Courses
All our face to face courses can be booked here though the website. Clicking on “more info” gives all the details you will need including, course content, course providers and prices.
Add the courses you wish to attend to your shopping basket, proceed to checkout and an invoice will automatically be sent to your school or to you personally (if you are booking as an individual). No payment is required at this stage. Click here to view our terms and conditions.
There are also online alternatives for a growing number of our courses which are available to download and watch as many times as you like, should you wish to learn at your own convenience and without attending a conference center.
CLICK HERE for ONLINE COURSES
This course is fully booked, the next repeat is Wednesday 16th March 2022 CLICK HERE to book.
This course will unpick the AoLE for Health & Wellbeing from Y4 to Y6.
This course will examine Progression Step 2 of the new AoLE for mathematics and numeracy and clarify what this looks like in the classroom.
This course is fully booked, the next repeat is Tuesday 18th January 2022 CLICK HERE to book
Our original strategic course from Collective Learning provides an essential fundamental insight into how the Humanities AoLE is structured, what it comprises and how to make sense of these needs and requirements. A really useful first step.
The Humanities AoLE has been compared by some to a plate of cooked spaghetti; a bit of a tangled mess, tricky to deal with, but very tasty just the same. This follow-up course is aimed specifically at Humanities Coordinators, to furnish them with the knowledge, understanding, skills and confidence to lead, support and inspire their colleagues, and ensure that the potential tangle is actually blended into a healthy and nutritious dish.
This course will clarify what is happening to the Foundation Phase under the new curriculum in Wales. It will focus on what needs to stay the same and what needs to change.
‘WATCH, WAIT, WONDER … making learning visible in Early Years’
This event focuses on capturing significant moments in learning – what really matters to young children! During the day, we will explore a range of excellent systems for gathering and recording young children’s development, interests and fascinations.
Current research across local authorities in Wales, suggests that employing Nurturing practices for well being can result in reduced exclusions.
Are you looking for guidance for planning for Well being groups?…
This course aims to provide a bank of nurturing activities and ideas to support classroom practitioners with planning and assessment for well being.
How do you create an inclusive curriculum for pupils who have suffered Adverse Childhood Experiences?…
We will explore different ACES and how to create an environment that incorporates the needs of all pupils.
Getting to Grips with the ‘Expressive Arts AoLE’
This programme will give you creative and practical strategies for improving and developing the Expressive Arts in years 4,5 & 6. As well as giving comprehensive and inspiring activities for Progress step 3, delegates will also have time to plan collaboratively for this AoLE, and they can link this to other areas of learning. This course will give inspiring ideas for progress step 3 as well as pedagogical strategies to improve progress in this AoLE.
Design and Technology woodwork is an exciting and natural area to develop and support the four purposes of the new curriculum. Delegates will have the opportunity to use real tools safely to design and make their own products. What are the benefits of woodwork in the curriculum?
Open ended tasks allow learners to develop their natural inquisitiveness and creativity, whilst developing creative thinking, innovation, expressing imagination, mathematical skills, scientific thinking and investigation, physical development and coordination. Developing language and communication and numeracy skills is woven naturally into designing and making using wood.
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he format of the LLC AoLE training days will be somewhat different as we will be ‘meeting’ virtually. The sessions will be for a small group (no more than 10) so that they can be interactive. The days will be chunked into more bite size pieces and will include tasks for reflection as well as discussion.
This 1-day course is part of a 3-day rolling programme. The days do not have to be done in any order and can be stand alone 1-day courses.
This 3-day module is a rolling programme. The days can be completed in any order and can also be booked as stand-alone days.
This course will review the new curriculum for Humanities at Y1, Y2, Y3, explaining key changes and terminology; suggesting effective and challenging activities; resources and learning strategies to support successful implementation.
Achieving competence in Numeracy.
This 1-day course is part of a 3-day rolling programme. The days do not have to be done in any order and can be stand alone 1-day courses.
