E-learning landing page

  • Beyond the e-safety net

    This on-line resource enables ICT subject teachers and subject leaders to explore the technical implications of e-safety and to integrate this knowledge into their teaching of the renewed ICT curriculum. The course raises awareness of key issues of e-safety, including security, moral, ethical and legal aspects of Internet use and digital communications.

  • Classroom Quality Standard CQS guided resource

    Self evaluation tool supporting teachers in auditing, planning and development of classroom practice in English, mathematics, science, ICT and PE with a focus on gifted and talented learners.

    • Classroom Quality Standards (CQS)

      Self evaluation tool supporting teachers in auditing, planning and development of classroom practice in English, mathematics, science, ICT and PE with a focus on gifted and talented learners.

  • Communication Language and Literacy: Early reading

    Designed for anyone working with young children, this e-learning resource tackles language development, early reading, early writing and phonics. Practical examples illustrate the underpinning theory and research, with links to many useful video and text resources.

  • Developing Literacy in Initial Teacher Training DLITT

    Subject and pedagogic knowledge development for trainees, mentors and non-specialist tutors in the teaching, assessing and supporting progress of childrenメs learning in key aspects of literacy.

    • Developing Literacy in Initial Teacher Training resource

      This e-learning resource is for Initial Teacher Training (ITT) providers to enhance training in line with the recommendations of the Rose Review of Early Reading and national priorities for literacy.

    • DLITT: Progressing learning in literacy

      This seventh unit of the DLITT series augments the first six units by supporting trainees, mentors and non-specialist tutors in progressing their own and children's learning in literacy. It also supports mentors and others working with trainees in providing subject-specific support.

  • Developing mathematics in ITT

    Subject and pedagogic knowledge development for trainees, mentors and non-specialist tutors in key areas of teaching and learning primary mathematics.

  • Early Reading e-learning course

    E-learning course for NQTs and teachers new to reception classes, including overseas teachers, to support the planning and delivery of a balanced reading curriculum to support children's word recognition and language comprehension.

    • Early Reading course

      E-learning course for new reception teachers to plan and deliver a balanced reading curriculum to support children's word recognition and language comprehension.

  • Early Years Working with parents and carers e-learning course

    This course aims to support practitioners in developing effective partnerships with parents by working through four modules that enable practitioners to gather ideas, research areas for development, evaluate their current practice and plan for their next steps in inviting,encouraging and supporting parental engagement.

    • Working with parents and carers module

      An Early Years practitioners’ e-learning course to support evaluating current practice in working in partnership with parents and to provide ideas for activities for improving and developing practice.

  • Ensuring the attainment of white working class boys in writing e-learning course

    This course enables users to review the approaches of five schools to data analysis and the identification of the target groups. It covers action planning, the work undertaken by each school to improve the writing of the identified pupils and the key findings of each project.

    • Course module

      E-learning course showing the planning and work undertaken in five secondary schools to improve the writing of identified pupils.

  • Evaluating School Performance: Post 16

    Providing guidance, advice and examples to those working in a post-16 setting involved with the use of data to evaluate and improve school performance.

  • Evaluating School Performance: Primary

    Providing guidance, advice and examples to those working in a primary setting involved with the use of data to evaluate and improve school performance.

  • Evaluating School Performance: Secondary

    Providing guidance, advice and examples to those working in a secondary setting involved with the use of data to evaluate and improve school performance.

  • Evaluating School Performance: Target setting

    Providing guidance, advice and examples to those setting targets who are involved with the use of data to evaluate and improve school performance.

  • Evaluating School Performance: Understanding data analysis

    E-learning module providing guidance, advice and examples to improve the data literacy of those involved in using data to evaluate and improve school performance.

    • Understanding data analysis

      E-learning module introduces statistical techniques and performance indicators developed for evaluation and improvement of school performance.

  • Every Child a Writer (ECaW) support materials

    Outlining the key approaches used in the Every Child a Writer programme and supporting the implementation of the programme in both LAs and schools.

