Projects
Curriculum and Standards
The example projects below would always be tweaked to meet the bespoke needs of your school and staff. We know that one size does not fit all!
All our work is underpinned by the latest research available and models of best practice. These examples supplement our core offer of termly subject lead sessions where training is delivered and updates are shared. The termly subject networks are part of the SLA offer which any member of staff can attend. The networks include history, geography, computing, teaching and learning, MFL, science to name a few. Please see Education Services for more details.
Developing staff pedagogy
Using Rosenshine’s principles to improve teaching and learning
Designed to support schools to bridge the gap between Rosenshine’s 10 principles of instruction and the cognitive science research that underpins them, this suite of training can be delivered in a package (6 hours) or as individual components.
Part A - An Introduction to Cognitive Science and Learning Theory
In this introductory session we will explore the ‘why’ that sits behind effective teaching and learning, including the capacity and limitations of different types of memory, the roles they play in learning and how the various areas of cognitive science can help us to understand these better. We will look at the importance of Cognitive Load Theory how to mitigate cognitive overload, and how Dual Coding theory can help both staff and pupils overcome limitations.
Audience – EYFS, Primary and Secondary
Time - approx. 1.5h
Part B - Explicit Instruction and Rosenshine’s Principles of Instruction
Building on a secure understanding of cognitive science, in this sequence of 3 short sessions we will demystify the role of explicit instruction in learning and aim to tackle any misconceptions around the approach. The sessions are structured around Barak Rosenshine’s ten Principles of Instruction and explore the small changes that staff can make to their everyday practice to maximise learning, highlighting the solid evidence base behind their effectiveness.
Audience – EYFS, Primary and Secondary
Time – 3 x 1hr sessions
Part C - Effective Questioning Strategies
Using Rosenshine’s recommendations around questioning as a starting point, this session will explore the role of various questioning techniques, the key research that sits behind them and the impact they these can have on learning. Through agreement with school leaders, we will cover various strategies, including wait time, cold calling and ‘No Opt-Out’. We will examine the impacts of effective questioning on formative assessment and how careful use can ensure all pupils have opportunities to respond.
Audience – EYFS, Primary and Secondary
Time – Approx 1.5hr session
Diving deeper as a subject lead
Support with “talking the talk” to an inspector or governors or school development partner. Subject leads can practise talking about their subject including the vision, the planned curriculum, the enacted curriculum, how priorities have been identified and addressed and the impact of actions. The session is tailored around the Education Inspection Framework to support talk being focused and succinct.
Audience – subject leads as a group or individually
Time – approx. 3 hours – tailored to meet the needs of your school
e.g. 1 hour as a staff meeting with gap tasks then meeting with smaller groups of subject leads or individuals.
Testimonials
Don't just take our word for it. See what our customers have to say:
‘I would just like to say thanks for your help with my interview questions for our Supportive Review- your advice really helped and I had everything I needed on hand- including the case study you advised! Thanks again.’
Subject lead, Forest Hall Primary School
‘Thank you so much Gareth! Really enjoyed the sessions. You make the training enjoyable and interesting. You are always welcome at Bailey Green! Thank you.’
Leader, Bailey Green Primary and Bailey’s Butterflies
‘Great training. It's not often we have time to reflect on our own pedagogy I will be asking Gareth to return to school for a follow up session to observe what we have learned.’
Headteacher, Bailey Green Primary and Bailey’s Butterflies