This 3-day module is a rolling programme. The days can be completed in any order and can also be booked as stand-alone days.
The balance between FP philosophy, pedagogy and the achievement of high standards is a current issue that many schools are trying to address.
This course will examine Progression Step 3 of the new AoLE for mathematics and numeracy and clarify what this looks like in the classroom.
This 1-day course is part of a 3-day rolling programme. The days do not have to be done in any order and can be stand alone 1-day courses.
This 3-day module is a rolling programme. The days can be completed in any order and can also be booked as stand-alone days.
Helping Pupils to Write Engaging Stories
The AoLLC celebrates reading and sharing stories; it asks pupils to engage with narratives and to explore their imaginations. It values pupils’ creativity and encourages them to express themselves artistically. Story writing can help pupils to make sense of the world around them and to develop their own unique writing voice.
This course shows you how to create confident story tellers, who express their unique voice by using language artistically and purposefully.
Story writing always provides teachers with rich opportunities to develop pupils’ vocabulary and ability to use figurative and descriptive language. When learning to write compelling narratives, pupils can explore different sentence structures and play with words – they have a license to experiment as they have imaginative freedom.
The format of training session will be somewhat different as we will be ‘meeting’ live, but on screen. The training will be for a small group so that we can be interactive. The day will be chunked into a series of bitesize pieces and will include tasks for reflection as well as discussion and collaboration.
In his ‘Successful Futures’ Report the ethos, principles and pedagogy of the current Foundation Phase was identified as a significant strength of current educational practice in Wales. It was recommended that schools build on successful ‘Foundation’ practice, philosophy and pedagogy into the middle and later years of primary education and beyond. How this works in practice needs to be carefully managed to ensure that transition issues are removed and progression is ensured.
This course will review the new AoLE for Science & Technology at Nursery/Reception, explain key changes and terminology; suggest effective and challenging activities, resources and learning strategies to support their successful implementation.
This two-day Inset will focus on the new arrangements for assessment, as set out in Curriculum for Wales. It will explore how to embed assessment into day-to-day practices. The focus will be specifically on each of the four purposes and identifying means of ascertaining pupil progress. Emphasis will be on doing this with high levels of learner involvement. Resources will be provided to support this.
Dates: Tuesday 16th and Tuesday 23rd November
This course is FULLY BOOKED, it is running again on Thursday 7th April 2022 CLICK HERE to book
This course will unpick the AoLE for Health & Wellbeing from Nursery to Y3.
This course is based on Cath’s new book-Being an Effective Primary School Teacher
Everyone attending the course will receive their own copy of the book
Who is the book for?
The book is for teachers of any age group, in whatever school or LEA you teach in. It is operational, classroom based and as practical as I could make it. It is also a book for school and LEA senior leaders.
What does it look like?
There is a section for every letter of the alphabet (see the table below). Each section begins with an introduction, followed by a section headed ‘hints and tips’, a conclusion and finishes with a ‘be aware’ section. It is the same format throughout the book. The hints and tips sections include as many practical examples as possible
Both the Teaching & Learning course and the book, Being an Effective Primary School Teacher, will provide teachers with a practical guide, a toolkit really, of hints, tips and ideas to help you be a highly effective primary school teacher wherever you are currently teaching.
‘Enrichment and experiences
The achievement outcomes refer in multiple places to the resources that could and should be used to enhance understanding and enrich the mathematical experiences of learners.
The appropriate use of a range of digital technologies, manipulables, everyday objects, and concrete and abstract representations of mathematical objects helps the learners to engage with mathematical concepts from more than one perspective.’
Welsh Government Draft Statutory Guidance – AoLE Mathematics and Numeracy April 2019
How do you ensure that areas such as sand/water are different in Y2 than in the Nursery?
