The learning partnership Wales - Courses Brochure May - December 2015

CoursesMay 2015 – December 2015

Contents

About The Learning Partnership 4

Building Blocks – Responsive Planning and Real Time Monitoring for the LNF 8

Conferences 12

‘Make Time for Me!’ 14

Expressive Arts 17

Health and Well-being 23

Humanities 29

Languages, Literacy and Communication 33

Mathematics and Numeracy 43

Science and Technology 57

Leadership 63

Early Years 69

Course Summary (chronologically) 78

Course Summary (by area) 80

Pen Portraits 83

Directions and Contact Details 95

Terms and Conditions 98

The Learning Partnership Llys Aur Llanelli Gate Llanelli SA14 8LQ

Telephone: 00 44 (0) 1554 749043 Email: [email protected] General information: www.tlpwales.co.uk Resources: www.shoptlpwales.co.uk www.building-blocks.org.uk

May 2015 – December 2015 3

The Learning Partnership

Successful FuturesWe are delighted to share The Learning Partnership’s 2015 brochure with you. As we look ahead to changes in education in Wales, as a result of Professor Donaldson’s ‘Great Debate’, we are entering and exciting phase of 21st century learning and teaching. With the ‘Successful Futures’ report in mind, we have adopted the six Areas of Learning and Experience in developing our courses offered to you. Working in partnership with our knowledgeable and experienced consultants, you will find courses to support:

In addition to the above Areas of Learning and Experience you will find courses for:

As well as the sections above, on pages 78-82 there is a table of courses set out in chronological order to give you an overview of what is on offer. Please take the opportunity to browse our brochure, select the most relevant ones for your school’s priorities and build in quality input to your school’s professional offer.

Expressive Arts

Languages, Literacy and Communication

Health and Well-being

Mathematics and NumeracyHumanities Science and

Technology

Leadership Birth to Three

If you can’t find what you’re looking for, or if you have any queries or questions relating to our courses, please contact us directly on 01554 749043.

4 For further information and to book courses, please log on to www.tlpwales.co.uk

The Learning Partnership

Our ValuesOur core values thread through all aspects of our daily lives and through our working practices:

We aim to be the best that we can be and to support others in reaching their goals.

About UsAs our name implies, The Learning Partnership works with you to provide training and consultancy of the highest quality. We pride ourselves on a core set of values that ensures the integrity of our service and our commitment to you. We provide the external, independent viewpoint that is essential for reflective, innovative practice while at the same time, we respect your unique context, challenges and circumstances.

Our innovative services include one-off training events/conferences, packages of support over a longer term, mentoring and coaching to school/organisation leaders, as well as project management and resource acquisition.

Our partnership with you acts as a catalyst for positive, planned change and improved outcomes for children.

Current and Innovative Thought and Action

Integrity and Honesty

Empowerment and Passion

Commitment and Consistency


Our Directors

Wendy ThomasWendy has expansive experience as a school leader, advisor and inspector. She has worked both in the UK and overseas. She prides herself on offering workable, practical solutions to schools facing challenges so that children are able to engage in high quality learning experiences.

As a mother of two girls, Wendy strongly believes in high quality provision for all children and is committed to the principles of enquiry based learning as a means of motivating and engaging children and young people.

Wendy’s most recent addition to her family is her dog, Sydney - who is still very much in training!

Glenda DudleyGlenda has worked in education both in the UK and in an international context in Europe and the Middle East. She has in depth knowledge and experience of the National Curriculum and also the International Baccalaureate, Primary Years Programme. While working at The International School of Amsterdam, Glenda was involved with Project Zero ‘Teaching for Understanding’ from Harvard University; a long term research project which strongly underpins the pedagogy of 21st Century. Glenda has held head teacher positions in both schools and children’s centres and is an advocate of enquiry based learning and engagement for all.

Glenda enjoys spending time with her husband and family, particularly when it’s barbecue weather!

Partner ConsultantsWe work with a range of partner consultants in delivering our services and are very proud of our association with all them. Details of our consultants can be found on our website www.tlpwales.co.uk

The information in this brochure is a sample of what we offer. All our work is bespoke to meet your needs as they evolve over time. Please contact us for an informal discussion as to how we can best support you. (Contact details are found on the back cover)


New Course Packages

We are aware that in this present financial climate you are under increased pressure when managing both your current and future school budgets. We have always worked hard to ensure that we offer a range of programmes suitable for every budget and understand that you need to receive quality along with value for money.

With this in mind we would like to introduce to you a new range of Course Packages.

Option 1

Option 2

Option 3

£1600 + VAT This will include 12 course places of your choice



If you have a different amount of funds available that you would like to invest in training for your staff then please contact us on 01554 749043 / [email protected] and we will arrange a Bespoke Package to suit your requirements.


Bilingual portal and resources

now available

Professor Donaldson’s curriculum review ‘Successful Futures’ outlines the framework for an aspirational and powerful curriculum for Wales. Starting from the two Areas of Learning and Experience already agreed upon, Language Literacy and Communication and Mathematics and Numeracy, Building Blocks® provides you with innovative ‘Rich Tasks’ that can be planned, adapted and monitored at the click of a button. In short, Building Blocks® supports effective teaching and engaging learning, reflecting the aspirations of ‘Successful Futures’.

Are you looking to further develop your school’s curriculum offer in line with the aspirations of the Donaldson Review?

Would your senior leaders benefit from having ‘real-time’ information automatically monitored and collated in one place?

Are you interested in supporting the planning and monitoring of Literacy and Numeracy, and other curriculum areas, within your school, using 21st century technology?

Would your teachers find a package of exciting and engaging, pre-referenced ‘Rich Tasks’ helpful?

If the answer is ‘yes’ then book a place on of our free Building Blocks® Open Days to find out more.

Responsive Planning and

Real Time Monitoring for the LNF

Teachers love the progressive,

exciting ideas, ease of use and time saving

capacity that Building Blocks offers.

Children love the collaboration,

purpose and choice in each Building

Blocks’ ‘Rich Task’.


So what is ‘Building Blocks®’?Building Blocks® is a bilingual, cross platform planning and monitoring tool that brings together your school’s documentation easily and neatly.

Building Blocks® provides you with over 250 exciting ‘Rich Tasks’, available in both English and Welsh, cross-referenced with the two Areas of Learning and Experience that are already agreed upon as part of the Donaldson Review. (Language Literacy and Communication, and Mathematics and Numeracy).

Building Blocks® addresses the year group, by year group, Statements of Expectation and each ‘Rich Task’ is accompanied by a clear teaching outline.

Building Blocks® automatically monitors and records the skills that have been planned/covered and those that have not. So, at a glance, Senior Leaders have a clear picture of what’s happening, where.

Building Blocks® provides an option for teachers to create and cross-reference their own materials too.

Using Building Blocks®, teachers can link their own ‘rich tasks’ to other areas of the curriculum.

We look forward to welcoming you to one of our Building Blocks® Open Days.

Places are free of charge, but limited to three people per school. Telephone 01554 479043 and book now to reserve your places!

Summer Term 2015Wednesday, 3rd June 2015Thursday, 4th June 2015Wednesday, 8th July 2015Thursday, 9th July 2015

Autumn Term 2015Wednesday, 9th September 2015Thursday, 10th September 2015Wednesday, 11th November 2015Thursday, 12th November 2015

Plan Monitor Report

Our promise to you…Building Blocks® gives you security and confidence because you are assured that the planning portal reflects the most up-to-date curriculum information available. The on-line curriculum component is updated, free of charge, as new aspects of the curriculum are introduced.

Building Blocks® also has the capability to plan and monitor the ‘New Curriculum for Wales’. When the new structure and content is known, Building Blocks® will ensure a seamless transfer without duplicating existing planning.


Network Days

As part of the family of Building Blocks® schools, you are invited to join us, free of charge, at our regular Network Days.

What happens at a Building Blocks® Network Day? The team at The Learning Partnership lead the session by focussing upon, and updating you on, current issues and developments in relation to Education in Wales.

One of our partner schools gives input in a relevant area of interest based on their own first hand experience of using Building Blocks®.

You have an opportunity to network with other Building Blocks® schools, to discuss your evolving practice and to swap hints and tips.

There is an opportunity for you to raise questions directly with us, as well as for you to put forward your own suggestions for further Building Blocks® developments that you would like to see.

There is an Open Forum for debate and professional dialogue.

Our Building Blocks® Network Days are developed around your evolving needs, so let us know what you would like us to include. It’s an opportunity to off-load, replenish and reflect!

Each Building Blocks® Network Day includes a delicious lunch and some time to catch-up with colleagues.

Two members of your team can attend each Building Blocks® Network Day free of charge. Please book early to avoid disappointment.

The dates for these events are:Wednesday, 29th April 2015Friday, 19th June 2015 Tuesday, 15th September 2015 Thursday, 3rd December 2015


Cooperative Learning – Where Heart Meets Mind Active Classrooms for Powerful Learning

The central concepts of social/emotional learning, collaboration/teamwork and a variety of pedagogies underpin the broad purposes outlined in ‘Successful Futures’, authored by Professor Graham Donaldson.The focus of his report hinges on the critical and enduring purpose of education for all children and young people, so that they are:

ambitious capable learners, ready to learn throughout their lives

enterprising, creative contributors, ready to play a full part in life and work

ethical, informed citizens of Wales and the world

healthy, confident individuals, ready to lead fulfilling lives as valued members of society

‘Cooperative Learning provides a powerful vehicle to create the context within which active learning can take place.’

Conference

Our 2015

Conference will be led by Chris Ward


It is with these broad purposes in mind that we are delighted to host our annual conference based on the work of Chris Ward.Chris has been working with teachers around the globe on Cooperative Learning, classroom pedagogy, leadership and change for over 25 years and remains passionate about making learning experiences the best they can be for our young people. Most recently Chris has worked with schools in Scotland supporting the implementation of the Curriculum for Excellence through collaborative practices.

The benefits of collaborative learning are many, including increased academic attainment and improved interpersonal relationships and self-esteem. During our conference Chris will introduce the Cooperative Learning model, provide a rationale for its use including the benefits and how it connects directly to the ‘Successful Futures’ document and will

engage the participants actively by using Cooperative Learning strategies throughout the day.

Chris retired from her position as a Superintendent of Education (Assistant Director) from Durham, Ontario, Canada in 2009 and is now working independently and based in Scotland. She has been a teacher, deputy, headteacher and Educational Officer as well as an adjunct professor with both York and Niagara Universities. She has presented across the United Kingdom, Ireland, Germany, Portugal, Estonia, Canada, the U.S.A., Zimbabwe, the Caribbean, Mexico and Australia. We are delighted to be working in partnership with her and extend a warm welcome to Wales.

Date: Thursday, 19th November 2015 Venue: The Vale Hotel, Hensol, CardiffCost: £250 + VAT per personCode: Conference 2015

Conference


‘MAKE TIME FOR ME!’In an exciting partnership with the Flying Start Team from Rhondda Cynon Taff, The Learning Partnership has developed a pack of resources aimed specifically at supporting practitioners working with two year olds, called ‘MAKE TIME FOR ME!’

The pack comprises of a set of provision cards, a practitioner handbook and a key messages book and outlines key features of outstanding practice. Starting from the child, each provision card outlines how, and why, Powerful Play in different areas of provision supports the key developmental domains in young children. Here are a few examples to whet your appetite…

Stirring, Mixing and Mashing - Powerful Play with Sand and Water

Roll Out, Shape Up - Powerful Play with Malleable Materials

Beautiful Earth - Powerful Play in the Garden

It is an ideal resource for supporting practice in Flying Start settings and is written with two year old children, and their development, at its heart.

TRAIN THE TRAINERSAs part of the development of ‘MAKE TIME FOR ME!’ The Learning Partnership is the sole provider of the ‘Train the Trainers’ workshops, which will enable key members of your team to deliver training sessions directly to practitioners working in your Flying Start settings.

For more information and orders for ‘MAKE TIME FOR ME!’ please contact us directly.

What does this kind of play offer? Malleable materials are materials that can be shaped and moulded by squeezing, pressing, rolling, cutting, shaping, bending.