    • Every Child a Writer (ECaW) support materials

      These materials contain video footage of the pilot in action, including the work of leading teachers (LTs) and class teachers, tuition sessions and feedback on the effectiveness of the pilot, alongside interactive resources and e-learning tools to support wider learning. They can be accessed by a range of different audiences: LAs, headteachers, LTs, Year 3 and Year 4 teachers and tutors.

  • Functional skills e-learning course

    Providing a clear understanding of the vision and purpose of functional skills, securing its use and of applied learning.

  • Gifted and Talented e-learning modules for leading teachers

    E-learning modules for Gifted and Talented (G&T) leading teachers provide opportunities to reflect on G&T issues and approaches to addressing them, to practise strategies which have been found to be effective and to develop action plans for your own context. The modules also provide links to a range of resources and exemplification.

    • Module 8: Learning beyond the classroom

      In this module you will learn what learning beyond the classroom means and consider this in the context of G+T provision in your school, and what may need to be developed to enhance provision for G+T learners to complement effective G+T provision in the classroom.

    • Module 13: Primary science

      This module will examine using a high degree of challenge to benefit all pupils, including the gifted; how to increase challenge and encourage higher order thinking through discussion, scientific enquiry and focused recording as well as how to map classroom outcomes to the Institutional Quality Standards (IQS) and Classroom Quality Standards (CQS).

    • Core module 1: Teaching and learning

      This module will support you as a leading teacher to reflect on your own practice and will underpin and model your work on leading the improvement of G+T education across the school.

    • Module 15: PE and sport

      This module will support you as a subject leader or leading teacher of G+T to improve provision and outcomes for G+T learners in PE and sport.

    • Module 11: Learning in the Early Years Foundation Stage

      This module consists of e-learning introductions to key concepts and skills for effective teaching and learning for G+T children in EYFS, structured activities and reflection to apply those concepts in your school, and access to resources to help you take the learning further.

    • Module 17: Supporting gifted and talented provision in secondary science

      This module will support you as a leading teacher of G+T in working with colleagues to further develop your G+T provision. It provides information, resources and activities to enhance the provision, pedagogy and personalisation your school offers its G+T pupils in science.

    • Module 12: Key Stages 1 and 2

      This module consists of: introductions to key concepts and skills for effective teaching and learning for G+T children; structured activities and reflection to support you in applying those concepts in your school; access to resources to help you take the learning further; and support in the role of leading teacher for G+T children.

    • Module 10: English

      This module will explore what we mean by gifted in English, how you identify and develop gifted pupils, and develop an approach to measuring impact that aligns with your objectives and strategies.

    • Module 7: G+T learners with particular needs

      This module will encourage you to challenge some of the assumptions that you may make about identifying, recognising and developing appropriate strategies to meet the needs of an identified group of G+T pupils.

    • Module 5: Career development for G+T learners

      This module will examine ways in which you can help teachers provide independent challenge for their learners and consider the specific needs of G+T pupils which may relate to career development.

    • Module 9: Working with parents and carers

      This module is about working with parents and carers. It discusses strategies for working with parents and carers and looks at the challenges you might come across.

    • Module 6: Transfer and Transition

      This module is designed to support leading teachers in developing successful Primary-to-Secondary school transfer programmes, from an initial audit of needs, through development, to successful and ongoing implementation.

    • Module 14: Mathematics

      This module will support you as a class teacher and as a leading teacher of G+T mathematics pupils.

    • Module 4: Accessing and extending knowledge and understanding to support G+T

      This module introduces you to some information and resources that can support you in identifying and exemplifying good practice in your role.

    • Core module 3: Taking the lead in G+T

      This module will support you as a leading teacher to reflect on your own practice and will underpin and model your work on leading the improvement of G+T education across the school.

    • Core module 2: Identification

      This module will give you a good understanding of the challenges, issues, principles and processes behind identifying G+T pupils in your school. It will support you in your role as a leading teacher in working with colleagues on identification.

    • Module 18: Supporting gifted and talented learners in music

      This module will support you as a leading teacher or as a class teacher in reflecting on the current practice and provision in music for gifted andtalented pupils in your school.

