The Maths Teacher Development Groups (MTDGs) are a new form of collaborative professional development from the Centres for Excellence in Mathematics (CfEM) project. Click on the links below for more information about the different groups available this year.

Motivating Learners: communicating that success is possible (4 sessions) 

Developing responsive teaching to meet learner needs (4 sessions) 

Using technology to develop mathematical understanding (4 sessions) 

Using context to develop mathematical understanding (4 sessions)

These interactive workshops provide a chance for participants to share ideas of effective practice, Each will focus on a particular maths teaching topic and introduce you to ideas from across the sector that have been tried and tested by practitioners.

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.

These interactive workshops will provide a chance for you to consider and share ideas of effective practice. Each will focus on a particular English teaching topic and introduce you to ideas from across the sector that have been tried and tested by practitioners.

Triangles are simple shapes, but their properties are used in many practical applications, for example in engineering and sciences. Understanding the fundamental properties of triangles is foundational to developing learners' understanding of trigonometry and geometry.

This interactive course is designed to enable participants to better support their learners in understanding triangle properties, Pythagoras, basic trigonometry and their practical applications providing a solid foundation for GCSE and vocational learners.

The course is for teachers of English in the post-16 sector who have resit learners or learners who experience barriers to progress in their learning of English.

The Chief Examiner highlights that there appears to be little understanding of the relationship between equation and graph, between graphs, parallel lines, or finding an equation from a straight-line graph. Linear and quadratic graphs are important as they represent connections between variables.

This interactive course will explore activities that you can use with learners to develop their understanding and solve linear graphs, recognise and interpret graphical quadratic equations and solve everyday contexts represented by graphs.

This interactive course provides trainers and leaders with the resources, ideas and support to deliver in-house professional development sessions that will introduce practitioners to the Education and Training Foundation's Essential Digital Skills (EDS) programme.

This interactive course offers an introduction to the key ideas and terminology of post-16 phonics. You will explore important guiding principles to apply to your practice to optimise the influence phonics can have on learners.

The course lays the foundations to give you the knowledge, confidence and motivation to go on to attend other phonics courses. English teachers know that many learners re-sitting exams want to improve their reading and spelling, and it is not always the case that learners studying GCSE feel more confident in reading and spelling than those studying Functional Skills.

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.

The Forums are themed to focus on current hot topics and issues that the Further Education and Training Sector is facing in relation to Safeguarding and Prevent. This is a dedicated, interactive space for discussing, exploring and networking.

The Forums are themed to focus on current hot topics and issues that the Further Education and Training Sector is facing in relation to Safeguarding and Prevent. This is a dedicated, interactive space for discussing, exploring and networking.

Why trauma-informed feminist leadership?

The handling, inequalities, and increasing inequalities and impact of the pandemic have shown, current and future leaders need to be trauma-informed. Not trauma in the old heroic sense of disasters, but trauma as feminists have redefined it -calling out social beliefs about gender, class, race, disability, migrants that victim-blame and protect perpetrators.

Why action learning?

Action learning is a particularly effective way of learning how to deal with real-world problems.

This timely ALS will help you become a more trauma-informed leader.

This course is a series of online networking and development events for FE College Chairs to generate the sharing of innovative and creative thinking in order to assist them in their roles during these challenging and unprecedented times.

College Chairs can also join the Chairs' Development Network group on LinkedIn. 

Join us to review your curriculum provision in line with Ofsted's Education Inspection Framework. 

Review your Intent and ensure learners with SEND are at the heart of strategic intent.