Getting to Grips with the ‘Expressive Arts AoLE’
This programme will give you creative and practical strategies for improving and developing the Expressive Arts in Nursery and Reception. As well as giving comprehensive and inspiring activities for Progress step 1, delegates will also have time to plan collaboratively for this AoLE, and they can link this to other areas of learning. This course will give inspiring ideas for progress step 1 as well as pedagogical strategies to improve progress in this AoLE.
Half-day 9am to 12:30pm
This half-day session will provide schools with the following helpful guidance:
- The big picture re CfW
- Key strategic actions developed as ‘quick wins’
- Developing the Pedagogical Principles- (50 page comprehensive supporting resource)
- Good practice in Topic planning and delivery
We will support you in developing your school in alignment with the WG document, ‘The journey to 2022’.
This course will review the new AoLE for Science & Technology at Y4, Y5, Y6, explain key changes and terminology; suggest effective and challenging activities, resources and learning strategies to support their successful implementation.
Teaching maths through story books provides children with engaging and exciting ways of exploring and understanding key mathematical concepts. They captivate children’s interest and help them understand that mathematics is everywhere, even in the stories they hear and read.
This course will look at ways in which sharing stories can be linked directly to the development of mathematical concepts. It will explore a range of practical mathematics activities that enable children to use and apply mathematical concepts and language in real life meaningful situations, linked to a wide range of children’s literature.
‘BRILLIANT BLOCK PLAY – the world through the eyes of the child’
Block play is the perfect way to support the four purposes. It offers a vast range of open-ended experiences, enriches every curriculum area and supports child development. Through block play children may investigate the basic principles of Science, Technology, Engineering and Mathematics – not to mention problem solving, thinking and social skills! Block play fosters a child’s natural curiosity.
“Being able to feel safe with other people is probably the single most important aspect of mental health; safe connections are fundamental to meaningful and satisfying lives.” (Bessel A. van der Kolk, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma)
Many pupils will present with barriers to learning despite the practitioner’s best efforts to engage with them. There always comes a point in your career when you meet a pupil who seems ‘unreachable’…
This course seeks to support practitioners dealing with the most challenging pupil behaviours.
What does Design and Technology look like at PS 2?
Design and Technology is the perfect area to develop and support the four purposes of the new curriculum.
This course will also show how D and T can inspire learners to be independent, creative and critical thinkers, risk takers, problem solvers, decision makers as well as how to develop creative, innovative, ambitious capable learners, applying Literacy and Numeracy in real contexts.
This course will review the new curriculum for Design and Technology at Y1, Y2, Y3, explaining key changes and terminology; suggesting effective and challenging activities.
There will be practical sessions where delegates can develop their understanding of mechanisms and use real tools as they explore – levers and linkages, wheels and axles and pneumatics.
What does Design and Technology look like at PS 3?
Design and Technology is the perfect area to develop and support the four purposes of the new curriculum.
This course will also show how D and T can inspire learners to be independent, creative and critical thinkers, risk takers, problem solvers, decision makers as well as how to develop creative, innovative, ambitious capable learners, applying Literacy and Numeracy in real contexts.
This course will review the new curriculum for Design and Technology at Y4, Y5, Y6, explaining key changes and terminology; suggesting effective and challenging activities focused on the aspect of mechanical systems.
There will be practical sessions where delegates can develop their understanding of mechanical systems and use real tools as they explore – levers and linkages, pulleys, gears and cams.
Creating Confident Accurate Spellers – The Essential Guide
As we move towards full implementation of A Curriculum for Wales, will spelling feature on your plan for LLC provision? Are your pupils accurate spellers or do they lack independence? Have you struggled to identify what good practice in spelling should look like in your class/across your school?
The format of the training day will be somewhat different as we will be ‘meeting’ virtually. The sessions will be for a small group so that they can be interactive. The day will be chunked into more bitesize pieces and will include tasks for reflection as well as discussion.
The format of the LLC AoLE training days will be somewhat different as we will be ‘meeting’ virtually. The sessions will be for a small group (no more than 10) so that they can be interactive. The days will be chunked into more bite size pieces and will include tasks for reflection as well as discussion.