‘MAKE TIME FOR ME!’ SERIES

Roll Out, Shape Up Powerful Play with Malleable Materials

Common materials include playdough and clay, but many others are included in this type of play. Often the

properties of malleable materials can be changed by adding/reducing water (or in some cases, glue or paste). Playing with malleable materials provides opportunities to engage all five

senses and can be used to both soothe children who may be excitable and also motivate others where a greater range of sensory experiences is needed. The gradual introduction of such materials helps children to understand the flow of sensory information.Playing with malleable materials provides plentiful opportunities for

skill development in using tools and manipulating the materials, and finding out about how actions have

affects (rolling, pinching, pressing) and how materials can be changed (e.g. adding water to the clay, paste to the sawdust). Children explore these

materials in different ways developing their fine motor skills and hand-eye co-ordination. This is perfect play for developing strength and dexterity in little fingers, hands and wrists.As a by-product of this type of play,

children experiment with mark-making in an unpressurised situation where their marks can easily be amended, developed or erased. Such explorations lay the foundations for later concepts in mathematics and science too, such as texture, the ‘state’ of the material, force, area and hardness. A wide range of materials should be

introduced to the children, although consideration must be given to whether they are still ‘mouthing’ objects to explore. If so, then children must be closely supervised. All play contexts must be fully ‘Risk Assessed’ prior to use with

the children. Children must be closely supervised at all times.

‘Malleable play is important because its lack of a focus on making or producing something leaves the child free to explore all sorts of possibilities. It taps into children’s innate curiosity about the world around them and their strong desire to explore and find out more.’BERNADETTE DUFFY

CONCEPTS Materials and their Properties

Senses Actions and Affects

What does this kind of play offer?

Sand is an open-ended material. It is up to each

and every child, how they choose to use/play with it.

‘MAKE TIME FOR ME!’ SERIES

Stirring, Mixing and Mashing Powerful Play with Sand and Water

Using sand, children may simply pile

and pour, or they may construct,

embellish or transport. Playing with

sand requires fine motor skills and

refinement, as well as strength and

mobility. Wet and dry sand have

different properties and more/less

water in the mix influences how a

child will interact with it.

Water has a natural draw for

children. We are all familiar with the

tales of hours spent when babies

and young children have bath

time ‘fun’. When a child plays with

water, he/she proves and disproves

the ideas that stem from first hand

observations and inquisitive minds.

We must not miss opportunities to

talk to children about safety around

water; even when conditions outside

appear to be safe and controlled,

basic rules must always be observed.

Children should also explore water

in its natural form by playing

outside on rainy days and in other

environments, such as at the beach,

on snowy days and paddling and

splashing in puddles.

Opportunities for sand and water play

should be offered in both the indoor

and the outdoor environment and

should be quite different – not just

indoor play set in the fresh air outside!

Sand and water are sensory and

soothing; they engage thinking

in both the creative and problem

solving domains.

All play contexts must be fully

‘Risk Assessed’ prior to use with

the children. Children must be

closely supervised at all times.

‘Sand and water play is a

form of active imagination…

Even a single play session

can have healing power… In

the process, one can often

see order emerging from

the chaos… It is through the

experiencing of molding

the sand, of adding water

in sprinkles or by cupfuls,

of placing the objects, of

burying them, of letting

something happen, that

strong cognitive connections

are made.’

K. BRADWAY

CONCEPTS Full/Empty/Half Full

Floating and Sinking

Transport and Movement


Expressive Arts


Humanities


Mathematics and Numeracy

Science and Technology

Leadership

Early Years

Courses Outlines by Area of Learning and Experience

Some of our courses are aligned to more than one Area of Learning and Experience, and so may appear more than once in our brochure under different sections.


Expressive Arts

Expressive Arts

Picture the Music! Using sound in the classroom to develop literacy and communication skills

This one day course will look at the techniques of using sound in the classroom to generate creative responses - and how these can be effectively developed for literacy outcomes especially for reluctant learners. It is an ideal way of providing rich experiences for all children but particularly for disadvantaged groups.The first part of the day will focus on simple movements that can help co-ordination and beat competency. The course will look at items such as pitch, dynamic, tempo and melody and how these create responses. We will look at the different nature of responses and discover how to use this knowledge to help people respond to sound. This is a fun filled practical exploration of sound and its use to put across ideas. You are requested to bring two instruments of your choice - xylophones, glockenspiels, shakers, tambourines, tambours, drums of any shape and size, claves, rainsticks...anything.

A fantastic day that links closing with the ‘Deprivation Agenda’. It will inspire any teacher - lots of potential to develop art, literacy, music and maths teaching.

Course participants will have the opportunity to:• Use music and art as starting points to enhance well being• Use sound to draw and create pictures • Find out how using sound in artwork helps develop non-verbal communication skills• Reflect on the emotional connection and opportunities for self-expression that these

experiences offer children who are disengaged or harder to reach• Develop story telling of both imaginary and ‘lived experiences’ through sound• Generate creative responses for literacy outcomes

Area of Learning and Experience: Expressive Arts and Languages, Literacy and Communication

Target Audience: Foundation Phase and Key Stage 2 Teachers, Teachers working with SEN pupils, Nurture Group Teachers and Leaders

Date: Thursday, 24th September 2015Course led by: Philip DavisCost: £160 +VATCourse Booking Code: 499* *Terms and Conditions apply


Expressive Arts

Creators and Inventors Using Open-ended, Intelligent Materials to Nurture Young Children’s Learning

This course will provide a practical understanding of early learning and play using intelligent, open-ended resources and creative exploration.

Delegates will develop a deeper understanding of the key benefits of using open-ended resources, as well as facilitating activities that give delegates a first-hand experience of how powerful these approaches can be in stimulating imaginative learning.

The workshop will be supported with case studies from action research projects that demonstrate examples of spontaneous free-flow play using open-ended resources, and its connection to investigative learning and discovery.

Course participants will have the opportunity to:• Discover how to create provocations using open-ended materials in indoor and outdoor

environments that stimulate free-play through a sense of awe and wonder. • Embrace ‘Loose Parts’ play in every day provision. • Understand the role of adults in extending and valuing the learning taking place, and in

managing children’s different and sometimes conflicting ideas. • Document the process, what children do, what children say, and reflecting on the impact

of open-ended processes. • Remove the obstacles to free-flow play in the home. • Share these approaches with parents and carers.

Area of Learning and Experience: Expressive Arts and Early Years

Target Audience: Flying Start Leaders and Practitioners, Foundation Phase Leaders, Foundation Phase Teachers (Birth to Fives)

Date: Tuesday, 10th November 2015Course led by: Ammie Flexen Cost: £160 +VATCourse Booking Code: 514* *Terms and Conditions apply


Expressive Arts

The Heart of ArtImaginative Ideas for the Primary School

What do you think pupils learn from the visual arts? Are these outcomes important? This course will explore the benefits of using the visual arts for cross-curricular teaching and learning. There are clear links with the Literacy and Numeracy that will be shared through a number of real life case study examples.

This course is ideal for offering scope and breadth to schools that are prioritising ‘Closing the Gap’ and supporting children in challenging circumstances. It will give confidence to those wanting to teach Literacy and Numeracy through enquiry based learning by accessing the visual arts.

The key message is that it is not necessary to be an expert in either art-making or Art History to do so. Support your children in engaging with the visual arts and cover key elements of the curriculum at the same time!

Course participants will have the opportunity to:• Consider the educational purpose of using the visual arts for cross-curricular teaching

and learning• Identify the numerous opportunities for delivering literacy and numeracy across the

curriculum through the creation and appraisal of art • Explore how key skills, such as questioning skills, communication skills, presentation skills

and personal development skills, can be developed in children of all ages and abilities using the visual arts as a central stimulus

• Discuss selecting works of art for cross-curricular teaching and learning• Look at ways to document and celebrate pupil outcomes - sketchbooks, interactive

displays and exhibitions

Area of Learning and Experience: Expressive Arts

Target Audience: Primary Teachers, Nurture Support Teaching AssistantsDate: Tuesday, 24th November 2015Course led by: Karen Hosack Janes MA PGCE Cost: £160 +VATCourse Booking Code: 518* *Terms and Conditions apply


Expressive Arts

Creativity at the CoreDesigning a Culture of Creativity in the Workplace

This course will explore what creative cultures look like and how much more they can achieve using simple techniques that facilitate staff-led learning. We will use intelligent, open-ended resources to problem solve, stretch creative and critical thinking skills, build more collaborative partnerships between staff and stakeholders, facilitate deeper levels of learning through engagement in ideas and collaborative learning amongst departments and ensure this impacts on target setting and achievement.

Course participants will have the opportunity to:• Focus on repurposing the knowledge, skills, resources and approaches that staff already

have, increasing their effectiveness to the next level • Use creative strategies in their planning, reflection, observation and documentation • Build a more positive and creative working culture • Stimulate positive dispositions for collaboration, resilience, relationship building, creative

and critical thinking, loyalty and productivity across the setting.

Area of Learning and Experience: Expressive Arts and Leadership

Target Audience: Headteachers, Deputy Headteachers, Senior Leaders, Foundation Phase Leaders, Literacy and Numeracy Co-ordinators, CPD Leaders

Date: Thursday, 26th November 2015Course led by: Ruth Churchill Dower Cost: £160 +VATCourse Booking Code: 519* *Terms and Conditions apply




Move It! Shake It!Enhancing Numeracy, Literacy and Physical Development through Movement

The incredible thing about our bodies is that they have an amazing memory of their own, which is a big relief, as we know we can rely on our bodies to do the right thing when we want to move in different ways. However, as we know, this doesn’t happen naturally, on its own; it takes time to learn how to connect the different parts of our bodies with the areas of the brain that tell us how to move any part of our body in the right direction at the right time.

That’s why it’s important to support children’s movement and focus on strengthening every part of their bodies, from their heads to their toes, because we’re also strengthening their physical, emotional, visual, expressive and listening skills at the same time. Plus movement is important because it’s packed full of so much learning about each child’s personality, and it’s just so much fun!

Course participants will have the opportunity to:• Understand what dance and movement is all about, and how to feel confident in using it• Explore creative spaces that enable movement to become part of daily practice• Learn about how our bodies and brains become connected up through movement and

dance in the context of early learning• Understand how movement can support children’s numeracy, literacy and language skills• Identify different approaches to evaluating and mapping the learning that is happening

through movement right across the curriculum• Identify extension activities depending on the needs, interests and ideas of your

particular children. Provide enough inspiration to get your creative juices flowing for the rest of the term!

Area of Learning and Experience: Health and Well-being, LLC and Numeracy

Target Audience: Foundation Phase Teachers, Physical Literacy Co-ordinators, Early Years and Foundation Phase Teachers

Date: Tuesday, 9th June 2015Course led by: Anna Daly Cost: £160 +VATCourse Booking Code: 486* *Terms and Conditions apply



The Literacy Learning LandscapeA Practical Guide to Developing KS2 Literacy in the Outdoors

The outdoors is often the most underdeveloped and underused aspect of our practice and yet it yields additional and important elements to a child’s learning by contextualizing concepts through first hand experiences.

This one day course explores the use of the outdoors to develop literacy concepts and has been developed from the tutors first hand experiences of international pedagogical practice from across Scandinavia (Denmark, Norway, Sweden & Finland).

Course participants will have the opportunity to:• Explore the potential of the outdoor environment to develop literacy skills at KS2• Understand the importance of movement and language as linked functions• Promote higher-order, child-initiated opportunities for literacy development• Review current practice and implement an action plan to enhance literacy practice• Discuss the adult role in supporting children’s language development effectively in an

outdoor environment• Identify new resources and contexts to stimulate literacy and language development

in school• Further develop confidence to implement outdoor learning as a key part of your practice

Area of Learning and Experience: Health and Well-being and Languages, Literacy and Communication

Target Audience: Key Stage 2 Teachers, Literacy Co-ordinators, and Forest Schools Co-ordinators

Date: Wednesday, 7th October 2015 Course led by: CyfleonCost: £160 +VATCourse Booking Code: 503* *Terms and Conditions apply



Original OrienteersExtending Expertise in Physical Literacy Curriculum through Navigation and Orienteering (Optional 2 day course)

Day 1 - IntroductionDay 1 will look at the importance of orienteering and navigation as elements of Physical Education and Physical Literacy Curriculum, as well as its significance in the development of the child, and cross-curricular links.

During the day, we will look at simple activities that can be transferred into your teaching practice which will allow you to engage children in navigation and orienteering sessions, all within the context of the National Navigation Award Scheme.

