366 courses found

Code: CUR/20/64/P Raising standards in history and English through writing (Cancelled)

Pupils’ writing skills in English are often not carried over effectively to support the depth and quality of their written work in history. Ofsted has also identified that pupils’ progression in history can be held back because the potential for specific feedback is lost amongst generic writing feedback.

This programme is designed to support English and history subject leaders to develop teaching and learning in the two subjects. Both subject leaders will attend a day’s training, receive a half-day consultancy visit, and participate in a follow-up reflective twilight session. During the training day, leaders will consider how learning opportunities for both history and English can be maximised. The day will include hands-on activities in history from across the KS1-2 curriculum, designed to illustrate engaging approaches to support the depth of pupils’ historical skills, knowledge and understanding, together with opportunities for pupils to demonstrate their historical thinking as a variety of written outcomes. For each activity, exemplar success criteria to share with pupils in terms of demonstrating their historical skills and knowledge, as well as in terms of their writing, will be discussed. Delegates will consider areas such as: planning a written task around historical key concepts; vocabulary development; effective use of historical sources and enquiry approaches; expectations supporting and enriching children’s discussion and critical thinking; how to model historical writing to children; integrating previously learnt written skills to enable quality written outcomes.

Delegates will leave with a range of resources including an extensive book list, progression guidance in history, lesson suggestions and resources.

A focus / key question for the programme will be developed during the day against which impact can be evaluated. The half-day consultancy and twilight will support planning and self-evaluation, reflect on evidence of impact and identify next steps. We will consider how to embed good practice across the school and create a template for a whole-school approach, to ensure this is sustained. 

Please note that the consultancy date will be mid-project, in-school and set in conjunction with your adviser.

Essential Information
Session Session Date Session Time Session Venue
1 21 January 2020 09:00 - 16:00 Hertfordshire Development Centre, Stevenage
2 24 March 2020 16:00 - 18:00 Hertfordshire Development Centre, Stevenage

Code: PSE/20/290/A Strategies for active engagement of parents/carers in supporting their child’s emotional wellbeing and mental health (EVENT FULL)

Our parents are key partners when it comes to the emotional health and wellbeing of pupils. As we develop our curriculum to teach positive mental health it will be crucial to involve parents in understanding what we are teaching and why. In doing so, we not only help our pupils but also share positive strategies that may benefit the whole family.  

This session will highlight content and methods to involving parents actively in the emotional wellbeing journey of their children and draw on good examples from schools and research.

Essential Information
Session Session Date Session Time Session Venue
1 24 March 2020 09:00 - 12:00 Hertfordshire Development Centre, Stevenage

Code: EAY/19/487/P Supporting smooth transitions briefing

As part of the HCC commissioned transition project, the Herts for Learning Early Years team are providing briefing sessions to share details of the project, the transition level of need pathway and provide each school with a copy of the transition toolkit. The overall focus of the project is to ensure a smooth transition for all children, including those at risk of underachievement.

The aim of the briefing is for early years practitioners working in school nursery and reception classes to receive information on the transition level of need pathway and tools developed as part of the project. It will be important that practitioners gain an understanding of how this can support early identification of those children with potential barriers to learning and help enable them to experience a smooth transition to school.

A transition toolkit will be provided for each school with a range of resources to support transition practice.

Essential Information
Session Session Date Session Time Session Venue
1 24 March 2020 16:00 - 17:30 Peartree Spring Primary School

Code: 19MFL/014S The three l's of the MFL curriculum: Barnwell Middle School (EVENT FULL) (Cancelled)

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.

Essential Information
Session Session Date Session Time Session Venue
1 15 October 2019 15:30 - 17:30 Barnwell School
2 24 March 2020 15:30 - 17:30 Barnwell School
3 23 June 2020 15:30 - 17:30 Barnwell School

Code: EAY/19/263/P Challenging gender stereotypes in the Early Years

This twilight-course will explore current research and challenge gender stereotyping. Guidance will be given on developing an inclusive learning environment that will enable children to thrive so that they maximise their potential.