Our original strategic course from Collective Learning provides an essential fundamental insight into how the Humanities AoLE is structured, what it comprises and how to make sense of these needs and requirements. A really useful first step.
The Humanities AoLE has been compared by some to a plate of cooked spaghetti; a bit of a tangled mess, tricky to deal with, but very tasty just the same. This follow-up course is aimed specifically at Humanities Coordinators, to furnish them with the knowledge, understanding, skills and confidence to lead, support and inspire their colleagues, and ensure that the potential tangle is actually blended into a healthy and nutritious dish.
This two-day Inset will focus on the new arrangements for assessment, as set out in Curriculum for Wales. It will explore how to embed assessment into day-to-day practices. The focus will be specifically on each of the four purposes and identifying means of ascertaining pupil progress. Emphasis will be on doing this with high levels of learner involvement. Resources will be provided to support this.
Dates: Tuesday 18th January 2022 & Tuesday 25th January 2022
Reasoning and problem solving are fundamental to knowing and doing mathematics and yet it is often this area that learners find difficult and the area that is often considered difficult to teach.
Getting to Grips with the ‘Expressive Arts AoLE’
This programme will give you creative and practical strategies for improving and developing the Expressive Arts in Nursery and Reception. As well as giving comprehensive and inspiring activities for Progress step 1, delegates will also have time to plan collaboratively for this AoLE, and they can link this to other areas of learning. This course will give inspiring ideas for progress step 1 as well as pedagogical strategies to improve progress in this AoLE.
Understand What Fires the Imagination
Rhyming, narrative, free verse or riddle? Many pupils thrive when they have the opportunity to write creatively in a range of poetic forms. Script writing helps pupils to explore relationships and ideas. Do you have the knowledge and expertise to facilitate these goals as a teacher?
The format of the training day will be somewhat different as we will be ‘meeting’ virtually. The sessions will be for a small group so that they can be interactive. The day will be chunked into more bitesize pieces and will include tasks for reflection as well as discussion.
This course will review the new AoLE for Science & Technology at Y1, Y2, Y3, explain key changes and terminology; suggest effective and challenging activities, resources and learning strategies to support their successful implementation.
This course will review the new curriculum for Humanities at Y1, Y2, Y3, explaining key changes and terminology; suggesting effective and challenging activities; resources and learning strategies to support successful implementation.
Curriculum for Wales 2022 is a holistic curriculum that allows learning to be drawn from across the different areas of learning and experience.
As we begin to embed the new curriculum over the next few years, schools will need to explore how they can make manageable links. How can we use literacy skills in a meaningful way to develop and improve mathematical understanding? Where is the natural overlap?
The format of training session will be somewhat different as we will be ‘meeting’ live, but on screen. The training will be for a small group so that we can be interactive. The day will be chunked into a series of bitesize pieces and will include tasks for reflection as well as discussion and collaboration. The day will also provide practical ideas for auditing your current provision, as well as supporting effective implementation of the new curriculum.
‘When play and safe, stable, nurturing relationships are missing in a child’s life, toxic stress can disrupt the development of executive function and the learning of prosocial behaviour; in the presence of childhood adversity, play becomes even more important’. https://pediatrics.aappublications.org/content/142/3/e20182058
Play is a human right (UNCRC Article 31:The right to relax and play). The latest research in Neuroscience is clearly highlighting the importance of play for healthy brain development.
Are you interested in developing your awareness of the different play therapies available to pupils?
What does Design and Technology look like at PS3?
Design and Technology is the perfect area to develop and support the four purposes of the new curriculum.
This course will also show how D and T can inspire learners to be independent, creative and critical thinkers, risk takers, problem solvers, decision makers as well as how to develop creative, innovative, ambitious capable learners, applying Literacy and Numeracy in real contexts.
This course will review the new curriculum for Design and Technology at Y4, Y5, Y6, explaining key changes and terminology; suggesting effective and challenging activities focused on the aspect of mechanical systems.