Course participants will have the opportunity to:• Identify common handrail symbols• Orientate the map against handrails• Use an orientated map to follow handrails• Maintain position on the map• General map symbols• Use collecting and catching features to aid navigation• Estimate distance using grid squares• Use 4 & 6 figure grid references• Take part in and develop orienteering courses and develop understanding of route choice

Area of Learning and Experience: Health and Well-being



Day 2 - National Navigation Award Scheme (Bronze)This day will build on the theory and introductory practical knowledge from Day 1, to give you a formal accreditation in the National Navigation Award Scheme (NNAS). The NNAS is a personal performance, non-competitive, incentive scheme for all ages to learn navigation skills and gain confidence to get out and enjoy the countryside. The Bronze NNAS Award will feature at Dare Valley Country Park in using paths tracks and other linear features, basic map interpretation including compass work.

In completing this award, you will gain the necessary skills to confidently embed navigation and orienteering into your schools physical education and physical literacy practice.This includes lunch, refreshments and accreditation.

Course participants will have the opportunity to:• Estimate short distances• Develop an understanding of scales• Differentiate between uphill and downhill by reference to contours• Recognise prominent hills, valleys, cols, ridges and spurs on the map and on the ground• Orientate the map against major ground features• Orientate the map against a compass needle• Use an orientated map to check the direction of handrails

. Target Audience: Physical Education and Physical Literacy Co-ordinators, Key Stage 2 Teachers

Dates: Tuesday, 20th October 2015 Wednesday, 21st October 2015 (This course can be undertaken as a one or two day

course. Day one provides basic skills and information. But by attending both days you will become accredited through the NNAS at Bronze Level for Orienteering)

Course led by: CyfleonCost: £160 +VAT for the introduction (Day 1 ONLY) £250 + VAT for both Day 1 and day 2 (Full Accreditation)Course Booking Code: 1 Day Course - CODE 509* Both days with certification - CODE 510*

*Terms and Conditions apply


Humanities

Humanities

Delving DeeperEnquiry through the Curriculum

During this practical, experiential, interactive and learner-centred course, attendees will experience two enquiry sessions that can be used in primary schools to both build a collaborative classroom and to help children find their way to an answer.

Many teachers know that dialogue and enquiry methods lend themselves to subjects such as history and literacy, but they can also be used to help develop understanding in maths and science as well. Enquiries develop cognitive skills and incorporating enquiry into the classroom can have multiple benefits for the students and teachers, developing speaking and listening skills, collaboration and confidence, questioning skills, and improving critical and creative thinking for all students.

The day will be focused around the needs of the teachers by asking them to identify the important features of a session they feel they need to work on. Some participants will facilitate short enquiries themselves and receive feedback.

Attendees will learn the core teaching methods of running an enquiry including questioning and teaching strategies, discuss how enquiry can help in their everyday teaching, and come away with enquiry sessions they can run in their own classrooms.

Course participants will have the opportunity to:• Experience enquiry sessions based around

the curriculum• How to find the right question for an enquiry• Learn how to incorporate enquiry into

different curriculum areas, including maths and science

• Learn the core teaching strategies and questioning skills to develop higher-order thinking in the classroom

• There will be an opportunity to conduct/ observe short enquiries and receive feedback

Area of Learning and Experience: Humanities

Target Audience: Primary Phase TeachersDate: Wednesday, 30th September 2015Course led by: The Philosophy FoundationCost: £160 +VATCourse Booking Code: 521* *Terms and Conditions apply


Humanities

Questions! Questions! QuestionsDeveloping Effective Questioning and Reflection Skills in Key Stage 2

‘However old we are, our brain changes every day – the human brain has great plasticity. Each time we recognise a new face, learn a new word, we make changes in our brain structure. In a changing environment, the normal brain can’t help but learn. Questions and challenges really help to keep the brain growing and changing’Sarah-Jayne Blakemore, UCL

The use of generative questions is essential to the development of curiosity and lifelong learning. This course explores the range and use of questions that teachers should add to their tool box to individualise learning and develop skills of independent and group enquiry.

Course participants will have the opportunity to:• Explore the relationship between effective questioning and enquiry based learning• Experience a variety of engaging contexts and strategies used in developing thinking skills• Develop a clear understanding of what is meant by ‘experiential, enquiry based learning’• Gain practical advice on how to plan for experiential learning through questioning skills• Look at strategies for improving pupils’ skills in planning, developing and reflecting on

their learning

Area of Learning and Experience: Humanities

Target Audience: Key Stage 2 TeachersDate: Wednesday, 4th November 2015Course led by: Glenda Dudley Cost: £160 +VATCourse Booking Code: 522* *Terms and Conditions apply




Evidence of ProgressionMonitoring Literacy Skills across the Curriculum

By now, the skills for Language, Literacy and Communication have had time to become embedded within the school curriculum, but how sure are you, as the Literacy Co-ordinator, that the literacy strands are developing cohesively with a robust progression of skills?

In your role as Literacy Co-ordinator your attention will be turning to gathering evidence to support and demonstrate their impact on learning. This one day course will provide you with the tools and the ideas to collect, collate and qualify what has been happening to date.

**Course delegates are asked to bring three samples of written work with them to share and discuss on the day**

Course participants will have the opportunity to:• Review and explore the key messages from the Welsh Government materials for

monitoring and evaluating the Area of Learning and Experience for Languages, Literacy and Communication

• Consider a range of ways to monitor literacy across the curriculum• Re-visit key themes in order to identify the progression of skill development across the strands• Use a framework of questions to consider what is working well and what needs further

development within their own school• Discuss strategies for keeping ‘everyone on board’ both at classroom and at team level• Think about what to do when things are working well and explore approaches for when

there are specific challenges

Area of Learning and Experience: Languages, Literacy and Communication

Target Audience: Literacy Co-ordinatorsDate: Tuesday, 5th May 2015Course led by: Glenda Dudley and Wendy ThomasCost: £160 +VATCourse Booking Code: 481* *Terms and Conditions apply



21st Century Story Telling – Digital LiteracyAn Exploration of Digital Literacy and Story Telling in the Classroom

The prevalence of technology for learning across the curriculum is a key component of the Donaldson Review, ‘Successful Futures’.

This course supports the development of digital competence across all areas. It will help you understand what is meant by Digital Literacy as well as exploring some essential Apps for use with the curriculum that support the digital age. A key exploration will be how to effectively use iPads to raise standards in Literacy across the curriculum.

You will have an opportunity to gain a deeper understanding of Digital Literacy and explore ways to create content that is both relevant and cross-curricular in nature. Using both generic Apps and iBooks you will leave with a clear way forward for learning and teaching.

Participants will be expected to bring their own iPads with Book Creator, iMovie, QR reader, Creative Book Builder already downloaded and ready to go!

Course participants will have the opportunity to:• Gain confidence in the use of iPads to raise standards in Literacy across the curriculum• Develop an understanding about the Digital Literacy Curriculum and what it looks like in practice• Create ePub books, iMovies and other resources to support Digital Literacy using the iPad• Familiarise themselves with, and use, the iBook resources relevant to their own teaching• Engage learners where ‘Closing the Gap’ is a key priority

Area of Learning and Experience: Languages, Literacy and Communication, Science and Technology

Target Audience: Primary Teachers, ICT Co-ordinators, Nurture Group Assistants

Date: One Day Course – repeated on: Wednesday, 13th May 2015 Tuesday, 29th September 2015 (Choose one date)Course led by: Ann Roberts and Martin JonesCost: £160 +VATCourse Booking Code: Choose ONE date Wednesday, 13th May 2015 - CODE 483* Tuesday, 29th September 2015 - CODE 501**Terms and Conditions apply





Course participants will have the opportunity to:• Understand what dance and movement is all about, and how to feel confident in using it • Explore creative spaces that enable movement to become part of daily practice• Learn about how our bodies and brains become connected up through movement and




Area of Learning and Experience: Languages, Literacy and Communication and Health and Well-being





Target Audience: Literacy Co-ordinators, Foundation Phase Teachers, Key Stage 2 Teachers

Date: Monday, 22nd June 2015Course led by: Glenda DudleyCost: £160 +VATCourse Booking Code: 489* *Terms and Conditions apply


Word WiseA Detailed Exploration of Teaching Phonics and Spelling

An important feature of high quality phonics and spelling work is that it should be systematic which means teaching all the major grapheme-phoneme correspondences in a clearly defined sequence so that children become accomplished readers and writers.

Whichever phonics and spelling programme you use in school, this course will strengthen your toolkit and enable you to actively engage learners in spelling, reading and writing, without it consuming your entire Literacy offer.

This one day course will provide you with an approach that provides structure and yet gives teachers flexibility around the teaching of phonics and spelling.

Course participants will have the opportunity to:• Re-visit the key principles of teaching phonics and spelling effectively• Reflect on the phonic and spelling knowledge and skills required by children at different

stages of development• Consider the next steps for children when they secure good phonic understanding• Look at spelling beyond the Foundation Phase and into Key Stage 2• Consider what to do when progress becomes impeded• Share ideas for activities and experiences that support learning



Reach for the Sky! Securing Progress by Inspiring Young Writers in the Foundation Phase

Writing consistently comes up as an area of focus for improvement within the Foundation Phase. Attainment is sometimes a concern, and the gap between boys and girls is clear.

During this one day course, Kym will share the recipe for writing success that has impacted so positively on the schools she has worked with in Lewisham, and share how learning in this area can be improved by building upon, rather than compromising, children’s natural tendency to play and explore.

The impact of this approach in schools has been so significant that Lewisham has moved from being one of the lowest achieving local authorities for outcomes for writing, to one of the highest in the country.

With clear messages and a ‘can do’ approach it is a day not to be missed!

Course participants will have the opportunity to:• Explore the key elements needed to become a confident and effective early writer • Review a structure to support them in planning appropriately for these elements• Learn how to provide challenge through everyday play experiences that incorporate the

passions of young children• Share effective strategies for engaging reluctant writers• Participate in a range of inspirational activities that can be cheaply and easily

implemented in practice

Area of Learning and Experience: Early Years and Languages, Literacy and Communication

Target Audience: Literacy Co-ordinators, Foundation Phase Leaders, Foundation Phase Teachers, and Flying Start Practitioners

Date: Friday, 25th September 2015Course led by: Kym ScottCost: £160 +VATCourse Booking Code: 500* *Terms and Conditions apply





The Literacy Learning LandscapeA Practical Guide to Developing KS2 Literacy in the Outdoors

The outdoors is often the most underdeveloped and underused aspect of our practice and yet it yields additional and important elements to a child’s learning by contextualizing concepts through first hand experiences.

This one day course explores the use of the outdoors to develop literacy concepts and has been developed from the tutors first hand experiences of international pedagogical practice from across Scandinavia (Denmark, Norway, Sweden & Finland).

Course participants will have the opportunity to:• Explore the potential of the outdoor environment to develop literacy skills at KS2• Understand the importance of movement and language as linked functions• Promote higher-order, child-initiated opportunities for literacy development• Review current practice and implement an action plan to enhance literacy practice• Discuss the adult role in supporting children’s language development effectively in an

outdoor environment• Identify new resources and contexts to stimulate literacy and language development

in school• Further develop confidence to implement outdoor learning as a key part of your practice

Target Audience: Key Stage 2 Teachers, Literacy Co-ordinators, and Forest Schools Co-ordinators

Date: Wednesday, 7th October 2015 Course led by: CyfleonCost: £160 +VATCourse Booking Code: 503* *Terms and Conditions apply


Writer’s Block to Polished Performance Teaching the Tricky Bits of Literacy

Many schools have established the ‘nuts and bolts’ of language into their core work. But how do we build on our current programme of language so that young writers develop ‘the moods of writing’ and improve the richness of their work?

This course explores and explains strategies that enable children to both prepare for, and engage in, writing that conveys and connects abstract thought, to the published page.

