Assessment is an integral part of our learning and teaching. It facilitates daily ongoing review of individual progress and impacts on planning and target-setting for each child. In each phase of the school, students will have personal learning targets based on assessment outcomes. TS6 states that teachers must make accurate and productive use of assessment. But how do we do that? By downloading this resource, you  will understand the difference between formative and summative assessment understand how to make use of formative and summative assessment to secure pupils’ progress understand how to use relevant data to monitor progress, set targets, and plan subsequent lessons understand how to give pupils regular feedback, both orally and through accurate marking, understand how to encourage pupils to respond to the feedback. Ideal for trainee teachers and NQTs

All learners must be able to access the content of our lessons effectively. TS 5 stipulates that we must adapt our teaching to respond to the strengths and needs of all pupils. How do we do that? By purchasing this session you will learn: When and how to differentiate How to use approaches which enable students to be taught effectively Which factors inhibit students’ learning How to overcome these factors How to adapt your lesson plan for different learner needs Ideal for trainee teachers and NQTs

High expectations form the foundations on which effective teaching is built. As teachers, we have the ability to affect pupils outcomes in many ways. What we do not only impacts academic achievement, but wellbeing, motivation and behaviour. High expectations help to safeguard pupils from anxiety and fear of failure. How do we demonstrate this? Session objectives By purchasing this session, you will learn how to: create a positive classroom culture based on high expectations and shared values ensure that your own behaviour reflects the attitudes, values and behaviour you expect to see in pupils nuture a culture of mutual trust and support the difference between engagement and motivation

All teachers must be able to plan and teach well-structured lessons (TS4). Lesson planning is a significant element of teaching - we all plan our lessons… but the better the quality of the plan, the better the lesson. By downloading this session you will learn: The stages of the Learning Cycle and how they inform lesson planning How to set meaningful objectives How to develop the introduction How to plan specific learning activities/episodes How to plan to check for understanding How to adapt your lesson plan for different learner needs How to develop a conclusion Ideal for trainee teachers and NQTs

Questioning techniques meet elements of TS1, TS4, TS5 and TS6. Questioning is the key means by which teachers find out what pupils already know, identify gaps in knowledge and understanding and scaffold the development of their understanding to enable them to close the gap between what they currently know and the learning goals. By purchasing this session, you will know: How to utilise Bloom’s Taxonomy in your lessons How to utilise Socratic Questioning in your lessons How to apply Piaget & Vygotsky’s theories to your teaching How to scaffold learning effectively

Without excellent behaviour, there cannot be excellent learning. Behaviour is never straightforward and there is no one set defined way of managing behaviour within a school or indeed a classroom. Behaviour management is important in the classroom, not least because it creates an appropriate environment for learning to take place. If there are clear boundaries then children are enabled to develop positive behaviour, such as respect, towards each other. Behaviour management also supports learning in a safe and calm environment. Behaviour management mainly features in Teacher Standard 7 but also forms part of Teacher Standard 1 Missed the live CPD session? Purchase the presentation and notes here! By the end of this session you will understand: • The importance of routines • The importance of verbal and non-verbal communication in managing behaviour • How to deliver instructions to create a positive classroom atmosphere • How to work positively and proactively with colleagues on insuring excellent behaviour • The importance of consistency Ideal for trainee teachers and NQTs

Teacher Standard 2 says that all teachers must promote good progress and outcomes by pupilsBut how, exactly, do you do that? It’s one of the most common questions I get asked by teaching colleagues: “How can I demonstrate progress in a single lesson?”. By attending this downloading this session, you will: understand how to show that you are accountable for pupils’ attainment, progress and outcomes understand how to show that you are aware of pupils’ capabilities and their prior knowledge, understand how to plan teaching to build on pupils’ prior knowledge understand how to guide pupils to reflect on the progress they have made and their emerging needs understand how to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching understand how to demonstrate that you encourage pupils to take a responsible and conscientious attitude to their own work and study. Ideal for trainee teachers and NQTs

All teachers are teachers IN English and therefore they are teachers OF English. Each curriculum subject organises language in specific ways and that full access to the curriculum will be denied to learners, unless they are taught how to unlock and manipulate subject-specific language. Session objectives By downloading this pack, you will learn how to: understand reasons why subject specialist teachers need to teach the aspects of literacy that are relevant to their subject have a range of strategies designed to assist learners to access the curriculum whilst also learning to use subject-specific language have an overview of the linguistic skills learners may have acquired by ages 7-11 years and 11-14 years understand the ways in which subject-specific language is different from the everyday language of spoken English

Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know. Retrieval practice makes learning effortful and challenging. Because retrieving information requires mental effort, we often think we are doing poorly if we can’t remember something. We may feel like progress is slow, but that’s when our best learning takes place. The more difficult the retrieval practice, the better it is for long-term learning. Objectives By purchasing this resource, you will learn how to: understand what the research tells us about retrieval practice effectively embed retrieval practice into your classroom understand the science of learning linked to retrieval practice utilise retrieval practice in revision strategies