Teachers Training

Teachers PD in the UAE - Zen PD

Zen PD offers more than 24 training courses for teachers at different levels of their careers. see below the details of each teacher PD training course, their duration and objectives.

Course Description

This is a KHDA Approved Mandatory training for Teacher Permit Dubai

Child abuse or protection can be easily missed by teachers if they are not trained to be aware of the signs. This course will offer realistic solutions that have been proven to work for helping schools to recognize the signs of abuse and methods to protect children in their care. We will engage with key methodologies to prevent ‘at risk’ children being harmed or simply to reinforce the importance of this key area. This isn’t a course that sells just a single way of dealing with all safeguarding cases. Quite the opposite, it will provide a variety of solutions on how to safeguard children in your care that will be demonstrated and teachers can reflect upon which technique works for them.

Key Facts

Course Name

Child Protection & Safeguarding

Who is it for?

Teachers and Leaders

Course Outcome

1) Participate in an exploration of the key strategies used to reduce child abuse and harm.

2)  Gain a thorough understanding of the advantages and disadvantages of each system

3) Find out how to tailor each strategy to the way you teach

4)  Obtain a wealth of safeguarding tips that you could use tomorrow

5) Each participant will take an assessment to pass this training and receive a certificate of completion.

Course Duration

1 Day

Course Description

This is a KHDA Approved Mandatory training for Teacher Permit Dubai

This module will support schools in understanding what it required to be a truly inclusive school, what are the stages of SEND and how a school can adapt and support students with learning difficulties or those who are gifted & talented.

Key Facts

Course Name

Dealing with People of Determination

Who is it for?

Teachers and Leaders

Course Outcome

  1. Understand what is meant by SEND and the graduated approach
  2. Confidently assess pupils’ needs
  3. Employ practical strategies to deliver inclusive, high-quality teaching and support
  4. Develop effective partnerships with parents, teaching assistants and other professionals
  5. Each participant will take an assessment to pass this training and receive a certificate of completion.

Course Duration

1 Day

Course Description

This is a KHDA Approved Mandatory training for Teacher Permit Dubai

This course will develop an understanding of diversity and equality for school staff & educators.

Understand different forms of inequality & discrimination and the impact.

Key Facts

Course Name

Diversity

Who is it for?

Teachers & Leaders

Course Outcome

  1. Enhance understanding of issues related to diversity & equality in learning environments
  2. Each participant will take an assessment to pass this training and receive a certificate of completion.

Course Duration

1 Day

Course Description

This is a KHDA Approved Mandatory training for Teacher Permit Dubai

This is a KHDA Approved Mandatory training for Teacher Permit Dubai

The personal development of students; morally, socially and culturally, plays a significant part in their ability to learn and achieve. The emphasis upon these aims within the school mission statement is indicative to the central role that MEP will have within their school. Development of MEP both explicitly in the daily life of the school and implicitly through direct teaching is essential to raising standards of all students.  This training will provide each school with the importance of character and values on students and how these are delivered as part of the MEP program through its 4 pillars.

 

Course Outcomes

  • Understand the importance of the Moral education programme
  • Understand the Moral education Curriculum framework
  • Know the approaches for teaching the UAE Moral education programme

A certificate of completion will be issued to each attendee

Key Facts

Course Name

Moral Education

Who is it for?

Teachers and Leaders

Course Outcome

  1. To support educators and schools to understand the UAE Moral education programme
  2. Each participant will take an assessment to pass this training and receive a certificate of completion.

Course Duration

0.5 Days

Course Description

This is a KHDA Approved Mandatory training for Teacher Permit Dubai

Do your staff have a strong understanding of sustainability and how it will affect the future? In line with the key initiatives on sustainability in Dubai, this session will provide an introduction to the importance of sustainability globally and in Dubai and link this to how teachers can adapt their teaching to raise awareness of this topic.  It also enables staff to explore school events and best practice.

Key Facts

Course Name

Sustainability

Who is it for?