Course participants will have the opportunity to:• Identify both the discretely taught and holistic aspects of language teaching and learning• Reflect on the ‘nuts and bolts’ of language and how these are developed within their

own context• Explore non-fiction text types and the characteristics of each as building blocks for writing• Consider the central place of imagination, creative thought and fantasy as keys to

success for children’s narrative writing• Support children in internalising language structures and patterns through drama and

other creative arts


Target Audience: Literacy Co-ordinators and Key Stage 2 TeachersDate: Wednesday, 14th October 2015Course led by: Wendy ThomasCost: £160 +VATCourse Booking Code: 506* *Terms and Conditions apply




Area of Learning and Experience: Early Years and Languages, Literacy and Communication

Hooked on Books! The Mechanics AND the Magic of Reading in the Early Years

This inspiring and practical session will draw upon the latest research and best practice in laying down the foundations for happy and successful readers. As well as sharing creative and meaningful ways of helping children to develop phonic skills and word recognition, strategies will also be explored for supporting all children to develop an understanding and love of books.

During the course Kym will unpick how the schools she works with are achieving high outcomes in reading, by teaching children the way they learn best - through play, practical experience and the creative use of high quality texts.

Course participants will have the opportunity to:• Explore the key elements of learning to read and how best to support these with young

children• Gain ideas for a range of play based activities designed to enhance children’s reading

skills and understanding of the texts they are engaging with• Learn effective strategies for igniting the interest of those reluctant to engage in reading

activities• Explore how the learning environment can most effectively support children’s reading

development

• Further develop confidence to implement outdoor learning as a key part of your practice.Target Audience: Literacy Co-ordinators, Foundation Phase Leaders, Foundation Phase Teachers

Date: Friday, 13th November 2015Course led by: Kym ScottCost: £160 +VATCourse Booking Code: 515* *Terms and Conditions apply




Evidence of Progression Monitoring Numeracy Skills across the Curriculum

By now, the skills for Mathematics and Numeracy have had time to become embedded within the school curriculum, but how sure are you, as the Numeracy Co-ordinator, that the strands are developing cohesively with a robust progression of skills?In your role as Numeracy Co-ordinator your attention will be turning to gathering evidence to support and demonstrate their impact on learning. This one day course will provide you with the tools and the ideas to collect, collate and qualify what has been happening to date. We will further develop strategies and approaches to monitor and evaluate the progress made. **Course delegates are asked to bring three samples of problem-solving work with them to share and discuss on the day**

Course participants will have the opportunity to:• Review and explore the key messages from the Welsh Government materials for monitoring

and evaluating the Area of Learning and Experience for Mathematics and Numeracy• Consider a range of ways to monitor numeracy across the curriculum• Re-visit key themes in order to identify the progression of skill development across the

strands• Use a framework of questions to consider what is working well and what needs further

development within their own school• Discuss strategies for keeping ‘everyone on board’ both at classroom and at team level• Thinks about what to do when things are working well and explore approaches for when

there are specific challenges

Area of Learning and Experience: Mathematics and Numeracy

Target Audience: Numeracy Co-ordinatorsDate: Wednesday, 6th May 2015Course led by: Glenda Dudley and Wendy ThomasCost: £160 +VATCourse Booking Code: 482* *Terms and Conditions apply



Cultivating Mathematics Developing rich and meaningful learning experiences outdoors

“Young children need to learn about mathematical concepts through their bodies in practical experiences that make sense to them”

Jan White, Maths Outdoors (2005)

The outdoor environment is rich in possibilities for engaging and meaningful encounters with maths, allowing children to learn in ways that suit them best. Young children need to use their whole bodies to gain intuitive understandings of mathematical ideas through deeply felt experiences.

Course participants will have the opportunity to:• Address the potential of the special nature of the outdoors for enabling mathematical

behaviour• Explore how, what young children naturally do in rich play outdoors, provides them with

firm foundations for being mathematical• Consider how adults can unlock the potential of all outdoor spaces to offer children

motivational ways of being, feeling and thinking mathematically• Engage children in playful and meaningful ways

Area of Learning and Experience: Mathematics and Numeracy and Early Years

Target Audience: Mathematics and Numeracy Co-ordinators, Foundation Phase Leaders, Foundation Phase Teachers, Flying Start Practitioners

Date: Thursday, 14th May 2015Course led by: Jan WhiteCost: £160 +VATCourse Booking Code: 484* *Terms and Conditions apply



Different Differentiation A Closer Look at Differentiation in Mathematics and Numeracy

This course helps teachers consider their current approaches to differentiation, based on evidence from recent research. It explores alternative methods and helps teachers consider the implications for their adoption in the classroom. A range of strategies will be explored on the day, enabling teachers to go back to school equipped with powerful and effective approaches. Teachers will also have time to plan to use one or several of the techniques in their classrooms.

This is a day not to be missed!

Course participants will have the opportunity to:• Understand what research tells us about the impact of setting, streaming and within-class

groupings• Explore the advantages and disadvantages of the ‘classic model’ for differentiation• Develop questions for effective differentiation within a group or class situation, as well as

pupil-created questions• Understand the benefits of the ‘peel-off’ approach• Consider best practice in the deployment of Teaching Assistants• Make the most of the child’s misconceptions as a tool for enquiry and differentiation• Experience a range of different approaches to differentiation and their impact on

learning and attitudes in mathematics


Target Audience: Mathematics and Numeracy Coordinators, Primary Teachers

Date: Monday, 1st June 2015Course led by: Sarah SeleznyovCost: £160 +VATCourse Booking Code: 485* *Terms and Conditions apply






Course participants will have the opportunity to:• Understand what dance and movement is all about, and how to feel confident in using it• Explore creative spaces that enable movement to become part of daily practice• Learn about how our bodies and brains become connected up through movement and




Area of Learning and Experience: Numeracy and Health and Well-being





Tap, Touch and TransformRaising Standards in Mathematics and Numeracy using iPads

The prevalence of technology for learning across the curriculum is a key component of the Donaldson Review, ‘Successful Futures’.The prolific increase in the number of iPads in schools does not always correlate with how effectively they are used to support learning. Training and further support for teachers using iPads to improve Mathematics and Numeracy skills is at the heart of this one day course. It has a clear focus on how iPads can be effectively used to raise standards in Mathematics and Numeracy - no gimmicks! During the day delegates will have an opportunity to review a range of useful Apps that support improved Mathematics and Numeracy outcomes for learners with a particular focus on problem solving.

Course participants will have the opportunity to:• Gain confidence in the use of iPads to raise standards in Mathematics and Numeracy• Develop skills in planning, using, delivering and evaluating the outcomes of using iPads/

Apps to improve Mathematics and Numeracy skills• Engage children where ‘Closing the Gap’ is a priority for FSM learners within their school• Use a range of Apps to secure good outcomes in Mathematics and Numeracy skills for all learners • Gain competence in supporting children and colleagues in using ‘everyday technology’

across the curriculum.

Area of Learning and Experience: Mathematics and Numeracy, Science and Technology

Target Audience: Mathematics and Numeracy Co-ordinators, Primary Teachers, Nurture Group Support Assistants

Date: One Day Course repeated – choose from: Tuesday, 16th June 2015 Wednesday, 18th November 2015Course led by: Ann Roberts and Martin JonesCost: £160 +VATCourse Booking Code: Choose ONE date Tuesday, 16th June 2015 - CODE 487* Wednesday, 18th November 2015 - CODE 516**Terms and Conditions apply



See It, Think It, Solve It! Developing Numerical Reasoning in the Foundation Phase

Reasoning is fundamental to knowing and doing mathematics, it underpins the other numeracy strands of the LNF and yet it is often the area that is neglected or considered difficult to teach.

This course will explore three questions:

• What does numerical reasoning look like in the Foundation Phase setting?

• What are the skills that young learners need to develop?

• What can we do to improve young learners reasoning skills?

Developing numerical reasoning is an important aspect of mathematical development in all year groups and this hands-on day will provide many ideas for actively engaging young learners in mathematical thinking and reasoning.

Course participants will have the opportunity to:• Understand how to develop numerical reasoning progressively throughout the

Foundation Phase• Understand the specific skills that young learners need to develop • Consider a range of practical ideas for developing reasoning skills, both within focused

mathematical tasks and across other areas of learning and experience• Discuss the importance of teacher questioning in supporting the development of

reasoning skills• Consider how to enable young children to work independently by providing engaging

tasks in continuous and enhanced provision


Target Audience: Foundation Phase Teachers, Foundation Phase Leaders, Mathematics and Numeracy Co-ordinators

Date: Tuesday, 23rd June 2015Course led by: Lynwen BarnsleyCost: £160 +VATCourse Booking Code: 490* *Terms and Conditions apply



Talk 4 Maths A Practical Guide to Mathematical Problem-solving through ‘Speaking and Listening’

This full day course focusses on problem-solving, communication and reasoning, enquiry-based maths and representing. Each session of T4M looks at a different aspect of problem solving and investigative mathematics using communication, reasoning, enquiry and representation. The emphasis on ‘Speaking and Listening’ used in all sessions is the ‘glue’ that brings the strategies together. The focus on and use of ‘fluency’ or ‘contextualised maths’ is apparent throughout. Through engaging and challenging activities, you are supported in developing several ‘Speaking and Listening’ approaches, as well as in developing problem solving beyond simple word problems.

Course participants will have the opportunity to:• Consider how children become fluent in the fundamentals of mathematics, including

through varied and frequent practice • Maintain a focus upon the conceptual understanding of children• Explore approaches to support children in solving problems by applying their

mathematics to a variety of routine/non-routine problems• Experience how to break down problems into a series of simpler steps and support

children to persevere when seeking solutions• Explore ways to ensure that children reason mathematically: by following a line of

enquiry, by conjecturing relationships and generalisations, and by developing an argument, justification or proof using mathematical language

Course delegates receive a CD of supporting resources to consolidate the approaches used for use in school.


Target Audience: Foundation Phase Teachers, Mathematics and Numeracy Co-ordinators

Date: Thursday, 25th June 2015Course led by: Sam Adams and Clare ReedCost: £160 +VATCourse Booking Code: 491* *Terms and Conditions apply



From Concrete to Abstract Using Manipulatives to Raise Standards in Mathematics and Numeracy across the Primary Phase

If children have a mathematical image or model to use and understand then they have a better chance of being able to problem solve and apply their knowledge. This course is hands on and will explore how we can use the range of manipulatives in school to support all our children to achieve in mathematics and numeracy. During the day we will focus on the Statements of Expectation in terms of ensuring progression both for teaching and resourcing. As part of the day we will explore how the use of intelligent practice and careful modelling, along with the unpicking of misconceptions, moves children’s learning forward.

The main sessions in the course will look at number, place value and calculation, some aspects of shape and space will also be examined.

Course participants will have the opportunity to:• Explore the range of manipulatives in school that can be used to support mathematical

learning through a hands on workshop • Provide a range of models and images to support learners and unpick misconceptions • Focus on the Statements of Expectation in terms of progression and models for pupils• Consider common misconecpetions in learning and how to address them• Share ideas and ask questions


Target Audience: Mathematics and Numeracy Co-ordinators, Primary Teachers

Date: Tuesday, 14th July 2015 Course led by: Liz ThomasCost: £160 +VATCourse Booking Code: 494* *Terms and Conditions apply



No Knots in Numeracy Using Numicon as a Basis for Exploring and Developing Number Relationships

Numicon is an approach designed to give children the understanding of number ideas and number relationships that is essential for success in maths. Through a series of structured patterns to represent numbers, Numicon forms part of a progressive teaching programme. This course is aimed at teachers and practitioners who use, or are interested in using, Numicon as part of their mathematics provision.

Course participants will have the opportunity to:• Explore Numicon as a quality classroom resource• Familiarise themselves with the Numicon approach to teaching number relationships• Develop a range of activities to support number ideas and connect pattern in number• Gain confidence in their own understanding of teaching number and pattern• Gather ideas to take back to the classroom and use immediately


Target Audience: Maths Co-ordinators and Foundation Phase TeachersDate: Wednesday, 23rd September 2015Course led by: Liz ThomasCost: £160 +VATCourse Booking Code: 498* *Terms and Conditions apply



Every Day is a Problem Solving Day Problem Solving in Mathematics and Numeracy in the Foundation Phase

In the Foundation Phase, children should develop their skills, knowledge and understanding of mathematics through play, practical and oral activities. As part of this they should explore using and applying mathematics in real-life problems. This course will explore a range of problem solving activities both inside and outside the classroom. It will be a hands on day and will explore how we can use the range of problem solving activities in all parts of the maths lesson to support all our children to achieve in mathematics. Over the day we will unpick the Statements of Expectation for Mathematics and Numeracy in terms of progression both for teaching and resourcing.