Essential Information
Session Session Date Session Time Session Venue
1 25 March 2020 16:00 - 18:00 St Andrew's CE VC Primary School

Code: ENG/19/346/P Effective support for English: local cluster session for teaching assistants

Highly effective teaching assistants can add real value to pupil's learning. As the Sutton Trust identified, investing in professional development for this group of practitioners makes the difference. This two-hour session will offer teaching assistants the opportunity to reflect on key aspects of the Primary English Curriculum and how best to support pupils with reading and writing both in the classroom and through guided group work. We will be delving into some subject knowledge as well as providing plenty of practical activities which can be used straight away back in the classroom.

Essential Information
Session Session Date Session Time Session Venue
1 25 March 2020 09:30 - 11:30 Woodhall Primary School

Code: EAY/19/488/P Supporting smooth transitions briefing

As part of the HCC commissioned transition project, the Herts for Learning Early Years team are providing briefing sessions to share details of the project, the transition level of need pathway and provide each school with a copy of the transition toolkit. The overall focus of the project is to ensure a smooth transition for all children, including those at risk of underachievement.

The aim of the briefing is for early years practitioners working in school nursery and reception classes to receive information on the transition level of need pathway and tools developed as part of the project. It will be important that practitioners gain an understanding of how this can support early identification of those children with potential barriers to learning and help enable them to experience a smooth transition to school.

A transition toolkit will be provided for each school with a range of resources to support transition practice.

Essential Information
Session Session Date Session Time Session Venue
1 25 March 2020 16:00 - 17:30 Cowley Hill Primary School

Code: DMS/20/126/A Using SIMS to manage SEN (on school data)

This course will enable delegates to fully utilise the functionality of SEN in SIMS to enable the effective and efficient use in relation to the SEND Code of Practice. This course has been designed to allow delegates to access their own school SIMS database remotely from our training room, enabling the maximisation of the delegate’s time. During the training delegates will be able to start work putting in place customisation of SIMS to reflect the provisions in place for pupils at their own school. Delegates will learn how to record SEN data efficiently in SIMS. Utilising the functionality of reviews, provisions and events, a comprehensive SEN record can be created for individual pupils. Data from SIMS can also be extracted into HCC standard forms and in reports for data analysis. Specialist reports and letters relating to the pupil can be linked to the pupils' record. Customisation of SIMS will support efficient working, enabling quick access to frequently used areas of SIMS and the display of data on the homepage.

Essential Information
Session Session Date Session Time Session Venue
1 25 March 2020 09:30 - 16:30 Hertfordshire Development Centre, Stevenage

Code: EAY/19/244/P Writing in the Early Years - to expected and beyond…!

Inspiring children in the EYFS to achieve and exceed age-related expectations in writing. What does expected and exceeding writing look like in the Early Years?

This training programme, that consists of two half-days and a twilight session, will offer inspirational ideas about how to enable children to reach expected levels in writing, or even exceed them, in the EYFS.

Essential Information
Session Session Date Session Time Session Venue
1 14 January 2020 09:00 - 12:00 Hertfordshire Development Centre, Stevenage
2 25 March 2020 09:00 - 12:00 Hertfordshire Development Centre, Stevenage
3 14 May 2020 13:30 - 15:30 Hertfordshire Development Centre, Stevenage

Code: 19HAS/018A Asbestos training for schools

This course covers the essential information required for the effective management of asbestos remaining on the school premises. Areas covered include: risks of asbestos- locations and type HCC asbestos policy and guidance types of asbestos survey and understanding survey data the use of asbestos management plans the effective use of the permission to work procedure incident management asbestos works

Essential Information
Session Session Date Session Time Session Venue
1 26 March 2020 09:30 - 12:30 Hertfordshire Development Centre, Stevenage