    • Module 16: Supporting gifted and talented learners with English as an additional language (EAL)

      This module will support you as a leading teacher of G+T in working with colleagues to improve provision and outcomes for all G+T pupils, in particular those with English as an additional language (EAL).

  • Guidance for childminders

    Increasing childminders' confidence through developing their skills in observation, assessment and planning.

    • Module 1 Setting the scene

      This module provides an introduction to the history of the EYFS and focuses on benefits of the home environment and how the EYFS relates to childminders in the home environment.

    • Module 2 Observing children

      At the end of this module childminders will have a better understanding of how and what to observe, assessing children’s progress and planning next steps in development and learning.

    • Module 3 Childminders tell their own stories

      This module looks at three different childminders’ stories. It explores how they have incorporated the EYFS into their practice and how this has been a positive benefit to them.

  • ICT subject leader development e-learning: The four cornerstones

    Explaining the key elements involved in maximising pupil progress in ICT - the cornerstones - and how to use them to develop an initial assessment of a school's approach.

  • ICT subject leader development: Challenging the Gaps

    Raising awareness of underperforming groups and providing help with reviewing and revising the use of periodic assessment to identify barriers to pupils' progress.

  • ICT subject leader support e-learning

    Supporting ICT teachers in secondary schools who are new to the role of subject leader by focusing on key tasks and offering pathways through key documents provided by the National Strategies.

  • IDP - An Introduction

    An introduction to the Inclusion Development Programme (IDP)

    • An introduction to the IDP

      Supporting teaching pupils in your school who have special educational needs (SEN) and learning difficulties.

  • IDP ヨ EYFS Teaching and supporting pupils on the autism spectrum

    Enabling practitioners supporting children on the autism spectrum in the Early Years setting to identify how different aspects of autism may affect children's learning.

    • An introduction to the IDP

      Supporting teaching pupils in your school who have special educational needs (SEN) and learning difficulties.

    • Introduction

      This introductory e-learning module provides an overview of the course, which is designed for practitioners in Early Years settings who support the learning and development of children on the autism spectrum.

    • A unique child

      This e-learning module explores how autism might affect a child and how you can make a difference by the way you support that child.

    • Positive relationships

      This e-learning module focuses on ways to build positive relationships with children and parents/carers.

    • Enabling environments

      This e-learning module focuses on how to create an enabling environment for children on the autism spectrum.

    • Learning and development

      The final e-learning module focuses on how to create an enabling environment for children on the autism spectrum.

  • IDP ヨ EYFS: Teaching and supporting pupils with BESD

    Helping Early Years practitioners support children with behavioural, emotional and social difficulties.

    • An introduction to the IDP

      Supporting teaching pupils in your school who have special educational needs (SEN) and learning difficulties.

    • Module 1: Introduction

      This module introduces practitioners to some of the key concepts of the course, children's learning about behaviour, the importance of relationships and an understanding of children and their development.

    • Module 2: A Unique Child

      Support children with behavioural, emotional and social difficulties through use of the observe, assess, plan cycle and an understanding of how children's behavioural, emotional and social skills develop.

    • Module 3: Positive Relationships

      Develop an understanding of the important relationships practitioners will forge with key groups of people, mothers and fathers, children and other professionals.

    • Module 4: Enabling Environments

      Consider the environment and the ethos of the setting and the influence they can have on children's behaviour.

    • Module 5: Learning and Development

      Consider the practitioners understanding of this area of learning and the approach and language they use to support this important area of development.

  • IDP ヨ EYFS: Teaching and supporting pupils with SLCN

    The Inclusion Development Programme (IDP) Early Years Foundation Stage (EYFS): Speech, language and communication needs (SLCN) e-learning course is designed to help early years practitioners in schools and settings in the early identification and support of children with SLCN.

    • An introduction to the IDP

      Supporting teaching pupils in your school who have special educational needs (SEN) and learning difficulties.

    • Module 1: Introduction

      Introductory e-learning course module and resources strengthening the confidence and expertise of practitioners and teachers in meeting high incidence special educational needs (SEN).