Course participants will have the opportunity to:• Explore the different types of mathematical problems • Provide a range of models and images to support learners in problem solving activities • Unpick the Statements of Expectation in terms of progression of problem solving skills• Look at all the opportunities for problem solving in every aspects of the maths lesson• Share ideas, ask questions and identify next steps for their practice.


Target Audience: Mathematics and Numeracy Co-ordinators, Foundation Phase Leaders, Foundation Phase Teachers

Date: Thursday, 8th October 2015Course led by: Liz ThomasCost: £160 +VATCourse Booking Code: 504* *Terms and Conditions apply



Inspiring Children Exciting Mathematics and Science Experiences in the Early Years (2-5 years)

Young children explore the world using all of their senses. Through their play they observe and wonder, experiment and question. They meet many concepts rooted in both Mathematics and Science in a playful natural way. On this one day course, delegates will have an opportunity to extend their own understanding by identifying key concepts, developing their role as a facilitator of learning and consider new ways to extend young children’s interests.

Course participants will have the opportunity to:• Consider the opportunities that a well planned environment offers for investigating and

discovering• Identify key concepts that children naturally encounter through their play• Reflect upon the early development in understanding both mathematical and scientific

concepts. • Plan for powerful learning experience through excellent provision • Further understand the role of the adult in challenging and extending children’s thinking• Explore some practical activities and clarify next steps for their own settings and schools.

Area of Learning and Experience: Mathematics and Numeracy, Science and Technology

Target Audience: Flying Start Leaders and Practitioners, Foundation Phase Leaders and Teachers

Date: Tuesday, 13th October 2015Course led by: Kathryn Solly Cost: £160 +VATCourse Booking Code: 505* *Terms and Conditions apply



Mathematical Connections Best Practice in Mathematics and Numeracy

This course helps Mathematics and Numeracy Leaders and Leaders of Professional Development explore research into attitudes to Mathematics by pupils, parents and teachers and the impact this has on learning.

Leaders will discuss their understanding of what ‘good’ learning looks like in Mathematics, connecting this to models from research, and explore the impact on teachers of lesson observation as a professional development tool.

Leaders will hear evidence from recent research into the general principles of professional development as well as models of professional development that are specific to Mathematics.

A day for reflective practice and an overview of the most up-to-date methods of up-skilling your team!

Course participants will have the opportunity to:• Understand ‘mathsphobia’ and its impact on teachers and pupils • Discover what research tells us about effective professional development and link this to

their own experiences of professional learning• Understand what research tells us about ‘good’ learning in Mathematics and Numeracy,

and how we can measure and support this as school leaders• Explore a range of professional development models that are proven to impact on pupil

learning in and raise standards in mathematics

Area of Learning and Experience: Leadership and Mathematics and Numeracy

Target Audience: Headteachers, Deputy Headteachers, Mathematics and Numeracy Co-ordinators and Senior Leaders with responsibility for professional development

Date: Friday, 23rd October 2015Course led by: Sarah Seleznyov Cost: £160 +VATCourse Booking Code: 511* *Terms and Conditions apply



Every Day is a Problem Solving Day Mathematical Problem Solving in Key Stage 2

In Key Stage 2, children should develop their skills, knowledge and understanding of mathematics through a wide range of problem solving experiences . As part of this they should explore using and applying mathematics in real-life problems both inside and outside the classroom. This course will be a hands on day exploring how we can use the range of problem solving activities in all parts of the maths lesson to support all our children to achieve in mathematics. Over the day we will unpick the Statements of Expectation in terms of progression both for teaching and resourcing and discuss how to develop the skills of reasoning.

Course participants will have the opportunity to:• Explore all the different types of mathematical problems • Provide a range of models and images to support learners in problem solving activities • Unpick the Statements of Expectation in terms of progression of problem solving skills• Look at all the opportunities for problem solving in every aspect of the maths lesson• Share ideas, ask questions and identify next steps for their practice.


Target Audience: Mathematics and Numeracy Co-ordinators, Key Stage 2 Teachers

Date: Thursday, 19th November 2015Course led by: Liz Thomas Cost: £160 +VATCourse Booking Code: 517* *Terms and Conditions apply




Area of Learning and Experience: Languages, Literacy and Communication, Science and Technology

21st Century Story Telling – Digital LiteracyAn Exploration of Digital Literacy and Story Telling in the Classroom

The prevalence of technology for learning across the curriculum is a key component of the Donaldson Review, ‘Successful Futures’.

This course supports the development of digital competence across all areas. It will help you understand what is meant by Digital Literacy as well as exploring some essential Apps for use with the curriculum that support the digital age. A key exploration will be how to effectively use iPads to raise standards in Literacy across the curriculum.

You will have an opportunity to gain a deeper understanding of Digital Literacy and explore ways to create content that is both relevant and cross-curricular in nature. Using both generic Apps and iBooks you will leave with a clear way forward for learning and teaching.

Participants will be expected to bring their own iPads with Book Creator, iMovie, QR reader, Creative Book Builder already downloaded and ready to go!

Course participants will have the opportunity to:• Gain confidence in the use of iPads to raise standards in Literacy across the curriculum• Develop a understanding about the Digital Literacy Curriculum and what it looks like in practice• Create ePub books, iMovies and other resources to support Digital Literacy using the iPad• Familiarise themselves with, and use, the iBook resources relevant to their own teaching• Engage learners where ‘Closing the Gap’ is a key priority

Target Audience: Primary Teachers, ICT Co-ordinators, Nurture Group Assistants

Date: One Day Course – repeated on: Wednesday, 13th May 2015 Tuesday, 29th September 2015 (Choose one date)Course led by: Ann Roberts and Martin JonesCost: £160 +VATCourse Booking Code: Choose ONE date Wednesday, 13th May 2015 - CODE 483* Tuesday, 29th September 2015 - CODE 501**Terms and Conditions apply



Tap, Touch and TransformRaising Standards in Mathematics and Numeracy using iPads

The prevalence of technology for learning across the curriculum is a key component of the Donaldson Review, ‘Successful Futures’.The prolific increase in the number of iPads in schools does not always correlate with how effectively they are used to support learning. Training and further support for teachers using iPads to improve Mathematics and Numeracy skills is at the heart of this one day course. It has a clear focus on how iPads can be effectively used to raise standards in Mathematics and Numeracy - no gimmicks! During the day delegates will have an opportunity to review a range of useful Apps that support improved Mathematics and Numeracy outcomes for learners with a particular focus on problem solving.

Course participants will have the opportunity to:• Gain confidence in the use of iPads to raise standards in Mathematics and Numeracy• Develop skills in planning, using, delivering and evaluating the outcomes of using iPads/

Apps to improve Mathematics and Numeracy skills• Engage children where ‘Closing the Gap’ is a priority for FSM learners within their school• Use a range of Apps to secure good outcomes in Mathematics and Numeracy skills for all learners • Gain competence in supporting children and colleagues in using ‘everyday technology’

across the curriculum.

Area of Learning and Experience: Science and Technology, Mathematics and Numeracy

Target Audience: Mathematics and Numeracy Co-ordinators, Primary Teachers, Nurture Group Support Assistants

Date: One Day Course repeated – choose from: Tuesday, 16th June 2015 Wednesday, 18th November 2015Course led by: Ann Roberts and Martin JonesCost: £160 +VATCourse Booking Code: Choose ONE date Tuesday, 16th June 2015 - CODE 487* Wednesday, 18th November 2015 - CODE 516**Terms and Conditions apply



Area of Learning and Experience: Science and Technology

‘Stemming’ from Nature – S.T.E.M. OutdoorsS.T.E.M. Activities to Engage Learners Outdoors

This one day course has a clear focus on extending forest school and outdoor adventure activities through the promotion of S.T.E.M. experiences in your school. Using the best resources nature offers, this course engages learners in irresistible activities that embed key literacy and numeracy skills through stage-appropriate sessions.

The simple and effective methodologies that underpin this approach will provide you with a firm foundation on which to build up your S.T.E.M. practice and further develop your confidence when working outside. Throughout the day, we draw on the unique learning and value that the outdoors can provide.

Join us and add further challenge and progression to your school’s programmes for Forest Schools, Physical Literacy, Nurture and Engagement.

Course participants will have the opportunity to:• Explore the potential of the outdoor environment to develop S.T.E.M. skills• Understand the importance of Science, Technology, Engineering and Maths as linked

functions• Consider ways to promote higher-order, child-initiated opportunities for S.T.E.M.

development• Discuss the adult’s role in supporting children’s S.T.E.M. development effectively in an

outdoor environment• Support cognitive development through open-ended natural resources

Target Audience: Primary School Teachers, Forest Schools Co-ordinators, Nurture Group Support Assistants

Date: Wednesday, 17th June 2015 Course led by: CyfleonCost: £160 +VATCourse Booking Code: 488* *Terms and Conditions apply




Transform with TechnologySecuring Rapid Progress in Communication and Language Development using Tablet Computers and iPads

This full day session provides a clear outline of how the planned use of *technology can transform the early years’ classroom. A range of practical and adaptable activities will be shared which will make an immediate impact on your practice and raise the levels of digital competence. The focus of the day is primarily language and communication along with many activities which support later progress in reading, writing and mathematics. This highly effective approach has been used with staff in nurseries and early years’ settings across the UK.*This course features the use of iPad minis (provided on the day, no experience necessary!) although ideas, methods and activities can be carried out on other devices. All activities require a minimum of a single mobile device and are not reliant on extensive whole-school/setting investment in technology.

Course participants will have the opportunity to:• Develop a clear understanding of the practical ways in which mobile technology can

transform learning in the Early Years and Foundation Phase• Explore outstanding and effective activities that make a sustained impact on learning

and progress• Implement a consistent approach for using mobile technology that can be used by all staff• See how technology can build on existing learning opportunities• Further understand how mobile technology can promote speaking, listening and

communication along with personal, social and emotional development• Take back a wide range of ideas and activities to use immediately in the classroom/setting

Target Audience: Flying Start, Early Years and Foundation Phase, Literacy Co-ordinators, ICT Co-ordinators

Date: Thursday, 17th September 2015 Course led by: Chris WilliamsCost: £160 +VATCourse Booking Code: 495* *Terms and Conditions apply




From Consumer to Creator!The Computing Curriculum Made Easy

A ‘step change’ is afoot! Moving children from being ‘consumers’ of technology to ‘creators’ of technology is a shift in practice that demands much more of the classroom teacher. This one day course* will provide you with practical steps to ensure that your children have key programming skills at their finger-tips. It will further develop your technology vocabulary and understanding, and provide you with activities and sample lessons to take back to school and use the very next day.

A hands-on enjoyable day that will engage and motivate you. It’s a day to shake up your practice and develop your confidence.

*The course features the use of iPad Minis, which will be provided on the day (no experience necessary).

Course participants will have the opportunity to:• Explore key steps in teaching programming using *iPad Apps• Consider examples of the creative use of apps to effectively embedding programming

into other areas of the curriculum• Develop a confident knowledge of computer and programming terminology• Determine how the creative use of apps can be used for AfL and summative assessment,

as children progress• Gain access to sample lesson plans to support programming• Take back tried and tested lesson ideas, which will engage, challenge and enthuse

learners across Key Stage 1 & 2, to use immediately in the classroom

Target Audience: ICT Co-ordinators, Primary TeachersDate: Friday, 18th September 2015Course led by: David Andrews Cost: £160 +VATCourse Booking Code: 496* *Terms and Conditions apply


Leadership

Leadership

Area of Learning and Experience: Leadership

Four Weeks’ NoticePreparing for Inspection

Join us for an insightful and essential course that will support any school in preparing for inspection. During the day, step-by-step guidance will enable senior leaders to prepare for, and manage, the process of inspection within their own school context. Led by experienced and well respected inspectors, there will be an explanation and exploration of ‘Lines of Enquiry’ relating to teaching. The expectations relating to your team are identified, as well as an outline of how judgements are reached at both classroom and whole school level. If you want clear guidance on how to move from ‘good’ to ‘excellent’ and feel confident about where your areas of ‘Sector Leading Practice’ can be evidenced, then this is a day not to missed.