Teachers and Leaders

Course Outcome

  1. Create environmental awareness
  2. Develop eco-literacy
  3. Support sustainable development
  4. Each participant will take an assessment to pass this training and receive a certificate of completion.

Course Duration

0.5 Days

Course Description

This is a KHDA Approved Mandatory training for Teacher Permit Dubai

The course will develop educators and school staffs understanding of the importance of a safe learning environment and its impact on learner wellbeing. This course will also enhance their knowledge of health & safety and identification of risks and hazards and increase their knowledge of the school’s roles and responsibilities to provide a safe learning environment and highlight the role of diet, nutrition and exercise in enhancing learner wellbeing.

Key Facts

Course Name

Wellbeing

Who is it for?

Teachers and Leaders

Course Outcome

  1. The aim of this course is to enhance educators and staff understanding of wellbeing and the importance of health & safety, diet, nutrition and exercise in ensuring learner wellbeing.
  2. Each participant will take an assessment to pass this training and receive a certificate of completion.

Course Duration

1 Day

Course Description

This training will support delegates to prepare for the TELSUAE Portfolio and exam to obtain Competent Teacher Status. Our training is designed to be bespoke and to the needs of each school, is outcome driven, intending formative
and continuous impact on trainees as they learn to take charge of their own development, giving them the correct
evaluative and reflective skills. Our training will be delivered at a high standard and participants will acquire the
skills at a Level 6 and 7 as described by Emirate Quality Framework (EQF). Our trainings will enable the teachers
and leaders to have a strong grasp of what ‘good and beyond’ teaching looks like in their schools and in their
practice. The training provided has been designed to align to each of the 99 Performance Indicators, therefore,
teachers will have a clear direction and focus through robust, rigorous and highly effective training and delivery.

Key Facts

Course Name

Teacher Permit Support Programme (TELSUAE)

Who is it for?

Teachers

Course Outcome

At the end of the training every teacher will be well-prepared for the examination for all 4 Teacher Permit
Standards
1. Professional and Ethical conduct
2. Professional Knowledge
3. Professional Practice and
4 Professional Growth.

Course Duration

5 Days over 5 Months

Course Description

Data can be used to identify the depth of learning for students as a key measure of progress and linked to their overall achievement. Schools need to adapt their teaching programmes to ensure that they are able to use data meaningfully and linked to their respective curricular areas. This training workshop will demonstrate how to adapt your teaching and school based practices using the International data.

Key Facts

Course Name

Using Data to Improve Learning (DATA ANALYSIS)

Who is it for?

Teachers & Leaders

Course Outcome

1) Data linked to depth of learning
2) Meaningful use of assessment data demystified
3) Using assessment data and differentiation
4) Adapting teaching strategies from data analysis
5) Adapting schemes of work for students learning and achievement
6) Use of meaning data across the curriculum
7) Data linked and independent learning
8) Preparing students for PISA, TIMMS and PIRLS through teaching and data

Course Duration

1 Day or 4.5 Days

Course Description

How can you help your staff differentiate effectively to support all pupils? This course explores the core principles of effective differentiation, and aims to provide participants with a strong understanding of how to help all pupils make good progress, regardless of their different starting points. Your staff will consider a range of practical differentiation strategies focused on planning, questioning and feedback.

Key Facts

Course Name

Differentiation – Supporting All Pupils

Who is it for?

Teachers and Leaders

Course Outcome

Session 1 – Rethinking differentiation
Objectives:
• Understand what differentiation means and apply this definition to the context of day-to-day teaching
• Apply the zone of proximal development to individual pupils and understand how this sets the basis for differentiation
• Appreciate the inherent limitations of working memory and develop strategies to help pupils overcome them
Session 2 – Differentiated lesson activities
Objectives:
• Understand what constitutes a hinge question, how to create hinge questions, and how to use them to effectively differentiate
• Apply Bloom’s Taxonomy to the context of activity planning and map different activity elements against pupils’ abilities
• Understand the scaffolding ladder and be able to apply it to a specific activity, making reference to pupils you teach
Session 3 – Differentiated questioning
Objectives:
• Understand how to use Bloom’s Taxonomy of the cognitive domain, as well as taxonomies of the psycho-motor domain, to effectively differentiate questions
• Explore ‘concrete to abstract’ questioning techniques and apply them to specific topics to differentiate effectively
• Evaluate the link between questioning and metacognition, and explore what this looks like in practice
Session 4 – Differentiated feedback
Objectives:
• Understand how to tailor feedback by eliciting relevant information and using this as the basis for interventions
• Explore how to use target implementation techniques to ensure pupils act on the feedback they receive
• Explore the idea of mental contrasting and plan how to introduce pupils to this technique during lessons