    • Module 2: A unique child

      This e-learning module for Foundation Stage staff and leaders supporting young children with speech, language and communication needs (SLCN) shows the process of identification of a child's stage of development by recognising, describing, planning and reviewing progress using descriptions taken from EYFS Communication, Language and Literacy Development Matters.

    • Module 3: Positive relationships

      This e-learning module is for Foundation Stage staff and leaders supporting young children with speech, language and communication needs (SLCN).

    • Module 4: Enabling environments

      This e-learning module for Foundation Stage staff and leaders supporting young children with speech, language and communication needs (SLCN) considers the aspects of the physical environment, the emotional environment, and the wider environment.

    • Module 5: Learning and development

      This e-learning module for Foundation Stage staff and leaders supporting young children with speech, language and communication needs (SLCN) looks at an effective setting which is inclusive, provides a balance of freely-chosen and adult-led activities, identifies and meets the needs of children, and plans for effective transitions.

  • IDP ヨ Primary and Secondary: Teaching and supporting pupils on the autism spectrum

    The Inclusion Development Programme (IDP) Primary and Secondary: Teaching and supporting pupils on the autism spectrum e-learning course supports teachers in meeting the needs of pupils on the autism spectrum.

    • An introduction to the IDP

      Supporting teaching pupils in your school who have special educational needs (SEN) and learning difficulties.

    • Course module

      Activities and resources to strengthen the confidence and expertise of teachers in meeting high incidence special educational needs (SEN).

  • IDP ヨ Primary and Secondary: Teaching and supporting pupils with BESD

    Supporting teachers, teaching assistants and other members of the Children's Services workforce to gain a foundation level understanding of the key factors that contribute to pupils having behavioural, emotional and social difficulties (BESD) as a special educational need (SEN).

    • An introduction to the IDP

      Supporting teaching pupils in your school who have special educational needs (SEN) and learning difficulties.

    • Supporting pupils with BESD module

      A professional development module that provides access to resources and a self-evaluation tool, to help teachers consider how they engage with pupils with Behavioural, Emotional and Social Difficulties (BESD) and how they might develop this practice further.

  • IDP ヨ Primary and Secondary: Teaching and supporting pupils with dyslexia

    Suite of Inclusion Development Programme materials for the primary and secondary audience. It offers foundation level knowledge for all teachers, teachers in training, NQTs and teaching assistants about how to make adjustments to support pupils with dyslexia and SLCN.

    • An introduction to the IDP

      Supporting teaching pupils in your school who have special educational needs (SEN) and learning difficulties.

    • Teaching and supporting pupils with dyslexia

      This resource is part of a suite of Inclusion Development Programme materials for the primary and secondary audience. It offers foundation level knowledge for all teachers, teachers in training, NQTs and teaching assistants about how to make adjustments to support pupils.

  • IDP ヨ Primary and Secondary: Teaching and supporting pupils with SLCN

    This e-learning course offers foundation level knowledge for all teachers, teachers in training, NQTs and teaching assistants about how to make adjustments to support pupils with speech, language and communication needs (SLCN).

    • An introduction to the IDP

      Supporting teaching pupils in your school who have special educational needs (SEN) and learning difficulties.

    • Teaching and supporting pupils with SLCN

      This resource is part of a suite of Inclusion Development Programme materials for the primary and secondary audience. It offers foundation level knowledge for all teachers, teachers in training, NQTs and teaching assistants about how to make adjustments to support pupils with speech, language and communication needs (SLCN).

  • Improving Schools Programme (ISP) in action

    This suite of elearning modules provides information and guidance about the core elements of effective primary school improvement.

    • School Improvement diagram

      This interactive diagram will help you to learn more about the ISP termly cycle of school improvement.

    • Pupil Progress Meetings

      Learning from the Improving Schools Programme (ISP) has found that the use of pupil progress meetings is essential in providing a regular timetabled forum for analysis and discussion of the factors that have supported progress and identify collaborative actions to overcome specific barriers to progress.

    • Single Plan

      The termly operational raising attainment plan (RAP) spotlights the key objectives to improve learning and teaching and develop leadership and management. It makes the high impact actions for the next term explicit to all stakeholders in order to raise attainment and accelerate progress for vulnerable or underachieving groups.

