
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Categories: Curriculum/CPD, Non-Maintained, Primary, Product, and Special.

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.

Mathematics: Developing a sense of number

Why is this important? Developing a sense of number and a secure understanding of our number system are fundamental to children’s progress in mathematics. By giving learners opportunities to make sense of and reason about number, they will develop an ability to use numbers and processes in flexible ways. Having a strong ‘sense of ten’ lays foundations for understanding place value and carrying out calculations. How will it impact? By accessing this professional development, you will: explore how to support children to develop an awareness of the relationship between number and quantity; look at approaches that help children to have
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Categories: Curriculum/CPD, Non-Maintained, Primary, Product, and Special.

Mathematics: Becoming mentally agile – developing mental fluency through efficiency, accuracy and flexibility

Why is this important? Being able to make connections in mathematics is key to developing mental fluency. Through carefully constructed opportunities, children can make the essential links that connect mathematical relationships and secure conceptual understanding. “To the person without number sense, arithmetic is a bewildering territory in which any deviation from the known path may rapidly lead to being totally lost.” Dowker (1992). This session will provide guidance to support teachers in how they can develop both procedural and conceptual fluency. How will it impact? By accessing this professional development, you will: develop your own subject knowledge of mental calculation
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Categories: Curriculum/CPD, Non-Maintained, Primary, Product, and Special.

English: Language chameleons – using grammar, vocabulary and punctuation for effect

Why is this important? Grammar, vocabulary and punctuation form an important part of a writer’s toolkit. It is through the confident manipulation of these that children can shape their writing to communicate for a chosen purpose and audience. Research shows that teaching grammar, vocabulary and punctuation in context, by exploring its impact on the reader, helps children to improve their writing. The same research shows that teacher subject knowledge impacts significantly on the effectiveness of teaching in this way. How will it impact? By accessing this professional development, you will: develop your own subject knowledge of grammar and punctuation and
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Categories: Curriculum/CPD, Non-Maintained, Primary, Product, Secondary, and Special.

English: The great spelling mystery – solved!

Why is this important? When children do not have to worry about the transcriptional aspects of writing, they are freed to be imaginative, engaging with their reader in exciting and creative ways. Indeed, the National Curriculum requires us to teach children to spell quickly and accurately with the aim that they will then be able to write clearly and coherently. By teaching spelling systematically, expert teachers can help children to make sense of a spelling system which often appears to be over-complicated and irregular. How will it impact? By accessing this professional development, you will: develop an understanding of the
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Categories: Curriculum/CPD, Non-Maintained, Primary, Product, Secondary, and Special.