Initial Teacher Training and Early Career Teacher support | NACE
On-demand modules and resources for trainees and early career teachers
What?
Using the ‘learn that’ and ‘learn how to’ ECF model with a focus on pedagogy, curriculum, assessment and professional behaviours
Learn what effective teaching looks like through case studies and explanation
Gain knowledge of practical ways to get started
Understand the research that underpins practice
How?
On-demand expert-led webinars with supporting resources, checklists and templates
Designed to complement in-house provision
Bitesize sessions to fit with school demands, teacher workload and wellbeing
Easy access at a time that works around other commitments
Reflection pieces to aid wider peer-to-peer discussion or mentor sessions
Looking to go ‘beyond the core’ for your early career teachers?
As schools adjust to the second year of the Early Career Framework (ECF), it is important to consider the developing training needs of your early career teachers (ECTs). For those entering the second year of their programme, it
is time to delve deeper into high-quality teaching. One aspect to consider is challenge for all learners, including provision for high attainers.
As the leading provider of school training linked to high-attaining learners, we have produced a training programme for ECTs that is carefully sequenced and evidence-based. Accessed via online platform Nucleus Learning, these succinct
recorded modules can be delivered flexibly, in the first and/or second year of the ECT programme. Participants will also benefit from the accompanying resources, which help ECTs to develop their practice for sustained improvement.
These modules would suit the self-directed study content and could be linked to a cycle of development for the ECT. If you use an instructional coaching model, the modules could provide the basis for ideas to implement in the classroom,
to help ECTs improve an aspect of practice in the context of their subject/phase.
NEW!Licence now extended to 12 months, allowing you to use the modules over a full year. Plus: discount when purchasing the full set of seven ECT modules, with additional
discount for NACE members.
ECT programme overview
Module
Learn that...
Learn how to...
Standard
Cost*
ECT 1: Identification (20-minute recorded session with supporting resource)
Characteristics of more able learners are varied
Language used is important
Danger of labelling
Be clear of systems to review provision and impact
Record what is appropriate about learners
Identify pupils – criteria and support
Standard 2: Taking into account pupils’ prior knowledge when planning
ECT 3: Developing independence (20-minute recorded session with supporting resource)
Independence is vital for learning
How to teach skills for independence
Guiding and facilitating is important
Design more open tasks that allow for independence
Support and challenge learners without stifling learning
Standard 4: Explicitly teaching pupils metacognitive strategies linked to subject knowledge, including how to plan, monitor and evaluate, supports independence and academic success.
ECT 4: Effective questioning (20-minute recorded session with supporting resource)
Certain types of questions help more able learners more
When to question and when not to is important
Use questions stems that develop thinking
Balance the type and pace of questioning
Develop students to ask their own questions
Standard 5: Planning activities around what you want pupils to think hard about. Including a range of types of questions in class discussions to extend and challenge pupils.
ECT 5: Cognitive science for more able learners (20-minute recorded session with supporting resource)
Developments in cognitive science can be used but also questioned
Cognitive science needs to be examined through the lens of more able learners
Adapt cognitive science principles for more able learners, such as retrieval practice
Plan tasks that use cognitive science principles
Standard 3: Increasing challenge with practice and retrieval as knowledge becomes more secure; learn new ideas by linking those ideas to existing knowledge, organising this knowledge into increasingly complex mental models (or “schemata”); carefully sequencing
teaching to facilitate this process is important.
ECT 6: Ensuring progress; the importance of feedback (20-minute recorded session with supporting resource)
Tracking progress is important but should not be narrow
Verbal feedback is vital
Provide real-time feedback that develops thinking
Standard 6: Drawing conclusions about what pupils have learned by looking at patterns of performance over a number of assessments. Using verbal feedback during lessons in place of written feedback after lessons where possible.
*All prices +VAT. Includes a single login to access the module(s). Module recordings and resources can be displayed on a shared screen to support group CPD.
Why NACE?
Our programmes are underpinned by 40 years’ expertise in the field of more able policy, provision and research-informed practice, including our own published research
Our extensive school links provide access to some of the most up-to-the-minute examples of effective school practice
NACE trainers are experienced practitioners, school leaders, advisers and coaches.
NACE’s work is guided by a set of core principles which have at their heart the notion that ability is a fluid concept and that it can be developed through challenge, opportunity
and self-belief. Equipping teachers with an understanding of how to achieve this at the beginning of their career is key to ensuring that all learners, including the more able, reach their potential. With a practical emphasis on challenge
in the classroom, our offer demonstrates how teaching can be adapted for those learners who have secure understanding and knowledge of core content ahead of their peers.
Did you know?
NACE membership is available for schools and central teams, offering access to online resources, recorded webinars, research and events. Learn more.
“Exceed SCITT is an outstanding ITT provider based in Bradford, Keighley and Leeds. Taking advantage of all that NACE has to offer has been a huge advantage to our trainee teachers. The resources, research and current educational thinking
has strongly developed their understanding of challenge and enriched the quality of professional dialogue about teaching and learning. We think it has made our trainees better teachers and based on this evidence, NACE membership is
now built into our programme design.”
Kathryn Gerrard, Head of Exceed ITE
“It worked with people watching the modules in their own time and then sharing their ideas or things they had tried at a later date.”
– feedback received March 2022, for ECT modules 2, 3 and 4
“Extremely beneficial and interesting. Plenty of information to reflect upon and new, effective techniques to utilise in the classroom.”
"An engaging course with thought-provoking questions and an interesting speaker."
"Good balance of theory, research and practical techniques to take away."
Feedback from bespoke CPD session for early career teachers, January 2022
NACE also offers live expert-led Q&A options for all of the sessions listed above. If this is of interest or you would like us to develop a bespoke offer, please contact us for more detail or complete the form below.
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