    • Learning and Teaching

      Quality first teaching is an entitlement for all pupils and therefore needs to be consistently at least good or better across the whole school to ensure sustainable improved outcomes for all pupils and the accelerated progress for pupils identified as slow moving, stuck or falling behind.

    • Whole School

      The key to a highly skilled workforce is an effective whole-school systematic approach to continuing professional development (CPD) with bespoke application of well-evidenced materials to inform provision, within the context of the school’s improvement priorities.

    • Tracking

      A school needs to establish rigorous pupil tracking systems as a critical first step towards ensuring the learning needs of all pupils are met. The school tracking systems should provide a regular, accurate picture of pupils’ attendance, behaviour, attainment and progress at whole-school and at class level.

  • Improving teaching: leading learning ヨ Primary

    Teachers can use these e-learning modules to support them in extending and deepening their knowledge and understanding of key aspect of teaching and learning. Each module offers a guided route through practical strategies that can be tried out and applied in the classroom.

  • Improving teaching: leading learning ヨ Secondary

    Teachers can use these e-learning modules to support them in extending and deepening their knowledge and understanding of key aspect of teaching and learning. Each module offers a guided route through practical strategies that can be tried out and applied in the classroom.

  • Intervention in Science

    Exploring the process of intervention in science, particularly within the context of quality first teaching, which enables successful learning.

    • Evaluate

      To EVALUATE whether the intervention supported pupils to make progress in science

    • What

      Identifying WHAT gaps in learning have prevented pupils from making appropriate progress in their learning of science

    • Try

      Providing appropriate intervention in science to TRY to address pupils’ identified needs

    • Which

      Identifying WHICH pupils require intervention to enable them to make appropriate progress in their learning of science.

    • Why

      Identifying WHY pupils did not make progress in the aspects of science that you identified

  • Know the Gaps

    Developing the use of RAISEonline web resources to analyse and interrogate school performance data according to different types of pupil vulnerability and disadvantage.

  • Maximising pupil progress (MPP) ヨ formerly Progressing to level 6 and beyond in science with added 'How Science Works'

    Virtual school offering a range of resources to develop teachers' and pupils' HSW practice, pedagogy and independent learning to move pupils from Key Stage 2 L5 to L6+ and Key Stage 3 L6+ to grades A*B.

  • New Arrivals Excellence Programme (NAEP)

    Introduction to the New Arrivals Excellence Programme focussing on effective processes for welcome and induction, initial pupil assessment, support systems and classroom intervention.

    • New Arrivals Excellence Programme e-learning module

      The NAEP e-learning resource will help you to understand effective processes for welcome and induction, initial pupil assessment, support systems and classroom intervention. It provides an introduction to this area of work whether you work in a primary or secondary school.

  • Nutshells: Cross Phase

    These short tutorials provide information and advice for primary and secondary school leaders, teachers and advisers to support them in ensuring the needs of gifted and talented pupils are met in classrooms on a day-to-day basis. They can support teachers in identifying and developing potential in pupils and help to prevent underachievement particulalry among the more able.

    • Assessment for learning: Challenging G&T pupils

      Assessment for Learning (AfL) is a key tool for ensuring the engagement and progress of highly able learners. Explore AfL and understand better how to use it effectively to support you in challenging gifted and talented (G&T) pupils.

    • Questioning for higher order thinking

      When teachers improve their questioning skills they improve classroom learning for everybody but especially for gifted and talented students. Use this tutorial to explore how to develop your skills in asking thought-provoking questions, and how to offer students an environment in which they can try out ideas and collaborate to build new knowledge.

    • Learning is for life: Developing autonomy in G&T learners

      All pupils who are currently in education need to be equipped to carry on learning throughout their lives. Explore how to help gifted and talented (G&T) pupils in particualr to become autonomous learners, taking charge of the route and extent of their own learning, directed by and in negotiation with their teachers.

