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New to leading on policy and practice for more able learners

New to leading on policy and practice for more able learners

Five-part online course

 

Online CPD

Autumn 2020

Delivered remotely over five 90-minute interactive sessions, this comprehensive course is designed to support colleagues new to the role of more able coordinator/leading on policy and practice for more able pupils. It draws on the latest evidence in the field and case studies of schools with successful practice for more able learners.

This course will support participants in developing and implementing more able policy, as well as exploring how to effectively lead others in developing effective provision for more able learners. Following each session, delegates will be set a gap task, designed to support practical in-school application of the course content.

The first and final sessions will be delivered to primary and secondary colleagues together, with the three core sessions being phase-specific (primary or secondary) - see below for dates and details.

Booking for this course is now closed. To purchase the session recordings, contact us.

For more information about how our online training works, click here.

Members Membership starts from £95 +VAT per year for the whole school.

Attendee Price
£375.00
Booking closed

Non-members

Attendee Price
£595.00
Booking closed

Session dates and details

Session 1: More able policy: aims, principles and provision - 24 September (all)

Session times:

  • 3.45 - 5.15pm, Thursday 24 September (all)

Aims:

  • Review the needs of your more able learners
  • How to make a difference in your role
  • Consider what lies/will lie at the heart of your curriculum
  • Review your more able policy or consider how to build a policy for your more able learners

Gap task 1:*

  • What do you, your learners and their parents/carers wish your learners to achieve?
  • Are your aims and principles enshrined in your policy?
  • Is your current provision consistent with aims, principles and policy?
  • Will your current provision deliver outcomes?
  • Is current provision based on best evidence of what will have impact?

*Gap tasks subject to change based on tutor review of delegate needs.

Session 2: Cognitive challenge and pedagogy - 8 October (secondary) / 14 October (primary)

Session times:

  • 3.45 - 5.15pm, Thursday 8 October (secondary)
  • 3.30 - 5pm, Wednesday 14 October (primary)

Aims:

  • Investigate what current research means for more able learners and be able to apply this in the classroom
  • Understand what cognitive challenge actually means
  • Understand how to provide high-quality challenge
  • Understand how to plan effectively for challenge

Gap task 2:*

  • Consider the pedagogy and planning currently used in your subject/school
  • Does it provide effective challenge for more able learners? What examples can you find? Are there examples of challenges which are not actually challenging?
  • As the more able lead, what will you prioritise for change/improvement as regards pedagogy?

*Gap tasks subject to change based on tutor review of delegate needs.

Session 3: Challenge and independent learning - 22 October (secondary) / 4 November (primary)

Session times:

  • 3.45 - 5.15pm, Thursday 22 October (secondary)
  • 3.30 - 5pm, Wednesday 4 November (primary)

Aims:

  • Explore how independent learning can be developed and encouraged
  • Explore challenge beyond the classroom
  • Investigate the essential elements of curriculum design for challenge

Gap task 3:*

  • What needs to change?
  • To what extent is your rationale shared? Are all staff members able to articulate this? If not, what needs to happen?
  • Is the school’s curriculum intent reflected in intent statements for individual subjects?

*Gap tasks subject to change based on tutor review of delegate needs.

Session 4: Audit - 12 November (secondary) / 18 November (primary)

Session times:

  • 3.45 - 5.15pm, Thursday 12 November (secondary)
  • 3.30 - 5pm, Wednesday 18 November (primary)

Aims:

  • Use the NACE Curriculum Audit Tool to plan and audit curriculum intent
  • Explore further your role in leading others within your school
  • Understand the more able leader’s role in the development and review process

Gap task 4:*

  • Audit of lead teacher’s needs
  • Identifying ongoing CPD requirements
  • Complete the intent section of the NACE Curriculum Audit Tool

*Gap tasks subject to change based on tutor review of delegate needs.

Session 5: Review and evaluation - 10 December (all)

Session times:

  • 3:45 - 5:15pm, Thursday 10 December (all)

Aims:

  • Review and evaluate your provision for more able learners
  • Use the NACE Curriculum Audit Tool to review, evaluate and further develop curriculum implementation and impact
  • Identify and plan for next steps

Final task:*

  • Consider your curriculum intent statement and complete the NACE Curriculum Audit Tool
  • Does the curriculum deliver the intended outcomes for more able learners? Would your more able learners agree?
  • What evidence do you have?

*Gap tasks subject to change based on tutor review of delegate needs.

Course leaders

Christabel Shepherd
, NACE Associate and Trustee

Executive Headteacher of Bradford’s Copthorne Primary and Holybrook Primary Schools, with 30+ years' experience in education.

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Rob Lightfoot
, NACE Associate

NACE R&D Hub Lead and more able coordinator at Challenge Award-accredited Haybridge High School, with experience in leading on curriculum design.

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Hotel

Praesent Erat Ligula, Dignissim
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