Course participants will have the opportunity to:• Clarify their understanding of the arrangements for inspection• Further their understanding of the Common Inspection Framework• Clarify what ‘Sector Leading Practice’ consists of• Consider meaningful evidence which will support their self-evaluation judgements• Discuss their ‘hopes and fears’ regarding inspection • Prepare your team for responding to probing questions

Target Audience: Headteachers and Senior LeadersDate: This is a one-day course that is repeated

on the following dates: Summer Term: Thursday, 2nd July 2015 Autumn Term: Friday, 16th October 2015

Course led by: Gill Harrison and Irene de LloydCost: £160 +VATCourse Booking Code: Choose ONE date:

Summer Term: Thursday, 2nd July 2015 CODE - 492* Autumn Term: Friday, 16th October 2015 CODE - 508**Terms and Conditions apply


Leadership


Learning LeadershipDeveloping a Powerful Team of Emotionally Intelligent Leaders

This course explores the role of emotional intelligence to enhance our positions as expert leaders, scaffolders and drivers of our children’s development. Exploring models of Emotional Intelligence from the pioneers Daniel Goleman, Howard Gardner (Harvard), Peter Salovey (Yale), Edward de Bono and Jack Meyer (New Hampshire), we will identify the characteristics of an emotionally intelligent leader, how to grow and sustain these across the board, how to check our vision for success, how to integrate EQ into your own leadership strategies and how to retain a belief in what you’re about and what you’re trying to achieve, even in the most challenging of environments.

Course participants will have the opportunity to:• Take away a much deeper sense of themselves and their potential as leaders • Develop strategies with which to implement higher levels of EQ immediately • Form an understanding of how to make decisions or deal with complex challenges with

courage, empathy, trust, awareness, integrity, imagination and confidence• Network with colleagues and replenish their leadership toolkit.

Target Audience: Middle Leaders, Aspiring LeadersDate: Tuesday, 7th July 2015Course led by: Ruth Churchill DowerCost: £160 +VATCourse Booking Code: 493* *Terms and Conditions apply


Leadership

Area of Learning and Experience: Early Years and Leadership

Asking or Telling?Leading Learning in the Early Years

If you’re ‘getting it right’ in an Early Years’ setting then you are likely to have side-stepped many pitfalls. The quality of early years provision depends on many things, not least the skill of the workforce. Our Early Years’ settings and the adults working in them, grow and develop in response to positive relationships and enabling environments - just like the children.

The one day course will give leaders opportunities to explore their role and the many challenges that arise on a daily basis. It will be a mix of input and active learning, enabling participants to gain new knowledge, work with colleagues, discuss concerns and reflect on practice in their own settings.

Course participants will have the opportunity to:• Reflect on whether they are managing or leading the setting• Consider how to provide supervision for the team as well as fostering a culture of

mutual support• Understand how teamwork and continuous improvement go hand-in-hand• Explore key indicators that are evident when practitioners and children are learning• Encourage professional dialogue in the context of a caring ethos• Develop assertiveness and essential communication skills for leading the team

Target Audience: Flying Start Leaders and Managers, Team Leaders in Early Years Settings and Projects

Date: Thursday, 1st October 2015Course led by: Helen MoylettCost: £160 +VATCourse Booking Code: 502* *Terms and Conditions apply


Leadership


Creativity at the CoreDesigning a Culture of Creativity in the Workplace

This course will explore what creative cultures look like and how much more they can achieve using simple techniques that facilitate staff-led learning. We will use intelligent, open-ended resources to problem solve, stretch creative and critical thinking skills, build more collaborative partnerships between staff and stakeholders, facilitate deeper levels of learning through engagement in ideas and collaborative learning amongst departments and ensure this impacts on target setting and achievement.

Course participants will have the opportunity to:• Focus on repurposing the knowledge, skills, resources and approaches that staff already

have, increasing their effectiveness to the next level • Use creative strategies in their planning, reflection, observation and documentation • Build a more positive and creative working culture • Stimulate positive dispositions for collaboration, resilience, relationship building, creative

and critical thinking, loyalty and productivity across the setting.

Target Audience: Headteachers, Deputy Headteachers, Senior Leaders, Foundation Phase Leaders, Literacy and Numeracy Co-ordinators, CPD Leaders

Date: Thursday, 26th November 2015Course led by: Ruth Churchill Dower Cost: £160 +VATCourse Booking Code: 519* *Terms and Conditions apply


Leadership

Area of Learning and Experience: All Areas

From Good to Outstanding in the Primary SchoolThe Key Ingredients for Quality Teaching

One of the key challenges facing schools in Wales and around the world is how to improve the quality of teaching. This course provides teachers with very practical strategies to improve the quality of teaching in the classroom so that they can become outstanding or sector leading. The day is structured around the key components needed to secure a first-class performance: planning, preparation, teaching, feedback, assessment, reflection and relationships.

The course is likely to appeal to newly-qualified teachers and those more experienced in the Foundation Phase and Key Stage 2 who are eager to improve their practice.

Course participants will have the opportunity to:• Discuss and review case studies of outstanding primary teaching and what research tells

us about best practice• Focus on what inspectors and school leaders look for when judging quality learning and

teaching• Explore strategies to improve the quality of planning, feedback and assessment • Review effective ways of engaging children in relevant, enjoyable and challenging lessons

Target Audience: Newly-qualified, Foundation Phase and Key Stage 2 Teachers

Date: Wednesday, 2nd December 2015Course led by: Helen LewisCost: £160 +VATCourse Booking Code: 520* *Terms and Conditions apply


Early Years

Early Years

Area of Learning and Experience: Mathematics and Numeracy and Early Years

Cultivating Mathematics Developing rich and meaningful learning experiences outdoors

“Young children need to learn about mathematical concepts through their bodies in practical experiences that make sense to them”

Jan White, Maths Outdoors (2005)

The outdoor environment is rich in possibilities for engaging and meaningful encounters with maths, allowing children to learn in ways that suit them best. Young children need to use their whole bodies to gain intuitive understandings of mathematical ideas through deeply felt experiences.

Course participants will have the opportunity to:• Address the potential of the special nature of the outdoors for enabling mathematical

behaviour• Explore how, what young children naturally do in rich play outdoors, provides them with

firm foundations for being mathematical• Consider how adults can unlock the potential of all outdoor spaces to offer children

motivational ways of being, feeling and thinking mathematically• Engage children in playful and meaningful ways

Target Audience: Mathematics and Numeracy Co-ordinators, Foundation Phase Leaders, Foundation Phase Teachers, Flying Start Practitioners

Date: Thursday, 14th May 2015Course led by: Jan WhiteCost: £160 +VATCourse Booking Code: 484* *Terms and Conditions apply


Early Years

Area of Learning and Experience: Early Years

Getting it Right for Boys and GirlsHow Boys and Girls Engage with Learning

Giving young children the very best start to their education relies on many factors being in place. Along with early experiences within the home that influence a child’s overall development, an understanding how both boys and girls learn is central to any high quality offer in our Early Years’ settings. Delegates will be given a practical introduction to gender based learning and gain vital information on how we can support and extend both boys and girls to achieve more.

The influence of the home environment, the role of the parents and the need for strong partnership between the parents and the early years’ team are core features of this insightful and compelling day’s training. We will take a close look at children from birth to five years of age align development with practice.

Course participants will have the opportunity to:• Examine the differences between boys and girls in their approaches to learning• Explore the use of language associated with the physical skills of boys and girls• Look at the different motivations of boys and girls and gear learning to their

development• Consider how close partnerships between parents and the early years team can be

further developed• Align practice with stages of development for both boys and girls.

Target Audience: Foundation Phase Teachers, Flying Start Practitioners and other Early Years’ Teams

Date: Tuesday, 22nd September 2015Course led by: Kathryn SollyCost: £160 +VATCourse Booking Code: 497* *Terms and Conditions apply


Early Years

Area of Learning and Experience: Early Years and Leadership

Asking or Telling?Leading Learning in the Early Years

If you’re ‘getting it right’ in an Early Years’ setting then you are likely to have side-stepped many pitfalls. The quality of early years provision depends on many things, not least the skill of the workforce. Our Early Years’ settings and the adults working in them, grow and develop in response to positive relationships and enabling environments - just like the children.

The one day course will give leaders opportunities to explore their role and the many challenges that arise on a daily basis. It will be a mix of input and active learning, enabling participants to gain new knowledge, work with colleagues, discuss concerns and reflect on practice in their own settings.

Course participants will have the opportunity to:• Reflect on whether they are managing or leading the setting• Consider how to provide supervision for the team as well as fostering a culture of

mutual support• Understand how teamwork and continuous improvement go hand-in-hand• Explore key indicators that are evident when practitioners and children are learning• Encourage professional dialogue in the context of a caring ethos• Develop assertiveness and essential communication skills for leading the team

Target Audience: Flying Start Leaders and Managers, Team Leaders in Early Years Settings and Projects

Date: Thursday, 1st October 2015Course led by: Helen MoylettCost: £160 +VATCourse Booking Code: 502* *Terms and Conditions apply


Early Years

Inspiring Children Exciting Mathematics and Science Experiences in the Early Years (2-5 years)

Young children explore the world using all of their senses. Through their play they observe and wonder, experiment and question. They meet many concepts rooted in both Mathematics and Science in a playful natural way. On this one day course, delegates will have an opportunity to extend their own understanding by identifying key concepts, developing their role as a facilitator of learning and consider new ways to extend young children’s interests.

Course participants will have the opportunity to:• Consider the opportunities that a well planned environment offers for investigating and

discovering• Identify key concepts that children naturally encounter through their play• Reflect upon the early development in understanding both mathematical and scientific

concepts. • Plan for powerful learning experience through excellent provision • Further understand the role of the adult in challenging and extending children’s thinking• Explore some practical activities and clarify next steps for their own settings and schools.

Area of Learning and Experience: Early Years, Mathematics and Numeracy, Science and Technology

Target Audience: Flying Start Leaders and Practitioners, Foundation Phase Leaders and Teachers

Date: Tuesday, 13th October 2015Course led by: Kathryn Solly Cost: £160 +VATCourse Booking Code: 505* *Terms and Conditions apply


Early Years

Area of Learning and Experience: Early Years and Language, Literacy and Communication

From Mark Making to Story WritingSupporting Young Writers in the Foundation Phase

Using photographs, videos, examples of mark making and writing, the participants will spend time understanding how the writing process evolves and what sort of environment best promote progress in this area. There will be time to share practice and action plan.

Participants are invited to bring examples of writing from their current school or setting to share with colleagues.

Course participants will have the opportunity to:• Explore the range of experiences and opportunities that are needed for young children

to become confident writers• Consider why, when and how children write • Think about what to do when children are reluctant and progress is impeded• View resources required to enable this to happen• Understand the knowledge practitioners need to support children in this the process

Target Audience: Early Years Practitioners, Nursery and Reception Teachers, Literacy Coordinators, Foundation Phase Leaders and Teaching Assistants

Date: Thursday, 15th October, 2015Course led by: Ruth Moore Cost: £160 +VATCourse Booking Code: 507* *Terms and Conditions apply


Early Years

Area of Learning and Experience: Early Years and Language, Literacy and Communication

Positive Interaction Supporting the Development of Interaction and Communication in Young Children

A practical and informative two day course that looks closely at how language develops from birth and why being able to communicate plays such a vital role in all areas of learning and development.

Using a mixture of practical resources and video, we explore the four key areas of communication: Listening and Attention, Understanding of Language, Expressive Language and Social Interaction Skills. Sharing key interaction strategies as well as inspiring ideas for songs rhymes and games, practitioners will be given the opportunity to reflect and then identify a key area for development in their own practise, taking home both the theory and ideas from the course to develop the quality of practitioner/child interactions in their settings.

Course participants will have the opportunity to:• Increase their knowledge and understanding of how communication develops from birth • Explore key positive interaction strategies and ideas which can be used in planning and

when playing and talking with children • Reflect on how key interaction strategies can be used at generic times such as song and

rhyme, story, outdoor play or mealtimes • Identify within their own setting how using these strategies can help children to develop

and then practise their communication skills• Reflect on what is already happening in settings to support communication development

and identify an area that could be improved

Target Audience: Early Years Practitioners working with children aged 2-5 years in play groups, pre-schools, day nurseries or school nurseries and Nursery and Reception Teachers

Date: Monday, 2nd and Tuesday, 3rd November, 2015 (2 day course)Course led by: Debbie Brace and Bhavna AcharyaCost: £295 + VATCourse Booking Code: 512* *Terms and Conditions apply


Early Years

Area of Learning and Experience: Early Years and Health and Well Being

The Developing ChildPersonal, Social and Emotional Development and Well Being – Birth to Five

Young children must have their basic needs met in order to thrive. During this one day course practitioners will have the opportunity to take a closer look at the role of attachment, brain development and self-regulation in young children. Through a mix of information giving, discussion and group activity, participants will gain new knowledge about the role of the key person as an ‘emotion coach’ when supporting young children and managing their behaviour. Delegates will consider how empathy and well being impact of behaviour and how children view rules and friendships. There will be opportunities to evaluate your current practice and provision and identify next steps for yourself and your setting. A thought provoking and powerful day that will change the way you think about behaviour and development.