    • Gifted but not achieving: Exploring underachievement in G&T pupils

      Explore how to ensure that children with dual or multiple exceptionality, whose gifts and talents often go unnoticed, can be supported to reach their full potential.

    • Young, gifted and different: How and why giftedness may be hidden

      Sometimes there are factors that make high ability, gifts and talents hard to spot in school. Explore some of the factors that mask ability and consider how gifted pupils may be recognised in spite of them.

    • The 'T' in G and T: Recognising talent in music

      Is performance the only way we determine musical talent? Raise your awareness of a wider definition of musical talent and ways of offering opportunities to all pupils so that talent can emerge and be identified. Find out more about how to enrich and develop pupils' musical experiences and talents.

    • G&T in transition: Issues for transfer from KS2 to KS3

      Highly able children are often affected by their transition between key stages, especially in the move from primary to secondary school. This tutorial considers strategies around key issues such as transfer of data, identification, challenge in the curriculum and teaching and learning which can help smooth the process.

  • Nutshells: Primary

    This range of modules is designed to support primary G&T leading teachers and phase leads in ensuring day-to-day teaching and learning both challenges and supports gifted and talented students.

    • Young, gifted... and what does that mean?

      Explore the beliefs that underpin the provision we make for identifying and developing giftedness. Think about what we mean by giftedness and the challenges of seeing beyond the obvious, recognising that providing for gifted and talented children is all about inclusion.

    • Who are they and how do I know?

      Explore some ways to develop your own skills in identifying giftedness in the children you teach, drawing on a range of tools and approaches, and consider the importance of your classroom provision as a means of developing potential and through that to identification in its own right.

    • Not more but different: Designing classroom challenges

      Develop techniques that offer scope for enriching and extending learning opportunities and be equipped to plan and deliver lessons in a way that will personalise learning and meet the needs of your most able as well as your least able pupils.

    • English for G&T in the primary classroom: Breadth, depth and acceleration

      Reflect on your current practice for helping primary pupils gifted in literacy to explore their full potential and consider how to provide for gifted language users, looking at breadth (enrichment), depth (extension) and acceleration.

    • What does it mean to be Gifted and Talented? Who are they and how will I know?

      Gifted students are those with most academic potential, talented students are those with aptitude in an artistic, sporting or vocational area. Explore how to ensure good practice that will identify those with potential as well as those who are currently achieving, including those who have extra barriers to overcome that may be hindering their progress.

  • Nutshells: School Improvement Partners

    These modules enable school improvement advisers and others working with school leaders to effectively support self-evaluation and improvement in provision and outcomes for able and gifted and talented learners.

  • Nutshells: Secondary

    This range of modules is designed to support secondary G&T leading teachers and subject leads in ensuring day-to-day teaching and learning both challenges and supports gifted and talented students.

    • If you want to build higher dig deeper (mathematics)

      Many high performing mathematicians are rushed through the curriculum and miss out on opportunities to explore the subject in depth. This Nutshell will consider an alternative to accelerating students through the curriculum, and highlight the value of challenging students to 'work mathematically'.

    • HOTS not MOTS (mathematics)

      Highly-attaining students often comment that they are insufficiently challenged or inspired by the diet of mathematics they are presented with in school. This Nutshell describes strategies to increase interest and challenge by adapting standard questions, whilst still addressing the requirements of the syllabus.

    • Recognising and identifying giftedness in science

      Science teachers working with gifted students sometimes find it difficult to define (and therefore provide for) the most able. Explore your understanding of the term 'gifted' in science and consider the implications that this has for teaching approaches.

    • Higher order thinking in the science classroom

      Science teachers working with gifted students sometimes find it difficult to provide for the most able. Explore how to develop Higher Order Thinking and the use of probing or Socratic questioning to promote cognitive challenge.

    • English for G&T in the secondary classroom

      Providing for the most able in English can be rewarding for teachers but is a challenge. Explore approaches to thinking and questioning skills that provide challenge to students in the three key areas of reading, writing, and speaking and listening, and support students' development as confident learners and high attainers.