Course Duration

1 Day

Course Description

Do you want your staff to excel at teaching reading? Reading and literacy are key challenges throughout the primary curriculum, and are best supported with a focused effort across all teaching staff. This course will ensure everyone is working off the same page to improve pupil outcomes

Key Facts

Course Name

Literacy – Fluent Reading in Primary Schools

Who is it for?

Teachers and Leaders

Course Outcome

Session 1 – Focusing effort (70 minutes)
Objectives:
• Develop a shared understanding of reading, which includes phonological awareness and reading fluency
• Use and interpret diagnostic assessments to inform next steps for teaching
• Identify features of effective phonics provision
Session 2 – Supporting reading comprehension (70 minutes)
Objectives:
• Explore when and why reading comprehension strategies can be useful
• Learn how to support reading comprehension through:
1. Gradual release of responsibility
2. Feedback
3. Collaborative learning
4. Text selection

Course Duration

1 Day

Course Description

Are your staff confident, deliberate and well-trained assessors? This course helps to develop teachers’ confidence and expertise in assessment, by building on their current knowledge and practice and unpacking the key principles of good assessment. The training sessions scrutinise the pros and cons of different types of assessment, and look specifically at the concept of mastery and how it relates to effective, formative assessment.

Key Facts

Course Name

The Principle of Good Assessment

Who is it for?

Teachers

Course Outcome

Session 1 – What is assessment? (Classroom context)
Objectives:
• Discuss the relationship between teaching, learning and assessment
• Explore the purposes and uses of assessment
• Examine the key principles of assessment: validity and reliability
• Discuss what makes for good assessment
Session 2 – Planning for progression
Objectives:
• Explore what is meant by the term ‘standards’
• Examine the idea of mastery approaches to teaching, learning and assessment
• Explore planning for progression
Session 3 – Developing and using assessment (1)
Objectives:
• Explore the advantages and disadvantages of different assessment modes
• Consider the key features of good questions and tasks (and what to avoid)
• Evaluate some example questions and tasks
Session 4 – Developing and using assessment (2)
Objectives:
• Explore the principles and features of assessment for learning / formative assessment
• Reflect on the impact of assessment
• Consider the relationship between assessment for learning and the mastery approach

Course Duration

1 Day

Course Description

How can you unleash excellent teaching? This course places reflection at the heart of school improvement. It unpacks the features of effective practice and explores how to use evidence to identify areas for development. Staff will create an action plan to support focused and sustained self-improvement.

Key Facts

Course Name

Unleashing Excellent Teaching

Who is it for?

Teachers and Leaders

Course Outcome

Session 1 – Reflective approaches for excellent teaching (90 minutes)
Objectives:
• Begin to build a manageable and positive approach for reflective practice
• Explore reflective approaches to support reflection on practice
• Explore the ways in which values are orientated towards teaching and/or learning
• Start to explore strengths and areas for development in your teaching
Session 2 – Reflecting on practice (2 hours)
Objectives:
• Use the Teachers’ Standards as a framework for reflection
• Develop an evidenced based view of reflective practice
• Practise reflection on sources of existing evidence
• Prepare for action planning in session three
Session 3 – Moving to action and measuring impact (2 hours)
Objectives:
• Introduce seven evidence-based principles of good teaching and learning
• Use the principles of good teaching and learning to extend your use of the Teachers’ Standards
• Learn about high-quality action planning and build your own personal action plan

Course Duration

1 Day

Course Description

Research summarised in the Sutton Trust/Education Endowment Foundation Toolkit shows that high quality pupil feedback has an average impact of eight additional months of progress for pupils. This course aims to improve your teachers’ skills in preparing for, giving, and getting effective feedback and enabling, noticing and responding effectively to pupils’ contributions

Key Facts

Course Name

Effective Feedback

Who is it for?