Course participants will have the opportunity to:• Focus upon the development of Personal, Social and Emotional Development in very

young children from birth to five• Consider developing relationships in young children with other people based on their

lived experience• Explore the child’s view of rules, friendship and relationships• Reflect on empathy in young children and how this contributes to self-regulation and

patterns of behaviour• Gain information on the importance of well being and its links to the characteristics of

effective learning • Reflect on practical ways to improve quality for babies, young children and their families

through positive relationships and enabling environments

Target Audience: Flying Start Leaders and Practitioners, Early Years Practitioners, Foundation Phase Leaders and Teachers (Age Group: Children from Birth to Five)

Date: Thursday, 5th November 2015Course led by: Helen Moylett Cost: £160 +VATCourse Booking Code: 513* *Terms and Conditions apply


Early Years

Area of Learning and Experience: Expressive Arts and Early Years

Creators and InventorsUsing Open-ended, Intelligent Materials to Nurture Young Children’s Learning

This course will provide a practical understanding of early learning and play using intelligent, open-ended resources and creative exploration. Delegates will develop a deeper understanding of the key benefits of using open-ended resources, as well as facilitating activities that give delegates a first-hand experience of how powerful these approaches can be in stimulating imaginative learning. The workshop will be supported with case studies from action research projects that demonstrate examples of spontaneous free-flow play using open-ended resources, and its connection to investigative learning and discovery.

Course participants will have the opportunity to:• Discover how to create provocations using open-ended materials in indoor and outdoor

environments that stimulate free-play through a sense of awe and wonder• Embrace ‘Loose Parts’ play in every day provision• Understand the role of adults in extending and valuing the learning taking place, and in

managing children’s different and sometimes conflicting ideas• Document the process, what children do, what children say, and reflecting on the impact

of open-ended processes• Remove the obstacles to free-flow play in the home• Share these approaches with parents and carers

Target Audience: Flying Start Leaders and Practitioners, Foundation Phase Leaders, Foundation Phase Teachers (Birth to Five)

Date: Tuesday, 10th November 2015Course led by: Ammie Flexen Cost: £160 +VATCourse Booking Code: 514* *Terms and Conditions apply


Course Title Date Course led by Page Booking Code

Evidence of Progression - Literacy

Tuesday, 5th May 2015 Wendy Thomas 34 481

Evidence of Progression - Numeracy

Wednesday, 6th May 2015 Wendy Thomas 44 482

21st Century Story Telling - Digital Literacy

Wednesday 13th May 2015 Ann Roberts Martin Jones

35 483

Cultivating Mathematics Thursday, 14th May 2015 Jan White 45 484

Different Differentiation Monday, 1st June 2015 Sarah Seleznyov 46 485

Move It! Shake It! Tuesday 9th June 2015 Anna Daly 47 486

Tap, Touch and Transform Tuesday, 16th June 2015 Ann RobertsMartin Jones

48 487

Stemming from Nature Wednesday, 17th June 2015 Cyfleon 60 488

Word Wise Monday, 22nd June 2015 Glenda Dudley 37 489

See It! Think It! Solve It! Tuesday, 23rd June 2015 Lynwen Barnsley 49 490

Talk 4 Maths Thursday, 25th June 2015 Sam Adams Clare Reed

50 491

Four Weeks’ Notice Thursday, 2nd July 2015 Gill Harrison Irene De Lloyd

64 492

Learning Leadership Tuesday, 7th July 2015 Ruth Churchill Dower 65 493

From Concrete to Abstract Tuesday 14th July 2015 Liz Thomas 51 494

Transform with Technology Thursday, 17th September 2015 Chris Williams 61 495

From Consumer to Creator! Friday, 18th September 2015 David Andrews 62 496

Getting It Right for Boys and Girls

Tuesday, 22nd September 2015 Kathryn Solly 71 497

No Knots in Numeracy Wednesday, 23rd September 2015 Liz Thomas 52 498

Picture the Music! Thursday, 24th September 2015 Philip Davis 18 499

Reach for the Sky! Friday, 25th September 2015 Kym Scott 38 500

21st Century Story Telling (Repeat)

Tuesday, 29th September 2015 Ann Roberts Martin Jones

35 501

Delving Deeper Wednesday 30th September 2015 The Philosophy Foundation

30 521

Course Overview - Arranged in Chronological Order



Asking or Telling? Thursday, 1st October 2015 Helen Moylett 72 502

The Literacy Learning Landscape

Wednesday, 7th October 2015 Cyfleon 39 503

Every Day is a Problem Solving Day (FP)

Thursday, 8th October 2015 Liz Thomas 53 504

Inspiring Children Tuesday, 13th October 2015 Kathryn Solly 73 505

Writer’s Block to Polished Performance

Wednesday, 14th October 2015 Wendy Thomas 40 506

From Mark Making to Story Writing

Thursday, 15th October 2015 Ruth Moore 74 507

Four Weeks’ Notice Friday, 16th October 2015 Gill Harrison Irene De Lloyd

64 508

Original Orienteers - Day 1 ONLY No Certification

Tuesday, 20th October 2015 Cyfleon 26/27 509

Original Orienteers 2 Day Course with Certification

Tuesday, 20th October 2015 AND Wednesday 21st October 2015

Cyfleon 26/27 510

Mathematical Connections Friday, 23rd October 2015 Sarah Seleznyov 55 511

Positive Interaction - 2 Day Course

Monday, 2nd November 2015 AND Tuesday, 3rd November 2015

Debbie Brace and Bhavna Acharya

75 512

Question, Questions, Questions!

Wednesday, 3rd November 2015 Glenda Dudley 31 522

The Developing Child Thursday, 5th November 2015 Helen Moylett 76 513

Creators and Inventors Tuesday, 10th November 2015 Ammie Flexen 19 514

Hooked on Books! Friday, 13th November 2015 Kym Scott 41 515

Tap, Touch and Transform (Repeat)

Wednesday, 18th November Ann Roberts Martin Jones

48 516

Every Day is a Problem Solving Day (KS2)

Thursday, 19th November 2015 Liz Thomas 56 517

The Heart of Art Tuesday, 24th November 2015 Karen Hosack Janes 20 518

Creativity at the Core Thursday, 26th November 2015 Ruth Churchill Dower 21 519

From Good to Outstanding in the Primary School

Wednesday, 2nd December 2015 Helen Lewis 68 520

Course Overview - Arranged in Chronological Order



BUILDING BLOCKS

Building Blocks Open Days Wednesday, 3rd June 2015 Thursday, 4th June 2015Wednesday, 8th July 2015Thursday, 9th July 2015Wednesday, 9th September 2015Thursday, 10th September 2015Wednesday, 11th November 2015Thursday, 12th November 2015

Glenda DudleyWendy Thomas

9 BB Open Day

Building Blocks Network Day Wednesday, 29th April 2015Friday, 19th June 2015Tuesday, 15th September 2015 Thursday, 3rd December 2015

Glenda DudleyWendy Thomas

10 BB Network Day

CONFERENCE

Co-operative Learning Where Heart Meets Mind

Thursday 19th November 2015 Chris Ward 12 Conference 2015

EXPRESSIVE ARTS

Picture the Music! Thursday, 24th November 2015 Philip Davis 18 499


The Heart of Art Tuesday, 24th November 2015 Karen Hosack Janes 20 518


HEALTH AND WELL BEING

Move It! Shake It! Tuesday, 9th June 2015 Anna Daly 24 486



Original Orienteers Tuesday, 20th October 2015 Wednesday, 21st October 2015

Cyfleon 26/27 509/ 510

HUMANITIES

Delving Deeper Wednesday, 30th September 2015 The Philosophy Foundation

30 521

Questions, Questions, Questions

Wednesday, 4th November 2014 Glenda Dudley 31 522


Course Overview - Arranged by Area of Development and Support


LANGUAGES, LITERACY AND COMMUNICATION

Evidence of Progression Tuesday, 5th May 2015 Glenda Dudley Wendy Thomas

34 481

21st Century Story Telling Wednesday, 13th September 2015 OR Tuesday, 29th September 2015

Ann Roberts Martin Jones

35 483 OR 501

Move It! Shake It! Tuesday, 9th June 2015 Anna Daly 36 486

Word Wise Monday, 22nd June 2015 Glenda Dudley 37 489

Reach for the Sky! Friday, 25th September 2015 Kym Scott 38 500



Writers’ Block to Polished Performance

Wednesday, 14th October 2015 Wendy Thomas 40 506

Hooked on Books! Friday, 13th November 2015 Kym Scott 41 515

NUMERACY AND MATHEMATICS

Evidence of Progression Wednesday, 6th May 2015 Glenda Dudley Wendy Thomas

482 44


Different Differentiation Monday, 1st June 2015 Sarah Seleznyov 485 46

Move It! Sake It! Tuesday, 9th June 2015 Anna Daly 486 47

Tap, Touch and Transform Tuesday 16th June 2015 OR Wednesday, 18th November 2015


487 516

48

See It! Think It! Solve It! Tuesday, 23rd June 2015 Lynwen Barnsley 490 49

Talk4Maths Thursday, 25th June 2015 Sam Adams Clare Reed

491 50

From Concrete to Abstract Tuesday, 14th June 2015 Liz Thomas 494 51

No Knots in Numeracy Wednesday, 23rd September 2015 Liz Thomas 498 52

Every Day is a Problem Solving Day (FP)

Thursday, 8th October 2015 Liz Thomas 504 53

Inspiring Children Tuesday, 13th October 2015 Kathryn Solly 505 54

Mathematical Connections Friday, 23rd October 2015 Sarah Seleznyov 511 55

Every Day is a Problem Solving Day (KS2)

Thursday, 19th November 2015 Liz Thomas 517 56




SCIENCE AND TECHNOLOGY

21st Century Story Telling Wednesday, 13th May 2015 OR Tuesday, 29th September 2015


483 OR 501

58

Tap, Touch and Transform Tuesday, 16th June 2015 OR Wednesday, 18th November 2015


487 OR 516

59

Stemming from Nature Wednesday, 17th June 2015 Cyfleon 488 60

Transform with Technology Thursday, 17th September 2015 Chris Williams 495 61

From Consumer to Creator Friday, 18th September 2015 David Andrews 496 62

LEADERSHIP

Four Weeks’ Notice Thursday, 2nd July 2015 OR Friday, 16th October 2015

Gill Harrison Irene De Lloyd

492 508

64

Learning Leadership Tuesday, 7th July 2015 Ruth Churchill Dower 493 65



From Good to Outstanding Wednesday, 2nd December 2015 Helen Lewis 520 68

EARLY YEARS


Getting it Right for Boys and Girls

Tuesday, 22nd September 2015 Kathryn Solly 497 71


Inspiring Children Tuesday, 13th October, 2015 Kathryn Solly 505 73

From Mark Making to Story Writing

Thursday, 15th October 2015 Ruth Moore 507 74

Positive Intervention (2 Day Course)

Monday, 2nd November 2015 AND Tuesday, 3rd November 2015

Debbie Brace Bhavna Acharya

512 75

The Developing Child Thursday, 5th November 2015 Helen Moylett 513 76




Pen Portraits

TitlePen Portraits

Bhavna AcharyaBhavna Acharya is a Speech and Language Therapist with over 20 years’ experience working in the NHS. Over the last five years she has coupled her work in health with education and currently works as an Early Years Language Consultant for Early Years teams, devising and delivering early language development training/programmes to suit the needs of parents and practitioners in early years settings and school nurseries.

She aims for meaningful, realistic and practical training which spreads the key messages of adult-child interaction and communication development to as wide an audience as possible. She also works as an independent therapist offering assessment, therapy and advice to children with delayed communication skills. Bhavna lives with her husband and teenage twins in Twickenham.