    • Work Related Learning for G&T

      Develop your understanding of Work-related learning (WRL) objectives, activities and outcomes and consider how you can provide appropriate WRL opportunities that stretch and challenge gifted and talented (G&T) students and meet their specific learning requirements. Also assess the extent to which your existing G&T provision may already be contributing to whole-school WRL provision.

    • Going off the map to support gifted geographers in the classroom

      Develop your skills in providing lessons for gifted geography students that address relevant, real-world issues, require them to carry out their own research, draw conclusions and present their ideas and opinions in a way which best suits their particular skills and abilities.

  • Nutshells: Whole School

    Effective provision for gifted and talented pupils requires a whole-school approach and the support of the senior leadership team. These short modules support the embedding of G&T approaches in some key areas of whole-school provision.

    • Moving forward in my school

      As gifted and talented children progress through school there needs to be a systematic approach both to providing challenge and to tracking their progress to allow for personalisation. Teachers also need to be aware of the potential social and emotional impact of giftedness on some children.

    • Measuring effectiveness: How are we doing?

      Gifted and talented education is integral to the school's inclusion agenda and personalisation; explore the contribution different stakeholders can make to developing and implementing an effective whole-school policy for gifted and talented (G&T) pupils and look at some of the resources available to help you evaluate your efforts.

    • The parent perspective: Involving parents and carers in the education of G&T students

      Parents and carers are a crucial influence on what children experience and achieve. Explore how your school can take advantage of the significant role of parents/carers, listen to the information that they offer and actively support them as partners in the education of their gifted and talented (G&T) children.

    • Smarter together: Co-coaching to develop strategies for G&T

      Co-coaching is an effective process that provides continuing professional development (CPD) for practitioners wishing to develop approaches for working with gifted and talented (G&T) students. Explore the principles of co-coaching and the skills you need to develop to build and sustain effective co-coaching relationships.

    • Student voice and G&T provision: How one supports the other

      Meeting the needs of gifted and talented (G&T) students offers its own particular challenges which student voice initiatives can help resolve. Explore student voice initiatives likely to lead to improved learning experiences for G&T students within curriculum areas and also offer meaningful enrichment.

    • Allowing the gifted and talented to flourish: Creating the environment

      Provision for gifted and talented (G&T) students is often made through enrichment and extension activities outside lessons but it is vital that their learning needs are met in the classroom as well. Explore how to build an active and vibrant learning community in your classroom as a more sustainable long-term means of meeting the needs of your G&T learners.

  • Planning For Effective Intervention

    Provides support to Primary senior leaders, teachers and practitioners to improve the targeting of intervention to tackle underachievement and narrow gaps in attainment. This e-learning module will help you to establish a clear provision policy and a school-wide strategy for intervention.

    • Planning for Effective Intervention

      Provides support in the development and implementation of targeted intervention to be adopted by senior leaders at a school level and practitioners at an individual pupil level. Gives an overview of the steps needed to ensure that interventions are managed effectively and impact positively on childrenメs progress.

  • Problem solving reasoning and numeracy (PSRN)

    Teaching Early Years practitioners the principles underpinning effective practice in problem solving, reasoning and numeracy (PSRN).

  • Progress Matters e-learning course

    This e-learning course supports leaders and managers with the process of monitoring children's progress and offers a useful tool to enable them to review how well children in their setting are doing over time.

    • Progress Matters Module

      This e-learning course supports leaders and managers with the process of monitoring children’s progress and offers a useful tool to enable them to review how well children in their setting are doing over time.

  • Progression guidance professional development course

    Exploring the effective use of data to support the evaluation of progress for pupils identified as having special educational needs, learning difficulties and disabilities (SEN/LDD).

  • Progression through engagement from assessment to planning Key Stage 2

    Demonstrating how to ensure progression for all children within an engaging learning context, drawing on quality texts, and how to organise manageable delivery of this in the classroom.

    • Key Stage 2

      A class teacher shows how she analyses and interprets Assessment for Learning information for her mixed ability class. She then demonstrates how she uses a variety of online support from the Primary Framework to help her plan and organise a range of whole-class, guided and one-to-one learning experiences that will help meet her children’s identified needs.