Teachers and Leaders

Course Outcome

Session 1a – Introduction to effective feedback (leadership session)

Session 1b – Introduction to effective feedback

Session 2 – Preparing for effective feedback: developing meaning and depth in feedback

Session 3 – Strategies for preparing effective feedback: preparation of activities and people

Session 4 – Opening up dialogue

Session 5 – Meeting everyone’s needs

Session 6 – Students’ contributions to effective feedback

Session 7 – Evaluating impact (leadership session)

Course Duration

3 Days

Course Description

How well equipped are your staff to craft high-quality classroom questions? This training course provides an opportunity to reflect on questioning practice and to explore a range of theories on effective questioning. Throughout the sessions, participants will develop practical strategies and resources that can be used and adapted for the classroom

Key Facts

Course Name

Skilful Questioning

Who is it for?

Teachers and Leaders

Course Outcome

Session 1 – An introduction to effective questioning
Objectives:
• To reflect on current questioning practice
• To review research on effective questioning strategies
• To identify an area for development and create an action plan
Session 2 – Bloom’s Taxonomy – putting theory into practice
Objectives:
• Examine the role of Bloom’s Taxonomy in constructing challenging questions
• Use Bloom’s Taxonomy to develop question sequences and resources for the classroom
Session 3 – Questioning across the curriculum
Objectives:
• Apply a range of planned classroom strategies that use questioning to engage pupils, support learning, and encourage reflection across the curriculum
Session 4 – Developing pupil-led questioning
Objectives:
• Reflect on the balance of teacher and pupil-led questioning in our classrooms
• Explore strategies and resources to promote, develop and answer pupils’ own questions

Course Duration

1 Day

Course Description

Do pupils at your school know how to plan, monitor and evaluate their own learning? Metacognition and self-regulation (learning to learn) aim to help pupils to think about their own learning more explicitly. This course will improve participants’ understanding of how to develop pupils’ metacognitive and self-regulation skills. It begins by looking at how metacognition can be used to support learning across the curriculum, before placing an explicit focus on using metacognition to improve reading comprehension and independent writing.

Key Facts

Course Name

Metacognition – Learning to Learn

Who is it for?

Teachers and Leaders

Course Outcome

Session 1 – What is metacognition?

Objectives:

Develop understanding of what metacognition is and why it is important for learning
Encourage reflection on how metacognition is already used in the classroom
Consider how to improve pupils’ use of metacognition and self-regulation
Session 2 – How is metacognition used in practice?
Objectives:
Reflect on how self-aware learners are
Guide pupils through the ‘meta walk’ using key questions and language stems
Understand how to use the ‘I do – we do – you do’ strategy to support the meta walk
Session 3 – Using metacognition to support reading
Objectives:
Develop an understanding of how metacognition and self-regulation can be used to help pupils to read for meaning
Understand how the meta walk can be adapted to support reading comprehension (the reading walk)
Develop practical strategies, key questions and language stems to support pupils at each stage of the reading walk
Session 4 – Using metacognition to support writing
Objectives:
Reflect on how the meta walk can support writing
Develop an understanding of how metacognitive strategies support the writing process
Consider how the I do, We do, You do approach can be used to facilitate independent writing
Explore how writing tasks can be opened up once pupils have become skilled writers
Create a learning agenda for a writing task

Course Duration

2 Days

Course Description

Are your teaching assistants (TAs) making a significant impact on pupil progress? This course facilitates whole-school action planning to ensure that TAs have a strong, positive impact on learning. The sessions unpick cutting-edge research surrounding the deployment, preparedness and practice of TAs and enable participants to explore the practical implications for their school.