There will be practical sessions where delegates can develop their understanding of mechanical systems and use real tools as they explore – levers and linkages, pulleys, gears and cams.
This two-day Inset will focus on the new arrangements for assessment, as set out in Curriculum for Wales. It will explore how to embed assessment into day-to-day practices. The focus will be specifically on each of the four purposes and identifying means of ascertaining pupil progress. Emphasis will be on doing this with high levels of learner involvement. Resources will be provided to support this.
Dates: Tuesday 1st February 2022 & Wednesday 9th February 2022
‘Numeracy is a key enabler in making a number of informed decisions, in particular, managing money and supporting good financial decision‑making and critically engaging with social norms around money’ Health & Well-being AoLE (draft 2019).
According to the latest Estyn report Managing Money (July 2017) “not all teachers have the knowledge and skills to help them deliver financial education confidently”
In an increasingly complex financial world, it is important that we develop pupils’ financial capability from an early age to equip them with the knowledge, skills and attitudes to manage money well and to prepare them for the opportunities and challenges that money brings to their lives.
This course will support teachers in identifying opportunities to plan and deliver financial education, as well as advise and provide a wealth of teaching resources.
Pupils who struggle to understand text can become confident, thriving readers if they are supported WITHIN the classroom. This course will help teachers to make significant changes to engage reluctant readers and to guide them through longer, more complex text.
‘Children living with someone who has mental health issues two-thirds more likely to experience similar difficulties’….
…According to a recent Cardiff university study (18/08/21)
Have you been faced with a pupil or a parent with a Mental Health issue and felt out of your depth? Would you like to develop your knowledge and understanding so that next time you feel confident in offering support? Would you like to have a model to refer to?
‘WATCH, WAIT, WONDER … making learning visible in Early Years’
This event focuses on capturing significant moments in learning – what really matters to young children! During the day, we will explore a range of excellent systems for gathering and recording young children’s development, interests and fascinations.
This course will review the new AoLE for Science & Technology at Y4, Y5, Y6, explain key changes and terminology; suggest effective and challenging activities, resources and learning strategies to support their successful implementation.
This course will review the AoLE for LLC Welsh (in English medium primary) at Y4, Y5, Y6 and suggest effective and challenging activities, resources and learning strategies to support their successful implementation and how to utilise the language patterns across other areas of learning.
This course will examine Progression Step 2 of the new AoLE for mathematics and numeracy and clarify what this looks like in the classroom.
This course will review the AoLE for Humanities at Nursery/Reception, explaining key changes and terminology; suggesting effective and challenging activities; resources and learning strategies to support successful implementation.
Guided Group Reading is a practice that is well-embedded in many schools across Wales. Despite this, many of us often question if we are running our GGR sessions correctly. What should good practice look like across the Foundation Phase and KS2?
As we begin addressing some of the challenges that have impacted on literacy in the last year, why might GGR be more important than ever?
The format of the training days will be somewhat different as we will be ‘meeting’ virtually. The sessions will be for a small group so that they can be interactive. The days will be chunked into more bitesize pieces and will include tasks for reflection as well as discussion.
Supporting pupils with specific learning difficulties in a mainstream classroom.
Getting to Grips with the ‘Expressive Arts AoLE’
This programme will give you creative and practical strategies for improving and developing the Expressive Arts in PS3. As well as giving comprehensive and inspiring activities for Progress step 3, delegates will also have time to plan collaboratively for this AoLE, and they can link this to other areas of learning. This course will give inspiring ideas for progress step 3 as well as pedagogical strategies to improve progress in this AoLE.
What does Design and Technology look like at PS1/PS2?
Design and Technology is the perfect area to develop and support the four purposes of the new curriculum.
This course will review the new curriculum for Design and Technology, explaining key changes and terminology; suggesting effective and challenging activities.
