Reducing and managing allegations against staff (EVENT FULL)
This course is designed to assist headteachers, chairs and vice chairs of governors in dealing effectively with allegations against staff and promoting safe working practice by school staff, thereby reducing the risk of allegations of inappropriate conduct and harm to children. This course is only available to headteachers, chairs and vice chairs of governors. The course is booked on a first-come, first-served basis.
Taking control of the mathematics curriculum
With Ofsted’s framework now including reference to a ‘judgement on the quality of education’ including ‘a curriculum that is ambitious’, leaders will want to be able to articulate how their curriculum for mathematics meet the needs of the pupils within their setting.
During the day, leaders will have the chance to consider whether their current curriculum is ‘coherently planned and sequenced towards cumulatively sufficient knowledge and skills…’ (Ofsted SIU, January 2019). Ideal for subject and senior leaders to attend together, this one day course will set the ball rolling on some deep thinking about curriculum design and implementation. For most, this will include considering: - is the maths curriculum meeting the needs of learners in school? - how can you take the curriculum you have and adapt it for learners’ needs? - how can you support teachers to enact the curriculum with deep understanding of its impact on learners?
This course is the first in a series of one-day courses. School may choose to attend one, two or all three, as part of their mathematics curriculum development work. Each course is bookable separately. Attending all three will give leaders a chance to deeply consider their mathematics curriculum. The other two courses are: Assessing pupil outcomes in the curriculum (Wednesday 29th January 2020) Monitoring the impact of the maths curriculum (Tuesday 9th June 2020)
The three l's of the MFL curriculum – Bishop's Stortford High School
This session will reflect on what constitutes a principled and considered approach to curriculum planning and design for languages. Using the three ‘i’s of the curriculum to interrogate practice, it will seek to ask important questions about what a high-quality languages education should look like, what progress looks like in languages and identify practical approaches to deal with the challenges faced by schools.