Key Facts

Course Name

Teaching Assistants – Optimising Impact

Who is it for?

Teachers and & Teaching Assistants

Course Outcome

Session 1 – Exploring evidence and research (90 minutes)

Objectives:

Explore research on the deployment, preparation and practice of TAs
Begin to develop a plan of action for improving the effectiveness of TAs in your school
Session 2 – Preparedness and effective partnerships (90 minutes)
Objectives:
Engage with research on the impact of TAs in the classroom and use this knowledge to embed best practice
Think about the current overlapping nature of the teacher/TA roles in some schools
Explore what ‘preparedness’ means in relation to whole-class cover, supporting pupils with SEN and delivering intervention sessions
Session 3 – Drawing on research to improve classroom practice (110 minutes)
Objectives:
Explore what research says about effective TA practice
Develop classroom talk and independent learning
Identify areas for further professional development

Course Duration

1 Day

Course Description

How effective and consistent is behaviour management across your school? This training course explores evidence and research into high-impact approaches to behaviour management. It looks at how to use rewards, sanctions and praise to reinforce rules, and how to develop positive relationships with pupils. The training course also explores the causes of common types of misbehaviour, and aims to equip participants with practical strategies to manage them.

Key Facts

Course Name

Managing Behaviour – High Impact Approaches

Who is it for?

Teachers

Course Outcome

Session 1 – Rules, rewards and sanctions (90 minutes)

Objectives

Explore research and evidence into effective behaviour management
Consider how to devise, justify and introduce rules and procedures
Refine judgement on how to use rewards, sanctions and praise to reinforce rules
Session 2 – Relationships and communications (90 minutes)
Objectives:
Consider how to develop positive relationships with pupils
Discuss strategies to increase both dominance and cooperation in the classroom
Clarify how to interpret messages being sent by a pupils’ behaviour
Session 3 – Dealing with disruption and defiance (90 minutes)
Objectives:
Develop strategies to heighten awareness of what is going on in the classroom
Review the causes of common behaviour issues and strategies to manage them
Understand how to identify specific behaviour issues for a focus group of pupils, and develop strategies to manage them

Course Duration

1 Day

Course Description

How well do your staff understand autism spectrum disorder (ASD)? For World Autism Awareness Week, this 90 minute session provides an introduction to the symptoms of ASD, and dispels some common myths. As part of the session, staff will also explore practical strategies they can use to provide targeted support to pupils.

Key Facts

Course Name

Autism Awareness

Who is it for?

Teachers and Learning Support Assistants

Course Outcome

This session is designed to last 90 minutes, but can be tailored to suit your timings and the needs of your staff.

Objectives:

Raise awareness about the symptoms of autism spectrum disorder (ASD)
Explore strategies to support pupils with ASD
Build consistency in approach and understanding across the school

Course Duration

0.4 Days

Course Description

How do staff identify and respond to bullying? This 90-minute session aims to raise awareness about bullying, specifically how schools can identify and respond to it. The session will also offer an opportunity for participants to evaluate the school’s approach to bullying, and consider how it might be improved.

Key Facts

Course Name

Anti-Bullying

Who is it for?

Teachers and Learning Support Assistants

Course Outcome

This session is designed to last 90 minutes, but can be tailored to suit your timings and the needs of your staff.

Objectives:

Raise awareness of how to identify and respond to incidents of bullying
Evaluate the school’s current approach to preventing bullying

Course Duration

0.4 Days

Course Description

Do children with EAL flourish academically and socially at your school?
This course will help you support this diverse group of pupils, by helping your staff:
• Confidently assess pupils’ stages of language acquisition
• Equip themselves with practical, evidence-based strategies to support children with English as an additional language at every stage of language acquisition
• Gain a deeper understanding of social and emotional factors that affect pupils’ learning

Key Facts

Course Name

Pupils with EAL – Support, Engage, Empower

Who is it for?