This 1-day course is part of a 3-day rolling programme. The days do not have to be done in any order and can be stand alone 1-day courses.
This 3-day module is a rolling programme. The days can be completed in any order and can also be booked as stand-alone days.
This course will review the new curriculum for Humanities at PS3, Y4, Y5, Y6, explaining key changes and terminology; suggesting effective and challenging activities; resources and learning strategies to support successful implementation.
This 3-day module is a rolling programme. The days can be completed in any order and can also be booked as stand-alone days.
This 1-day course is part of a 3-day rolling programme. The days do not have to be done in any order and can be stand alone 1-day courses.
The importance of having a wide and varied vocabulary is the key to both academic and life success. The links between vocabulary proficiency and wellbeing are also becoming more and more evident.
This course will examine Progression Step 1 of the new AoLE for mathematics and numeracy and clarify what this looks like in nursery and reception classes.
This 3-day module is a rolling programme. The days can be completed in any order and can also be booked as stand-alone days.
This 1-day course is part of a 3-day rolling programme. The days do not have to be done in any order and can be stand alone 1-day courses.
Restorative Practice is a behaviour strategy for whole school or whole class communities. It originated from Maori indigenous society. It is more than just a behaviour strategy, it is a value system. It has been adopted by Police forces in North America and Australasia. It has been adopted by Thames Valley Constabulary in the UK. Large institutions and many UK schools are using restorative approaches to facilitate conflict management.
Have you tried lots of behaviour strategies to no avail? Have you felt like something was missing from your own/your schools approach to behaviour? Are you ‘owning’ the conflict?
Getting to Grips with the ‘Expressive Arts AoLE’
This programme will give you creative and practical strategies for improving and developing the Expressive Arts in years 1, 2 & 3. As well as giving comprehensive and inspiring activities for Progress step 2, delegates will also have time to plan collaboratively for this AoLE, and they can link this to other areas of learning. This course will give inspiring ideas for progress step 2 as well as pedagogical strategies to improve progress in this AoLE.
This course will review the new AoLE for Science & Technology at Nursery/Reception, explain key changes and terminology; suggest effective and challenging activities, resources and learning strategies to support their successful implementation.
- What does it look like?
- How do we make it happen?
- What are the benefits?
A practical course which will immerse teachers in Humanities investigations at various levels of complexity, from simple, single lesson experiences for PS1, to more in-depth and substantial enquiries for PS3.
Helping Pupils to Write Engaging Stories
The AoLLC celebrates reading and sharing stories; it asks pupils to engage with narratives and to explore their imaginations. It values pupils’ creativity and encourages them to express themselves artistically. Story writing can help pupils to make sense of the world around them and to develop their own unique writing voice.
This course shows you how to create confident story tellers, who express their unique voice by using language artistically and purposefully.
Story writing always provides teachers with rich opportunities to develop pupils’ vocabulary and ability to use figurative and descriptive language. When learning to write compelling narratives, pupils can explore different sentence structures and play with words – they have a license to experiment as they have imaginative freedom.
The format of training session will be somewhat different as we will be ‘meeting’ live, but on screen. The training will be for a small group so that we can be interactive. The day will be chunked into a series of bitesize pieces and will include tasks for reflection as well as discussion and collaboration.
The Understanding Progression in Algebra course will unpick Statement of What Matters 2 and will provide practical ideas for developing algebraic thinking from Progression Step 1 to 3.
What can I do with this concrete ‘space’?
Introducing, organising, and managing an outdoor classroom can be extremely challenging, especially in schools where there is little access to suitable outdoor space.
This event will focus specifically on areas adjacent to classrooms (the ‘bit’ outside the classroom) and will provide practitioners with the opportunity to refine and further develop current systems for organising and managing this interesting area.
This course will unpick the AoLE for Health & Wellbeing from Y4 to Y6.
The best way to support struggling writers is to provide support WITHIN the classroom. Pupils can be daunted by the complexities of extended writing. This course will show teachers how to scaffold tasks so that pupils can show their knowledge and understanding in writing.
