Training Events (223)

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Additional SEND Needs - Opening Up Your English Curriculum
Additional SEND Needs - Opening Up Your English Curriculum (Code: C1330)

This session will focus on common barriers for learners with; autism (triad of impairments, psychological processes, barriers in English, inclusive classrooms), speech & language needs (ways to support understanding of vocab, use of writing frames/graphic organisers) dyslexia & dyspraxia (features of dyslexia and dyspraxia, roots to diagnosis, law on Specific Learning Difficulties, strategies for the classroom) and behaviour (classroom management, engagement and expectations, ADHD main characteristics, how English teachers can help).

Additional SEND Needs - Opening Up your Maths Curriculum
Additional SEND Needs - Opening Up your Maths Curriculum (Code: C1329)

This session will focus on common barriers for learners with; autism (triad of impairments, psychological processes, barriers in Maths, inclusive classrooms), speech & language needs (unlocking the language of maths, reading comprehension to answer maths questions) dyscalculia and dyspraxia (features of SPLD, for and against diagnosis, law Specific Learning Difficulties, strategies for the classroom) and behaviour (general behaviour and classroom management, strategies for improving engagement & expectations, ADHD main characteristics, how maths teachers can help).

Additional SEND Needs - Opening Up Your Maths Curriculum
Additional SEND Needs - Opening Up Your Maths Curriculum (Code: C1344)

This session will focus on common barriers for learners with; autism (triad of impairments, psychological processes, barriers in Maths, inclusive classrooms), speech & language needs (unlocking the language of maths, reading comprehension to answer maths questions) dyscalculia and dyspraxia (features of SPLD, for and against diagnosis, law Specific Learning Difficulties, strategies for the classroom) and behaviour (general behaviour and classroom management, strategies for improving engagement & expectations, ADHD main characteristics, how maths teachers can help).

Algebra in maths
Algebra in maths (Code: C1226)

Many learners struggle with the concepts of algebra within the workplace or in daily life. Chief Examiner reports identify simplifying an algebraic expression, writing an equation and using algebra for solving problems all presenting difficulties.

This interactive course will provide examples of activities that can be used with learners to develop their understanding of algebra, an area which is challenging to many. It will focus on algebraic expressions and linear equations and will look at how to encourage learners to rethink problems and secure their learning through tackling problems.

An introduction to RARPA (Recognising And Recording Progress and Achievement)
An introduction to RARPA (Recognising And Recording Progress and Achievement) (Code: C1467)

RARPA (Recognising And Recording Progress and Achievement) is a flexible way of personalising curriculum, particularly effective for the inclusion of individuals whose complex characteristics and requirements make traditional curriculum difficult to engage with and succeed on.

This introductory session will introduce the stages and methods of implementing a RARPA curriculum. 

#APConnect - A Story of Advanced Practice: Rethinking the Role of the Advanced Practitioner (2022)
#APConnect - A Story of Advanced Practice: Rethinking the Role of the Advanced Practitioner (2022) (Code: C1373)

Advanced Practitioners have been rethinking the role of the AP this year, creating professional learning opportunities which build community, capacity and trust within organisations, leading to sustainable culture change.

This is quality improvement from the inside, inspired by the 'outside': the professional learning ecosystem of FE. The event also introduces the APConnect Living Archive of Advanced Practice: our research and practice evidence base. This event is live, sustainable and future facing. Expect to be engaged and leave inspired.

Application of ratio and direct proportion
Application of ratio and direct proportion (Code: C1215)

The application of ratio and proportion is foundational to learner understanding across multiple mathematics areas. In everyday life and the workplace, ratio and proportion are used extensively. Learners often find proportional reasoning problems difficult because they do not fully understand the concepts.

This interactive course will explore different ways ratio and proportion problems, relating to real-life and the workplace, can be solved as well as supporting problem solving development and reasoning skills for Functional Skills and GCSE.

Apprenticeship Support for Learners with SEND
Apprenticeship Support for Learners with SEND (Code: C1371)

Starting an apprenticeship programme can often leave an individual feeling overwhelmed with how to juggle not only the demands of the workplace but how to meet the criteria set within their chosen programme. If an individual undertaking an apprenticeship also has a diagnosed learning difficulty these challenges may be heightened further and therefore the need for specialist support is imperative to ensure the learner is retained and able to complete their programme within the planned end date.

Aspiring to Senior Leadership
Aspiring to Senior Leadership (Code: C1436)

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. 

Assessment in English: knowing your learners' starting points
Assessment in English: knowing your learners' starting points (Code: C1270)

This course considers strategies for identifying gaps, and areas that learners struggle with, to use as a starting point for their learning. English learners tend to be returning learners that don't wish to sit the qualifications in this subject again. By pinpointing these specific areas of difficulty, we can aim to make their learning experience different for them. Providing learners with a metacognitive understanding of their learning, so they are able to decipher what works for them, is invaluable to their experience.

Autism: adapting and redesigning support programmes for learners with autism on return to on-site learning
Autism: adapting and redesigning support programmes for learners with autism on return to on-site learning (Code: C0998)

With the return to on-site learning, the Covid landscape remains very central to our everyday practical measures to support learners. This session will explore how models of delivery have been shaped and differentiated to minimise the impact on the students' progress and success. Discussion time: there will be an opportunity for the group to share what is working well and any concerns around the topic.

Best Practice for Working with Support Workers in the Maths and English Classroom
Best Practice for Working with Support Workers in the Maths and English Classroom (Code: C1376)

Discussion-based session to share best practice using the 3 main areas 1. Plan for Improvement: Providing a framework for organisations to consider the impact of support workers. Are we comfortable that we know what outstanding support work looks like? 2. What intervention is the most effective to raise learner achievement and engagement in maths and English 3. Exploring the benefits of developing support workers into specialists. We will share a specific case study into how this has developed into an outstanding model of best practice and motivational career structure.

Building Better Curriculum for Care Experienced Learners
Building Better Curriculum for Care Experienced Learners (Code: C1218)

The purpose of this webinar is to explore and discuss the impact of intent, planning and practice for the inclusion of care experienced learners, recognising that these are only starting points; that practitioners and teachers need to be flexible, pro-active and dynamic at the point of delivery to provide all learners (including but not limited to care experienced young people and adults) with what they need, when they need it whether it was a part of the planning or not.

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