Teachers and Learning Support Assistants

Course Outcome

Session 1 – Understanding the complexity of identifying and providing for pupils with EAL (90 minutes)
Objectives:
• Examine definitions of EAL and the definitions of terms associated with it.
• Explore theoretical models of second language acquisition, and learn how to identify a pupil’s stage of language acquisition.
• Consider the complex emotional and social needs of EAL pupils
Session 2 – Supporting students with English as an additional language (90 minutes)
Objectives:
• Explore the needs of early English acquisition students
• Gain more knowledge of the first language assessment (FLA) process to develop your practice
• Learn practical strategies for supporting “Code A” EAL learners (early acquisition students, new to English)
Session 3 – Maximising progress (90 minutes)
Objectives:
• Apply the EAL assessment codes and develop an understanding of what these mean in practical terms
• Trial, critique and reflect on a range of practical strategies for supporting EAL learners
• Examine our own practice and identify ways in which we could develop it to better support EAL learners

Course Duration

1 Day

Course Description

How effectively is your school engaging parents to improve pupil outcomes? This training course aims to help staff develop strong partnerships with parents and carers based on effective communication. It explores the link between parental engagement and pupil achievement, and addresses institutional, social and cultural barriers that can inhibit parental engagement. The training course aims to equip participants with the skills, knowledge and confidence to effectively engage all parents in their children’s learning

Key Facts

Course Name

Engaging Parents – Building Strong Partnerships

Who is it for?

Teachers, Teaching Assistants & Learning Support Assistants

Course Outcome

Session 1 – Introduction to parental engagement (90 minutes)

Objectives:

Explore current approaches to engaging parents
Understand the differences between ‘parental engagement’ and ‘parental involvement’
Explore research evidence and best practice case studies on effective approaches to parental engagement
Consider some of the most common barriers to parental engagement, and explore how to overcome them
Session 2 – Developing partnerships with parents (90 minutes)
Objectives:
Explore what might influence parents’ attitudes towards school
Look at how to develop positive rapport with parents
Explore how to build partnerships with parents through effective communication
Consider how to handle difficult conversations with parents
Session 3 – Encouraging family learning (90 minutes)
Objectives:
Explore the link between family learning and pupils’ outcomes
Discuss the characteristics of a positive “home learning environment, and consider how to help parents create one
Explore how to set homework that promotes family learning
Look at how technology can be used to build home-school partnerships
Session 4 – A whole-school approach to parental engagement (2 hours)
Objectives:
Draw together evidence from the module to inform whole-school direction on parental engagement
Explore how collective values regarding parental engagement relate to overall school vision
Encourage collaborative learning between colleagues, and explore how ideas will be put into action
Consider how any new approaches will be evaluated

Course Duration

2 Days

Course Description

How effective are your colleagues at managing their workload? This course aims to equip participants with practical time management strategies and techniques to help them to use their time more effectively and efficiently. It addresses issues such as task prioritisation, procrastination and ownership, whilst also seeking to challenge participants’ perceptions of time.

Key Facts

Course Name

Improving Time Management – Practical Strategies

Who is it for?

Teachers and Leaders

Course Outcome

Part 1 – Individual perceptions of time and task prioritisation (90 minutes)

Objectives:

Gain an accurate view of how you perceive and use time
Understand the importance of effective time management
Create more realistic to-do lists
Develop practical techniques and strategies to use your time more effectively
Part 2 – Planning for success

Objectives:

Understand how to use the ‘Getting Things Done’ approach to manage your time
Explore how habit affects time management
Clarify some of the habits of successful people

Course Duration

0.5 Days

Course Description

Do your staff have a strong understanding of attention deficit hyperactivity disorder (ADHD)? Following ADHD awareness month, this 90-minute session provides an introduction to the causes, symptoms and treatments of ADHD. It provides an opportunity to dispel some common myths and encourage best practice.

Key Facts

Course Name

ADHD Awareness

Who is it for?

All school staff

Course Outcome

The session is designed to last 90 minutes, but can be tailored to suit your timings and the needs of your staff.

