Each month we will discuss a key theme or hot topic related to an inclusive curriculum. As a supportive, professional community we will work together to consider the options, develop FAQs and share resources so we don't always have to start from scratch.

Feel free to share the link with your circles of support and email us with the topics/ resources/ subjects to cover each month.

The induction programme will seek to provide standardisation to the governance professional's role, by equipping participants with guidance on what their role is and what the role of governance is, what is expected of them and how this role should develop over a period of time. It will allow for sharing best practice and learning from others more experienced in the sector to ensure that this role, which can feel isolated, benefits from being part of a wider community. The induction will recognise the variety of backgrounds and skills that new governance professionals bring to the role.

The Essential Digital Skills (EDS) professional development programme supports the delivery of EDS based on the national standards.

How to teach EDS' sessions focus on focusing on developing skills, knowledge and confidence to teach competencies within the standards. The sessions will explore approaches for delivery that could be implemented with learner groups, including how they could be delivered through online/blended delivery. Time will be allocated to sharing ideas, challenges, and practice.

The activities undertaken may be used to:

• Inform self assessment reporting (across a post-16 provider rather than in a SEND specific academy or discrete provision)
• Develop strategy and intent regarding the curriculum offer for some of our sector's most vulnerable young people
• Support post-inspection action planning and change management in line with OFSTED's Education Inspection Framework. 

The regional governors inductions aim to help support new college governors gain a better understanding of their role and the further education sector. These events are delivered by the Association of Colleges and are free to attend.

Maths games and puzzles can develop fluency in mathematical skills, engage learners and help to develop deeper thinking. Geometric and algebraic puzzles can encourage learners to use reasoning skills as well as problem-solving, which link to all three GCSE Assessment Objectives as well as real-life and work-based maths situations.

This course will introduce a range of geometry and algebra games and puzzles to engage maths learners to help develop mathematical fluency, encourage deep thinking and support problem solving development.

Each month we will discuss a key theme or hot topic related to an inclusive curriculum. As a supportive, professional community we will work together to consider the options, develop FAQs and share resources so we don't always have to start from scratch.

Feel free to share the link with your circles of support and email us with the topics/ resources/ subjects to cover each month.

In this module, AP leaders will be exposed to:

• current thinking and research on leadership of teaching and learning in Further Education
• evidence-based approaches to improving teaching and learning
• applied skills for managing and developing AP teams
• a collaborative forum in which to share and exchange ideas for best practice in this area
• a reflective space in which to practise and develop their own communication skills for leading AP teams.
  

The sessions will provide an opportunity for our Centre for Excellence in SEND to share our effective practice of how we work with employers, our community including our parent/carers to help us give the best opportunities for our SEND learners. But even more importantly, it's an opportunity for you to share what you are doing well.

In these sessions held monthly, we will look at emerging current themes, share effective approaches and ask ourselves 'how might we' to shape ideas together. 

Critical analysis is a challenging skill for post-16 learners. Not only must they be accomplished at the underpinning reading skills but they must also learn to write in a very sophisticated way if they are to pick up the marks and recognition in the GCSE examination reading questions.

This course will explore that crossover between reading and writing and how to help learners to develop the skills of writing about their reading. We will investigate the much used PEED/L approach and consider and try out other strategies for helping learners to succeed in this area of English.

Context has long been a problem for learners, along with unpacking worded questions. It is important that we consider and reflect on how we question and word maths problems so learners can access them and demonstrate the knowledge they already possess.

This interactive course will provide a deeper look into how we approach questioning learners and how to develop learners' ability to transfer knowledge across contexts. It will also consider what makes for effective discussion and ways to address maths specific vocabulary.

This course looks at the Functional Skills English content for Speaking, Listening and Communicating to help you understand language requirements at different levels of the exam and why it needs to be taught separately. It will explore examples of practical activities for supporting learners with opportunities to share ideas. It will include not only what to say in different circumstances but how to say it, how to listen in ways that communication flows and language features to help learners make choices in their own usage helping them with further study, assessment, and employment.

The aim of this programme is to challenge bias, remove obstacles to achieving leadership roles and provide coaching to motivate and build confidence in aspiring leaders across the sector. The programme includes organisational culture change workshops and coaching for 30 diverse aspiring leaders and Governors, in particular those from a BAME background and those with protected characteristics under the Equality Act 2010. New for 2021/22 is a diversity masterclass series of three modules covering topics to address and reverse structural discrimination and to promote diversity and inclusion.