Training Events (105)

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GCSE re-sits: develop your practice (Level 5 module) maths
GCSE re-sits: develop your practice (Level 5 module) maths (Code: C0027)
This L5 CPD course supports practitioners working with GCSE maths learners, especially those who have achieved lower than a grade C/ 5 at school. You will explore and experience how to engage and motivate learners and undertake assessment throughout the learner journey to build on prior learning. You will experience digital approaches and other effective practices for leading GCSE maths courses. Past delegates found the course 'inspirational', 'excellent', 'world class'....
Improving Feedback: a professional conversation (East and North)
Improving Feedback: a professional conversation (East and North) (Code: C0555)
This course is made up of two half days which are linked by an opportunity to try out a couple of feedback strategies that are new to you or perhaps you haven't used in a while. During this you will explore your own feedback practice and consider how to support learners to accept and use feedback. You will then critically review the impact of these strategies and plan for further development.
Introduction to Developing Embedded English, Maths and Digital in T Levels
Introduction to Developing Embedded English, Maths and Digital in T Levels (Code: C0495)
This is a one-day, face-to-face session and is the first step in a four-part programme supporting the teaching of core English, maths and digital (EMD) skills, which are embedded in each T Level route and pathway. The session explores what is meant by developing embedded EMD and the requirements for T Levels. Participants will consider their role and develop action plans to support the development of embedded EMD, before moving on to select from three specialist e-learning modules.
Leading teaching and learning for maths and English managers
Leading teaching and learning for maths and English managers (Code: C0013)
Are you responsible for managing maths and/or English in your organisation? Looking for innovative ways of working, fresh strategies and support from peers? Join over 100+ plus managers who have participated in the Education and Training Foundation's innovative three-day CPD programme for Maths & English managers. The programme comprises an intensive 2-day residential, an interim work based project plus day 3.
Lesson observation & learning walks: improving learning in maths & English (East and North)
Lesson observation & learning walks: improving learning in maths & English (East and North) (Code: C0347)
The direct observation of teaching has for too long been associated with performance management alone, when it has a vital role to play in developing and improving it too. This practical one-day course will rigorously dissect what best practice means in maths and English and look in depth at how observations can be used developmentally by managers and colleagues to improve the teaching of maths and English - both when delivered in standalone lessons and when embedded into vocational learning.
Lesson observation & learning walks: improving learning in maths & English (West and South)
Lesson observation & learning walks: improving learning in maths & English (West and South) (Code: C0396)
The direct observation of teaching has for too long been associated with performance management alone, when it has a vital role to play in developing and improving it too. This practical one-day course will rigorously dissect what best practice means in English and maths and look in depth at how observations can be used developmentally by managers and colleagues to improve the teaching of maths and English - both when delivered in standalone lessons and when embedded into vocational learning.
Literacy For Maths: overcoming language Issues in GCSE and Functional Skills Maths (Webinar)
Literacy For Maths: overcoming language Issues in GCSE and Functional Skills Maths (Webinar) (Code: C0654)

Both research evidence and practical experience tells us that often learners lack the English language skills required to effectively engage with maths questions, and that this can hold back their progress and development. This webinar will explore the issue and identify how you can scaffold tasks to make them more accessible to a variety of learners.

Mathematical Resilience: developing learners’ self-belief and perseverance (East and North)
Mathematical Resilience: developing learners’ self-belief and perseverance (East and North) (Code: C0336)
This course addresses the negative attitudes and anxieties towards mathematics commonly held by young people and adults, and identifies strategies to engage and motivate them - helping them to become mathematically resilient learners. The course can be run as a freestanding one-day course, or as the first stage of a package leading on to the three-day 'Coaching skills for developing mathematical resilience' course.
Mathematical Resilience: developing learners’ self-belief and perseverance (West and South)
Mathematical Resilience: developing learners’ self-belief and perseverance (West and South) (Code: C0384)
Mathematical Resilience describes a positive stance towards maths that enables learners to overcome deep-seated negative attitudes and anxiety about studying the subject. This course identifies practical strategies to engage learners, develop their self-belief, and support them to persevere in maths - helping them to become mathematically resilient learners.
Maths across the vocational programme: taking a deeper approach (East and North)
Maths across the vocational programme: taking a deeper approach (East and North) (Code: C0335)
Every vocational teacher or trainer, consciously or unconsciously, teaches aspects of maths because maths is required to carry out almost all vocational tasks. You will build on knowledge and techniques from their introductory Vocational Revitaliser course (or from prior learning and/or experiences of developing embedded maths).
Maths across the vocational programme: taking a deeper approach (West and South)
Maths across the vocational programme: taking a deeper approach (West and South) (Code: C0385)
Every vocational teacher or trainer, consciously or unconsciously, teaches aspects of maths because maths is required to carry out almost all vocational tasks. You will build on knowledge and techniques from their introductory Vocational Revitaliser course (or from prior learning and/or experiences of developing embedded maths).
Maximise progress at entry level (maths and English) (East and North)
Maximise progress at entry level (maths and English) (East and North) (Code: C0349)
Entry level courses are essential to motivate and provide learners with a firm foundation to study at higher levels in Functional Skills or progress to GCSE. The practical ideas suggested will be suitable for all exam boards and delegates will gain new and creative ideas on choosing options and developing an innovative curriculum to motivate learners in developing literacy skills further.
Maximise progress at entry level (maths and English) (West and South)
Maximise progress at entry level (maths and English) (West and South) (Code: C0026)
Entry level courses are essential to motivate and provide learners with a firm foundation to study at higher levels in Functional Skills or progress to GCSE. The practical ideas suggested will be suitable for all exam boards and delegates will gain new and creative ideas on choosing options and developing an innovative curriculum to motivate learners in developing literacy skills further.
Maximising the effectiveness of  support staff (webinar)
Maximising the effectiveness of support staff (webinar) (Code: C0443)
Research evidence indicates there can be a positive impact on learner attainment when a range of support staff work in structured settings, implementing targeted interventions using brief, regular sessions maintained over time to motivate, support and engage students. These interventions need to be based on detailed assessments to ensure that the right support is provided to the right pupil. This webinar will help you explore these areas.
Meeting learners' needs: effective assessment for learning in English (East and North)
Meeting learners' needs: effective assessment for learning in English (East and North) (Code: C0342)
This two-day blended course supports English teachers to reflect on and make changes to their practice by using effective Assessment for Learning (AfL) approaches. The course links AfL to learner motivation, engagement and achievement and explores subject-specific, AfL approaches, pedagogy and resources. You will design learning tasks that enable learners and teachers to monitor, evaluate and review progress, to build on learners' prior knowledge, and match teaching to learners' needs.
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