Objectives:

Raise awareness of the causes, symptoms and treatments of ADHD
Build consistency in approach and understanding across the school

Course Duration

90 Minute session

Course Description

Are you confident that all your most able pupils are sufficiently stretched and challenged?
This training course will help you ensure all children at your school reach their full potential, by supporting your staff to:
Create a robust school definition of more able pupils and apply it to your cohort
Audit current provision for more able pupils
Learn from a range of relevant research
Equip themselves with evidence-based strategies to stretch more able pupils
Gain a deeper understanding of the barriers affecting more able disadvantaged pupils

Key Facts

Course Name

Stretch and Challenge More Able Students

Who is it for?

All School Staff

Course Outcome

Session 1 – Defining and identifying more able pupils (90 minutes)

Objectives:

Understand what is meant by more able pupils
Work collectively to develop a definition for more able pupils
Explore and review approaches for identifying more able pupils
Session 2 – Approaches and techniques (90 minutes)
Objectives:
Review the components of effective provision for more able pupils by exploring four techniques
Gain an understanding of the importance of fostering key learning behaviours in more able pupils
Explore New Zealand’s ‘One Day A Week’ school to generate ideas for classroom activities
Session 3 – Practical strategies for supporting more able pupils (100 minutes)
Objectives:
Develop an understanding of the importance of developing oracy skills in more able pupils
Understand the importance of providing challenge and building resilience in more able pupils, and critically review approaches
Gain knowledge and understanding of a range of strategies that enable more able pupils to develop cognitive study skills
Session 4 – Applying knowledge and auditing provision (90 minutes)
Objectives:
Apply knowledge from sessions 1, 2 and 3 to review a lesson plan and suggest improvements to provision for more able pupils
Review and reflect on provision for more able pupils in case studies of best practice
Conduct a collaborative reflective audit into provision for more able pupils in your own setting

Course Duration

2 Days

Course Description

Curriculum Development

Key Facts

Course Name

Curriculum Development

Who is it for?

 

Course Outcome

Course Duration

2-4 Days

Course Description

Child protection training is important for everyone no matter your occupation nor how frequently you work with children and/or their families.

This Introduction to Safeguarding Children course is a positive first step towards increasing and improving your knowledge and will provide you with a thorough overview of how to recognise the warning signs of abuse, what to do with any concerns that you may have and how to feel confident in protecting children from harm.

The course uses a variety of written text, interactive exercises and real-life cases to help you understand more about your responsibilities.

Key Facts

Course Name

Introduction to Safeguarding Children Training Course (Level 1 Safeguarding)

Who is it for?

Teacher Training, Leader Training & Corporate Training

Course Duration

3 Hours

Course Description

This Advanced Safeguarding Children course will help to increase your existing safeguarding knowledge through a variety of written text and interactive exercises and teach you more about what’s involved in the safeguarding process.

The course will remind you how to identify abuse and report concerns as well as learn more about the safeguarding structure, recognising risks and what happens after a referral has been made.

Key Facts

Course Name

Advanced Safeguarding Children (Level 2 Safeguarding)

Who is it for?

Teacher Training, Leader Training & Corporate Training

Course Duration

8 Hours

Course Description

This classroom-based Designated Safeguarding Officer course will teach you more about what the role involves and will help you to understand the safeguarding process in more detail. The course uses a variety of written text and interactive exercises to help you review and develop the child protection procedures within your organisation and ensure that all staff members understand their responsibilities towards safeguarding children.

Key Facts

Course Name

Designated Safeguarding Officer Training (Level 3 Safeguarding)

Who is it for?

Teacher Training, Leader Training & Corporate Training

Course Duration

8 Hours

Course Description

Our Early years CPD offers a comprehensive range of CPD for Early years practitioners
Our courses can be personalised to meet the needs of your school/Nursery and are specifically designed to equip teachers with the knowledge and skills that underpin effective practice

The following areas will be covered during this course
• Securing Expert Teaching in the EYFS
• EYFS Practice Essentials
• EYFS Inspiration for Practice

Key Facts

Course Name

EYFS Teachers

Who is it for?

Teacher Training

Course Duration

8 Hours