It is essential that pupils develop a deep conceptual understanding of place value as it underpins the methods that they use for calculations with larger numbers.
A secure understanding of place value is also crucial for ordering numbers, making measurements and handling money.
The concept of place value is, however, very abstract; therefore, pupils need to develop their understanding through active approaches that use concrete and visual representations of the decimal number system.
This course will clarify what is happening to the Foundation Phase under the new curriculum in Wales. It will focus on what needs to stay the same and what needs to change.
Drama has a high profile in the new curriculum. Having the confidence to use drama as one of your classroom approaches is an incredible tool to master as a teacher.
How can you achieve this and ensure that your colleagues also have the skills to embrace and use drama in their classroom?
The format of training session will be somewhat different as we will be ‘meeting’ live, but on screen. The training will be for a small group so that we can be interactive. The day will be chunked into a series of bitesize pieces and will include tasks for reflection as well as discussion and collaboration.
“Sticks and stones may break my bones but worms will never hurt me”
Outdoor learning offers our children very special opportunities for play and exploration, real experiences and contact with their natural world.
In his ‘Successful Futures’ Report the ethos, principles and pedagogy of the current Foundation Phase was identified as a significant strength of current educational practice in Wales. It was recommended that schools build on successful ‘Foundation’ practice, philosophy and pedagogy into the middle and later years of primary education and beyond. How this works in practice needs to be carefully managed to ensure that transition issues are removed and progression is ensured.
The Teaching & Learning course is based on Cath’s new book – Being an Effective Primary School Teacher, and everyone attending the course will receive their own copy of the book.
Who is the book for?
The book is for teachers of any age group, in whatever school or LEA you teach in. It is operational, classroom based and as practical as Cath could make it. It is also a book for school and LEA senior leaders.
What does it look like?
There is a section for every letter of the alphabet (see the table below). Each section begins with an introduction, followed by a section headed ‘hints and tips’, a conclusion and finishes with a ‘be aware’ section. It is the same format throughout the book. The hints and tips sections include as many practical examples as possible.
Both the Teaching & Learning course and the book, Being an Effective Primary School Teacher, will provide teachers with a practical guide, a toolkit really, of hints, tips and ideas to help you be a highly effective primary school teacher wherever you are currently teaching.
This course will review the AoLE for LLC Welsh (in English medium primary) at Y1, Y2, Y3 and suggest effective and challenging activities, resources and learning strategies to support their successful implementation and how to utilise the language patterns across other areas of learning.
Design and Technology woodwork is an exciting and natural area to develop and support the four purposes of the new curriculum. Delegates will have the opportunity to use real tools safely to design and make their own products. What are the benefits of woodwork in the curriculum?
Open ended tasks allow learners to develop their natural inquisitiveness and creativity, whilst developing creative thinking, innovation, expressing imagination, mathematical skills, scientific thinking and investigation, physical development and coordination. Developing language and communication and numeracy skills is woven naturally into designing and making using wood.
This course will examine Progression Step 3 of the new AoLE for mathematics and numeracy and clarify what this looks like in the classroom.
How do you ensure that areas such as sand/water are different in Y2 than in the Nursery?
This course will unpick the AoLE for Health & Wellbeing from Nursery to Y3.
This 3-day module is a rolling programme. The days can be completed in any order and can also be booked as stand-alone days.
This 1-day course is part of a 3-day rolling programme. The days do not have to be done in any order and can be stand alone 1-day courses.
This 1-day course is part of a 3-day rolling programme. The days do not have to be done in any order and can be stand alone 1-day courses.
This 3-day module is a rolling programme. The days can be completed in any order and can also be booked as stand-alone days.
This 1-day course is part of a 3-day rolling programme. The days do not have to be done in any order and can be stand alone 1-day courses.
This 3-day module is a rolling programme. The days can be completed in any order and can also be booked as stand-alone days.