Summary "Teachers and pupils should be aware of the difference between infrequent mistakes that can be learned from and consistent mistakes that lead novice mathematicians onto the anxiety pathway. These sorts of mistakes are due to weak foundational knowledge that is more likely to generate errors and misconceptions." Ofsted, 2021

This interactive course will present practical strategies to support your maths learners by considering the mistakes and misconceptions commonly seen in our learning settings and in the summative assessments.

Many of the learners in our sector begin their English courses with little confidence in their writing ability. This course explores the difference between writing for GCSE and Functional Skills. Also, the process of writing, developing ideas, turning ideas into plans, developing detail and preparing for writing is examined through a range of activities. In addition, we look at a range of integrated skills activities which help learners to evaluate their non-fiction writing skills and explore ways in which they can improve and refine specific aspects of their written work.

The planning of individual lessons, and how they interlink with others, are crucial in order to maximise the time spent with learners and get the most out of the resources available.

This interactive course will support all practitioners delivering substantial maths content in how approaches to planning can support deeper learning and develop learner engagement. It will include how the use of resources can be maximised and enable participants to gain a greater awareness of how they put together a lesson plan impacts on the learning that does or does not take place.

This two part course is for you if you support learners with ESOL needs who are learning Functional Skills English and you want to identify ways to maximise the learners' chances of passing their assessments.

You will be provided with the tools and strategies to effectively assess needs and support learners throughout their Functional Skills English programmes, focussing on speaking and listening skills in the first instance. A range of resources and best practice approaches will be trialled and evaluated.

The themes we will focus on over the three sessions are; 

1.Inform the expert reference group by shaping the content of the new online SEND modules

2.The SEND reforms and the impact of the forthcoming white paper. We will discuss the plans and our responsibility.

3.Effective working with schools and preparing our learners from the earliest years for adulthood. Collaborative and influential working to improve what’s in place for our learners.

To  share effective approaches and ask ourselves ‘how might we’ to shape ideas together. 

Based on Lave and Wenger's theories of situated learning, communities of practice are designed to improve knowledge and practice through conversation, collaboration and co-creation.

By creating communities of practice which can span organisations and whole sectors of education, we aim to break down silos, learn from the brilliant practice being done every day and develop new practice that will benefit all. 

Promoting positive behaviours is much more realistic than "managing behaviour". 

Learners react and respond not only to events as they occur but also to their interpretation of events based on past experience. By creating curriculum contexts and learning environments that anticipate this and plan to develop new and positive exeriences through communication, adjustment and mutual respect benefits educators and learners alike.

Over Five sessions hear about our effective supported employment model. Visit our site, learn about effective approaches to support learners into employment. Through sharing of practices, resources, toolkits and discussion.  

Session I-Supported Employment Webinar with follow up site visit(book session two aswell)

Session II- Supported Employment follow up site visit

Session III-Supported Employer Engagement, breaking through barriers for successful placements

Session IV-Preparing Learners to employment through supported framework

Session V-Transition to employment

The Governance Professionals’ Leadership Programme focuses on developing the governance professional’s leadership capabilities, thereby enabling them to anticipate and resolve strategic problems, support the Chair and the development of an effective board, while serving as an authoritative voice and trusted adviser on governance.

Based on Lave and Wenger's theories of situated learning, communities of practice are designed to improve knowledge and practice through conversation, collaboration and co-creation.

By creating communities of practice which can span organisations and whole sectors of education, we aim to break down silos, learn from the brilliant practice being done every day and develop new practice that will benefit all. 

This short, focused programme has been developed by sector experts as an enabling programme to support the career development of established middle leaders who are keen to progress to their first senior leadership role in further education colleges, independent training providers, sixth form colleges, local authority providers or other ESFA funded organisations.

The programme forms a vital part of the Education and Training Foundation's suite of national leadership programmes and is aimed at building the talent pipeline for the further education and training sector. 

As well as a need for learners to develop better problem-solving skills, current maths exams at Functional Skills and GCSE require the ability to answer longer, more complex questions with multistep processes, typically requiring the showing of method or planning alongside

This is an interactive course that will support all practitioners in developing learners reasoning and problem-solving skills. Whilst also examining a range of activities that can be used with learners for supporting them in improving confidence in tackling more complex multistep problems.

This two part course is for you if you support learners with ESOL needs who are learning Functional Skills English and you want to identify ways to maximise the learners' chances of passing their assessments.

You will be provided with the tools and strategies to effectively assess needs and support learners throughout their Functional Skills English programmes, focussing on speaking and listening skills in the first instance. A range of resources and best practice approaches will be trialled and evaluated.

The Further Education Chairs’ Leadership Programme brings together FE sector expertise and the IoD’s vast experience in corporate governance to explore the role of the chair. It will utilise the insights and skills of participants and facilitators to identify concrete steps that allow participants to improve their impact on the board and the wider organisation.

Based on Lave and Wenger's theories of situated learning, communities of practice are designed to improve knowledge and practice through conversation, collaboration and co-creation.

By creating communities of practice which can span organisations and whole sectors of education, we aim to break down silos, learn from the brilliant practice being done every day and develop new practice that will benefit all.