This unique, subject-level programme for secondary drama NQTs and trainees offers intensive and specialist drama training and development from recognised experts in their subject.
It will develop subject expertise and practice in the classroom.
NQTs will be provided with a range of resources and strategies to try out at school as well as having the opportunity to network and share strategies with other NQTs and trainees teaching drama.
This workshop is in two parts, the first section will provide an overview of the appraisal process and timescales, objective setting, feedback and handling the appraisal discussion including difficult issues, such as where there is no scope for progression.
The second part will deal with suspension of the appraisal process and instigation of the capability procedure and will cover the statutory/policy framework and problem areas including personality issues, gathering evidence and cases where illness affects performance. The workshop includes a filmed role play demonstrating how to get it right and how to deal with unexpected issues.
This training is aimed at English subject leaders who are either new to the role or looking to enhance their contribution to improving English across the school.
Throughout the course, delegates will gain an in-depth understanding of the expectations of core subject leadership. Delegates will develop their capacity to evaluate teaching and learning across a range of evidence to drive improvement throughout the school.
The key elements of English subject leadership will be explored through a spotlight on each of the different aims of the English curriculum: effective spoken language, fluent reading for meaning, writing for a range of purposes and vocabulary development.
This will enable subject leaders to deepen subject-specific knowledge and understanding. Delegates are expected to attend all five sessions of this training.
Schools attending both the English and maths highly effective subject leader courses will receive a 15% discount.
|Session||Session Date||Session Time||Session Venue||Map|
|1||25 September 2018||09:00 - 12:00||Hertfordshire Development Centre, Stevenage||Map|
|2||27 November 2018||09:00 - 16:00||Hertfordshire Development Centre||Map|
|3||29 January 2019||09:00 - 16:00||Hertfordshire Development Centre||Map|
|4||26 March 2019||09:00 - 16:00||Hertfordshire Development Centre||Map|
|5||02 July 2019||09:00 - 12:00||Hertfordshire Development Centre||Map|
Sometimes a school’s iPads are not used as well as originally hoped, and may be sitting in a cupboard or only utilised for internet research. It may be felt that the school should be getting more from the investment. In this half-day course delegates will consider the effective use of iPads in primary settings. Delegates will have hands-on experience of a range exciting apps for content creation, computing, augmented reality and more. Delegates will also consider solutions for moving work to and from the iPads. Delegates will leave the session full of ideas about how to bring their iPads back to life!Essential Information
Support your school in developing best practice in Religious Education (RE) with a focus on the substance of learning for all children.
Prepare to develop practical changes to improve the implementation of RE requirements in teaching, learning and assessment across the primary age range.
The course will provide accessible, classroom-ready examples of high quality RE for all pupils in Early Years Foundation Stage through to Upper Key Stage 2.
Delegates will have the opportunity to develop subject knowledge and understanding of religious concepts.
Sessions are packed with inspiring content designed to support a broad and balanced curriculum.
Practitioners will be equipped to improve existing schemes of work leading to improved outcomes for learners.
This course is for teachers who are new to the Early Years Foundation Stage (EYFS) in September or have recently moved to the EYFS.
The course is delivered through a mixture of presentation styles, including tutor-led sessions, group discussions and workshops.
Following the launch of the competency framework in 2017, the DFE have outlined the skills, competencies and behaviours needed by governors. Effective boards play a key role in setting and managing risk appetite and tolerance. They are able to ensure that risks are aligned with strategic priorities and improvement plans and intervention strategies provide a robust framework for risk management. Outline This session specifically will provide governors with: • the principles of risk management and how these apply to education and the organisation • the process for risk management in the organisation and especially how and when risks are escalated through the organisation for action • the risks or issues that can arise from conflicts of interest or a breach of confidentiality Tutor HfL HR ServicesEssential Information