  • Pupil progress meetings e-learning

    Giving practical guidance on developing the use of pupil progress meetings (PPMs) in schools to support the progress of all learners and strengthen school self-evaluation.

    • Pupil Progress Meetings e-learning module

      This e-learning module aims to give practical guidance on developing the use of PPMs in school to support the progress of all learners and strengthen school self-evaluation.

  • Secondary English Assessing Pupils Progress (APP)

    This course introduces APP to new teachers, offers guidance to schools which have not yet introduced APP, and updates those teachers and schools where APP was implemented based on the APP Handbook prior to November 2008. The course explains how APP fits into the Government’s Assessment for Learning (AfL) strategy and the way in which APP operates on a more practical level.

  • Secondary Literacy in ITT: Library

    This module uses video of trainees and mentors working and teaching, linked to a range of activities and resources: it emphasise the role effective use of literacy can have in strengthening subject teaching; supports the development of relevant subject and pedagogic knowledge and clearly demonstrates effective application across subjects.

    • Secondary Literacy in Initial Teacher Training

      This module uses video of trainees and mentors working and teaching, linked to a range of activities and resources: it emphasise the role effective use of literacy can have in strengthening subject teaching; supports the development of relevant subject and pedagogic knowledge and clearly demonstrates effective application across subjects.

  • Secondary Mathematics CPD study modules

    Reinforcing, confirming and extending knowledge of the Key Stage 3 mathematics curriculum and developing teaching skills.

    • Module 1: Approaches to calculation

      Discusses the development of calculation from Key Stage 2 to Key Stage 3 to build on pupils' knowledge, skills and understanding. It also considers teaching methods to support the development of calculation strategies, using subtraction as a focus.

    • Module 2: Using calculators

      This module discusses when it is and is not appropriate for pupils to use a calculator. It considers the skills that pupils need to use a calculator effectively and efficiently and discusses the progression of calculator skills and the implications for teaching.

    • Module 3: Thinking about algebra

      This module considers some stimulating activities for teaching an aspect of algebra, the simplification of algebraic expressions. It discusses how the activities can also help to develop algebraic reasoning and considers how the activities might be incorporated in mathematics lessons.

    • Module 4: Making links in algebra

      In this module, you can explore the development of work on sequences, functions and graphs in Key Stage 3 and how they link across different aspects of algebra and with other strands of the mathematics curriculum. You can also see how the use of challenging activities can help develop pupils’ algebraic reasoning and the use of algebra in solving problems.

    • Module 5: Geometrical reasoning 1

      In this module, you can examine approaches to developing pupils’ visualisation and geometrical reasoning skills and consider progression towards geometric proof.

    • Module 6: Geometrical reasoning 2

      In this module, you can investigate the connections between loci and constructions. You can also explore a range of activities and resources to develop pupils’ visual and geometrical reasoning skills.

    • Module 7: Ratio and proportion 1

      In this module, you can look at ratio and proportion as a key mathematical idea, with its applications across many aspects of Key Stage 3 mathematics and other subjects. You will also be able to explore approaches to the teaching of ratio and proportion.

    • Module 8: Ratio and proportion 2

      In this module, you can appraise various methods for solving problems involving ratio and proportion and see how mathematical problems and methods can be simplified or made more challenging to meet the needs of different pupils. The module highlights links between ratio and proportion and enlargement and similarity.

    • Module 9: Mathematical processes and applications

      In this module, you can examine the nature of problem solving in Key Stage 3 and it’s implications for planning and teaching. You can also see examples of tasks that support the teaching of mathematical processes and applications and consider types of questions that will engage pupils in problem solving and probe their understanding.

    • Module 10: Effective oral and mental work

      In this module, you can evaluate the importance of oral and mental work in all parts of mathematics lessons and explore ways of incorporating this work into your own teaching.

  • Secondary Mathematics Parents pilot project

    Helping teachers increase parent and family engagement in children's learning of mathematics and to develop learning beyond the classroom.

    • The parents' pilot pack module

      Helping teachers increase parent and family engagement in children's learning of mathematics and to develop learning beyond the classroom.

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