CPD Packages and Programmes

The following courses can all be tailored and adapted to meet your school’s specific needs. Please contact me to discuss a model that best suits your requirements:

Making Good Progress: What do we know really works?

4 x 0.5 days

This CPD package is based on the published research from the Education Endowment Fund and Sutton Trust Toolkit which ranks strategies and approaches according to evidenced based impact on attainment. Teachers will be led through an in-depth study of the following approaches that can be implemented into day-to-day teaching and learning:

  • Metacognition and Self Regulation
  • Mastery Learning
  • Effective Feedback
  • Teaching of Reading for Meaning

Effective Feedback: Are we getting through?:

0.5 day

Research evidence suggests that Verbal Feedback is one of the most effective tools teachers have at their disposal. This CPD looks at why this might be the case and how we can make the best use of it at the point of children learning. It examines the different opportunities and points through learning where verbal feedback can make a difference.

High Quality Talk for Learning:

0.5 day

Delivering a curriculum that has high quality talk at the heart of it can be challenging. This CPD aims to equip teachers with strategies for better quality questioning and dialogic talk and provides practical ways to enable collaborative and evaluative talk to grow in the classroom.

Mastering the Learning : Knowing the 'What' and the 'How'

1.0day

Many schools are now aiming to develop and build a Mastery Curriculum for their learners; providing a curriculum and approach that ensures learning ‘sticks’. This CPD looks at the research and pedagogy behind mastery learning and presents the key elements that need to be built into planning, teaching and learning in order for children to secure skills and knowledge.

Early Word Recognition and Language Comprehension

EYFS teachers and teaching assistants and English Leads 1.0 day :

This CPD focuses on the crucial Early Reading skills that must be in place for children to develop into successful readers.

EYFS teachers and teaching assistants will have the opportunity to review evidence -based research in this field and consider what best practice in the teaching of early Phonics and Language comprehension should include.

Participants will be given in-depth knowledge of developing Word Recognition skills including the importance of Phonological Awareness and will be supported to develop a systematic and progressive Early Reading curriculum for EYFS children.

Using High Quality Texts to develop Phonological Awareness and Early Language Comprehension

EYFS teachers and Teaching Assistants. 0.5 day :

Knowledge of high quality texts that support teaching of language skills is a crucial element of teachers’ expertise.

Teachers will have the opportunity to update their knowledge of high quality, recently published texts for young children that can support the development of phonological awareness and early language comprehension.

The CPD will consider and demonstrate how texts can be a highly effective tool to teach Early Reading Skills of Language Comprehension and Phonological Awareness.

Phonics: Fundamentals for Reading and Writing:

Key Stage 1 teachers and teaching assistants and English leads. 1 day or 2 x 0.5days

The systematic teaching of Phonics is recognised as fundamental to children’s progress in reading. Teachers will be equipped to teach Phonics effectively by ensuring they have :

  • a secure understanding of the terminology of Phonics required to teach it effectively
  • understanding of expectations and progression of skills for each age and stage as laid out in ‘Letters and Sounds’
  • knowledge of what a daily lesson should contain
  • engaging strategies and approaches to use in Phonics lessons
  • good systems in place for assessment, tracking and intervention

Phonics : Catching up and Keeping Up.

Key Stage 2 teachers and teaching assistants and English leads: 0.5 day

For some children, progress in Phonics skills may have been delayed or hindered in KS1 and as they enter Key Stage 2 their reading and spelling skills can remain weak. This CPD enables KS2 teachers to analyse the gaps that children have in either reading or spelling as well as familiarising them with the skills and knowledge needed to teach phonics effectively to KS2 learners. Teachers will have:

  • a secure understanding of the terminology of Phonics required to teach it effectively
  • understanding of expectations and progression of skills for each age and stage as laid out in ‘Letters and Sounds’
  • understanding of how to analyse the gaps in children's learning and understanding
  • an outline of what effective daily intervention should include

Knowledge and Understanding of Grammar and Punctuation- more than a test:

This CPD can be adapted to specific audiences: i.e Key Stage 1, Lower KS2, Upper KS2: 1.5 hours per Key Stage (twilight)

This course provides the basic knowledge and understanding required for the effective teaching of Grammar and Punctuation in both Key Stage 1 and 2. Teachers will:

  • Secure their subject knowledge in relation to the relevant expectations laid out in the National Curriculum
  • Develop a range of approaches and strategies to teach grammar knowledge explicitly
  • Reflect on how Grammar teaching can be applied into reading and writing.
  • Understand a sequence of teaching that ensures Grammar learning impacts on writing.

Instead of Comprehension; Teach Active Reading Skills.

Key Stage 1 or 2 teachers (CPD can be tailored according to the participants) 1.0day

Research currently provides strong evidence that learners must be taught the explicit skills used by fluent readers when reading a text.

Participants will :

  • be taught the 6 separate but complementing active reading skill that are used by fluent readers.
  • Be provided with practical approaches and strategies to teach the skills
  • Become familiar with the crucial skill of ‘modelled reading’ as a pedagogical approach required to teach reading.
  • Review the opportunities to teach, practice and apply independently the active reading skills needed to read for meaning.

Word Power: More words: Greater success

Key Stage 1 and /or Key Stage 2 teachers 1.0 day or 2 x 0.5days

Recent research and professional surveys have identified children’s increasingly limited vocabulary as having a significant impact on their ability to engage with and understand more challenging texts and how this can then impact on future life opportunities. This CPD aims to:

  • Support teachers to identify the literary language within texts required to be explicitly taught.
  • Provide practical strategies to enable learners to understand and assimilate new vocabulary.
  • Present high quality texts that can be used to develop and extend vocabulary.
  • Provide a sequence of teaching that demonstrates where vocabulary teaching and learning can occur.

Using Quality Texts to deliver dynamic, purposeful writing outcomes : There's more out there than Dahl and Donaldson.

Key Stage 1 or 2 teachers (CPD can be tailored according to the participants) 0.5 day

Choice and use of quality texts to drive English teaching and learning can be a highly effective tool. This CPD aims to:

  • Demonstrate how a quality text can be used to provide purposeful and engaging writing outcomes. (texts will be selected according to the Key Stage participants work in )
  • Demonstrate the principles of moving from Reading into Writing over a period of weeks through a sequence of teaching
  • Provide strategies and inspiration for real audiences and purposes for writing.
  • Increase teacher knowledge of high quality authors and texts.

Developing a Pedagogy of Reading for Pleasure

English Subject Leaders and Teachers : 1.0 day or 2 x 0.5days

Significant recent research is now stressing the need to teach the ‘will’ of reading alongside the ‘skill’. Strong evidence supports the view that an intrinsic motivation to read will have a hugely positive outcome on life opportunities and outcomes. Over the course of the CPD, participants will:

  • Consider research- based evidence to support a Reading for Pleasure approach in schools
  • Reflect on the importance and impact of Teachers who Read.
  • Consider how their school environment promotes a culture of reading.
  • Implement practical strategies to develop informal book talk within school and classrooms.

Teaching Poetry: Playing with rich language

KS1 or KS2 teachers: 0.5 day

Poetry can be a powerful tool to develop vocabulary, inference and language choice as well as providing engaging and inspiring models for children to produce their own poetry. Effectively taught, poetry can provide rich language memories that children can carry with them throughout life.

In these CPD sessions teachers will:

  • Reflect on the place Poetry plays in the National Curriculum
  • Ways that poetry can be used to enhance and inspire the Reading curriculum.
  • Strategies and approaches that can support the writing of poetry.
  • Become familiar with high quality poets and their poems.

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