This course focuses on supporting differentiation on maths and English courses, in terms of learners' prior knowledge and experience of their subject, through non-linear curriculum planning and meeting the needs of learners with different levels of self-belief and resilience.

This course will support technical and vocational tutors, trainers and assessors to identify naturally occurring opportunities to develop learners' English skills which are needed for them to successfully complete their study programme, apprenticeship or vocational/ technical course.

This course explores a range of digital approaches, e-learning tools and websites for use in teaching Functional Maths and English. It aims to give participants an opportunity to widen their perspectives on how teachers can use digital technology to engage and support learners both in the classroom and in the development of blended learning.

The most powerful educational technology you will ever use with your students does not belong to your organisation. It belongs to the students. Your student's mobile phone can support learning in a wide range of ways from personal organisation to research and referencing, reading more efficiently, writing more productively, mastery learning, collaborative learning and alternative assignments.

This course aims to support ESOL practitioners working with New to ESOL (sometimes called 'pre-entry') learners. The content covers a broad range of aspects of this work including oracy and literacy teaching, phonics, participatory approaches to learning, literacy and language practices, and making the most of the New to ESOL Resources. Content is negotiated for each individual event. 

In this webinar we will explore the domain of maths and English - moving away from the syllabus and looking at the complex interplay of numeracy and literacy beyond the exam and in a variety of career paths.

This course focuses on practical strategies and reasonable adjustments for supporting learners with SEND on maths and English courses. It builds on the social model of disability in so far as it is the barriers created by attitudes or the physical environment that disable an individual, rather than their impairment or condition.

This course aims to support teachers of GCSE and Functional Skills English who have ESOL learners in their groups and need to ensure their approaches are inclusive and prepare all learners, including ESOL, to make progress.

This course aims to support ESOL practitioners working with New to ESOL (sometimes called 'pre-entry') learners. The content covers a broad range of aspects of this work including oracy and literacy teaching, phonics, participatory approaches to learning, literacy and language practices, and making the most of the New to ESOL Resources. Content is negotiated for each individual event. 

Using the time we have to plan for next year. Understanding what makes a great curriculum for maths and English and how this contributes to a successful 'deep dive'.

This course will introduce you to a variety of contextual materials and activities that may be used to develop learners' Functional Skills maths abilities. Help you to identify how and why context matters when developing learners' Functional Skills maths. Enable you to plan and design differentiated, inclusive Functional Skills maths sessions meeting Effective Practice Guidelines for assessment and tracking and help you to support learners to achieve Functional Skills maths outcomes.

This webinar will explore drama techniques, role play and forum theatre in order to improve outcomes in English language GCSE or Functional Skills.

This webinar will help teachers develop their confidence in understanding mental health issues faced by some of their students and look at practical ways to support them in a maths or English classroom.

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.