Sam AdamsSam Adams has extensive teaching experience across the primary age range. He started his teaching career as a Foundation Stage practitioner and prior to becoming a consultant he worked in Year 6. His current work with primary schools involves regular opportunities to team-teach in the classroom. Sam has also had in-school management experience as a Deputy Head and was seconded to a Local Authority in 2000 to become a Numeracy Consultant.

In 2006 he became the Local Authority’s Lead ISP Consultant and co-lead the Yorkshire and Humberside ISP Hub. In January 2010, Sam left the Local Authority to become a co-director and a Mathematics/School Improvement Consultant.

In his spare time, Sam writes sketches and comedy one-liners – including the Radio 4 show ‘I’m Sorry I Haven’t A Clue’ – following a brief, extremely scary toe-dip into stand-up comedy.


TitlePen Portraits

David Andrews David is committed to raising standards for all children using the best available technology, but only when it provides a clear and effective tool to facilitate learning.

He promotes creativity and whole-school impact and is internationally respected as a pioneer in the use of classroom technology. He leads innovation and makes technology accessible to all educators. His blog has been recognised as one of the top three blogs in the UK for impact in education at the 2014 National UK Blog Awards, and influences classroom practice with technology around the world. David’s work features in a wide variety of university research papers. He has also written a number of articles for the Guardian Teacher Network. David is a national speaker on creative use of technology and presents his work for the National Association of Headteachers and Focus Education.

Lynwen BarnsleyLynwen currently works as an independent numeracy consultant. An experienced practitioner she has taught across all primary age groups. She has been a deputy head and, most recently, a mathematics adviser where she gained extensive experience of providing training and support for teachers in mathematics and numeracy.

Lynwen firmly believes that effective teaching places the learner at the centre and that in order to learn effectively children need to be active and to talk about their learning and thinking. She has developed approaches in mathematics that promote conceptual understanding and learner independence rather than an over-emphasis on the learning of procedures and techniques.

Lynwen is also a consultant for Numicon and has many years experience delivering training in CAME and Let’s Think.

Debbie Brace Debbie Brace is a highly skilled trainer with an enthusiastic and accessible approach. She is a qualified teacher with a degree in drama. Currently working as an Early Years Language Consultant, Debbie collaborates with Children’s Centres and Early Years teams, devising and facilitating bespoke early language development courses. Debbie is passionate about empowering parents in their crucial role of communicating and bonding closely with their children and lives with her husband and two young boys in Isleworth, London.


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CyfleonCyfleon is a social enterprise that promotes outdoor life specialising in teaching and learning outside of the classroom. We believe that safe and strong communities are made up of children and young people, families and adults that are healthy, well educated, confident and creative.

We use proven pedagogical approaches and learning methodologies to provide children and young people and adults with supportive, fun and stimulating learning environments that encourage positive and nurturing connections.

Anna Daly Anna works as a dance artist, facilitator, and trainer, running workshops, community projects, staff training, creative residencies, as well as doing research and writing on the importance of dance and movement play in early education, health and family issues. She is passionate about using movement play as a valuable way to instantly improve our well-being and connection to ourselves, our learning and our environment, as well as having a lot of fun in the process.

Anna is the Director of Primed for Life – a training programme that Advocates for a wider understanding of the body as a child’s first place of learning and the crucial importance of movement play to all areas of children’s learning and development.

Philip DavisPhilip Davis is a passionate educator who believes that everyone has the potential to be creative, love learning and invest real energy into what they do. He is the co-founder and director of Moopic - a group of highly innovative and dedicated individuals focused on developing creative answers for schools and other organisations.

After training in his native Wales he moved to London and taught in challenging inner city schools. It was during this time that he developed his inspirational techniques to engage and motivate learners.

He is the creator of Picture the Music and has been featured on BBC Radio 4 with Michael Rosen. He has been used in the Writing is Primary research project in the RAISE project in Wales.


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Irene de LloydIrene has worked in education for more than 38 years, as a teacher, headteacher and adviser. She has a thorough knowledge of the whole of the primary phase and has supported teachers, senior leaders, headteachers and governors in their quest to provide a high quality education for learners. Irene has an M.Sc in educational management and is an Estyn inspector. She is committed to working in partnership with wide range of multiagency colleagues in order to ensure that care and education complement each other and impact positively on children’s wellbeing and dispositions to learning.

Ruth Churchill DowerRuth works as a trainer, consultant, author, speaker and thought leader with a specialist focus on how creative teaching and learning can support young children’s development. Ruth set up the award winning, national network for the arts and early childhood sectors, Earlyarts, in 2002 with a vision to embed excellent creative practice in every school and setting across the country. To achieve this, Earlyarts works in collaboration with artists and cultural organisations to build creative networks and train around 600 early childhood professionals each year.

Ammie FlexenAmmie works as a 3D designer, ceramicist, arts educator, teacher and arts project manager in a wide range of community, health and educational settings. She believes in everyone’s innate creativity and their ability to explore, learn and discover, develop self-esteem, communication and thinking skills.

With a strong focus on early years, and a core passion for using the properties of clay as an exquisite learning environment, Ammie continues to research and write about the impacts of creative practices in early childhood, especially as it gives her every reason as she needs to earn her jelly beans from playful exploration and discovery with young children.


Pen Portraits

Gill Harrison Gill Harrison has extensive experience of working within the whole primary school sector.

Gill’s successful career spanned 39 years and she is still involved in school improvement, training and inspection activities. Gill was deputy head of a Junior school and head teacher of an Infant school. This was followed by fourteen years as a local authority adviser where she worked on improvement issues with a range of schools. Within this role she had particular responsibility for introducing the Foundation Phase and led on assessment.

Gill is married to an artist and has a son who is a music teacher. As a family they enjoy creative activities such as visiting art galleries and attending concerts.

Karen Hosack JanesKaren Hosack Janes was formerly Head of Schools at the National Galley, London, where she led a range of projects including the nationwide Take One Picture Scheme. She was previously a Senior lecturer in Education at Northampton University and a teacher and Head of Art and Design in schools. She has written a number of books on art for children and adults and is an adviser to the BBC/Public Catalogue Foundation partnership digital arts project Your Paintings.

Martin JonesMartin Jones was ICT coordinator and Deputy Head Teacher at Penygarn Community Primary. As part of his role he developed the Plaza Classroom which is a 21st Century Learning environment. The school became a Regional Training Centre for Apple Technology. This has now become a mobile Regional Training Centre. Martin is also an Apple Distinguished Educator. He is an Estyn Peer Inspector and has taken ICT to Excellent during the last Inspection.

Helen Lewis Helen is the PGCE Primary Programme Lead at the South West Wales Centre of Teacher Education. Formerly she worked as a primary teacher in London and as a Mathematics adviser in SE Wales. She is a qualified Estyn inspector and has research expertise in developing young children’s thinking, something which is now widely recognised as one of the most important drivers in raising standards.


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Ruth MooreRuth works as an independent consultant with a specialist interest in Early Years. As a former Nursery and Children’s Centre headteacher, she believes that children learn best in environments that provide opportunities to take risks, experiment, practise, think and discover. She recently led a team of teachers to Australia to observe EY practice in Melbourne. As a result, spontaneous ‘in the moment’ planning developed. She is renowned leading and supporting for successful planning and experiential learning in a range of schools and settings.

Helen MoylettHelen Moylett is an independent early years consultant and writer. She has been a junior, infant, nursery and home school liaison teacher, a local authority advisory teacher and a university lecturer in primary and early years education. In 2000 she left academia to become head of an early years centre.

In 2004 she joined the National Strategies. She was on the national steering group for Birth to Three Matters and was centrally involved in developing the Early Years Foundation Stage and was the national lead for the Every Child a Talker programme. She has also written Active Learning (2013) for Practical Pre-school books and edited Characteristics of Effective Early Learning (2014) for Open University Press. Helen is a Visiting Fellow of Oxford Brookes University.

Clare ReedClare has over 20 years teaching experience, mainly in inner-city schools working across the Primary phase as a class teacher, language specialist, Science Coordinator, Learning Mentor Manager, Performing Arts Coordinator, Literacy Coordinator. Since 2006, Clare has been a Speech, Language and Communication Consultant. She has been involved with the development and design of Talk Across the Curriculum, Nurturing Talk, TalkingPartners@Primary, TalkingPartners@Secondary, Talk Volunteers, Talk4Maths and Talking Families.

Clare has worked extensively with Local Authorities, educational establishments and schools across England, and abroad in Canada and Thailand.


Pen Portraits

Ann RobertsAnn Roberts has taught in a variety of settings, including a primary school in inner London, as both a teacher and head teacher. Ann was recently a Heateacher at a successful primary school in South East Wales. Ann is absolutely convinced that technology has a positive impact on learning and is committed to securing best possible outcomes for all children. She is an ESTYN inspector and has previously been involved with ContinYou and Steps PD as a First Steps Facilitator.

Kym ScottKym Scott leads the Early Years Advisory Team in the London Borough of Lewisham, London, where she has been a School Improvement Officer for Early Years for fifteen years, following a successful career in teaching. This role has enabled her to work closely with many schools in a variety of circumstances and she has a proven track record of helping leaders to raise the quality of their early years’ provision and improve outcomes for children. Lewisham has recently been named as one of the top places in the country for child development and early achievement.

As well as contributing articles for various early years journals, Kym has co-authored a number of books including the widely acclaimed publication ‘A Place to Learn’ which has sold extensively both in this country and overseas.

Kym has provided consultancy, training, workshops and keynote speeches across the country on a number of subjects related to early years, but is especially passionate about making learning irresistible to young children.

Sarah Seleznyov Sarah has experience as a teacher, school leader and school improvement consultant. She is an accredited Let’s Think Tutor through the Let’s Think Forum, a group affiliated to King’s College University. The Let’s Think Forum promotes the use of an approach called Cognitive Acceleration, which is research proven to have a significant and permanent effect on the development of children’s thinking skills. Sarah is particularly interested in the development of reflective practice and the power of social construction and metacognition to transform children’s learning.


Pen Portraits

Kathryn SollyKathryn was the former Headteacher of the historic and diverse Chelsea Open Air Nursery School and Children’s Centre for nearly 17 years. However, Kathryn started her pedagogic life as a secondary school teacher on Voluntary Service Overseas in Papua New Guinea for two years. Since then she has taught across all the phases of education in a variety of places including a short time in an Albanian kindergarten. She retrained to teach in the early years and has since achieved a special needs qualification and an M.A. in Early Education and Care. She has travelled widely and studied education and care in Italy, Germany, Iceland, New Zealand, Hong Kong and Australia.

Kathryn was awarded the Unilever Fellowship researching aspects of Early Years Leadership and Management in 2006. She has contributed articles to several journals and books on a variety of aspects of young children’s play, teaching and learning. Her first book ‘Adventure, Risk and Challenge in the Early Years’. She is an experienced and passionate public speaker, trainer and consultant at home and abroad.

Liz ThomasLiz Thomas has worked in education for twenty two years, with the last nine years in the South Gloucestershire Learning and School Effectiveness Team. Liz has e a wide experience of teaching across the primary age including the Foundation Stage; a range of leadership roles including Numeracy subject leader, SENCO and Deputy Head. She is an accredited OFSTED inspector and has worked at national level writing mathematics materials, together with running National Training for Leading Teachers. Her main areas of expertise are: all aspects of statutory assessment, assessment for learning and raising standards in maths.

Jan WhiteJan works nationally and internationally to advocate and support high quality outdoor provision for services for children from birth to seven. With twenty-eight years experience of working in education, she has developed a deep commitment to the consistently powerful effect of the outdoors on young children. She is currently an Early Education Founding Associate, adviser for several landscape and equipment companies, and is active in the Flourish programme of the Save Childhood Movement and the World Forum on Early Education and Care. She teaches on the Masters programme at CREC (Birmingham City University).


Pen Portraits

Chris WilliamsChris’ background is in Special Education and he has Masters level qualifications in Education and Child Development. He is dedicated to improving outcomes for all children. He continues to develop accessible and high-impact strategies that can be easily used by all school staff to make an immediate impact on learning.

Chris is a leading specialist in creative teaching and curriculum development. He has presented his work on creative teaching with technology internationally. His Rapid Progress For *Boys’ Writing (*Girls’ Too) has been highly acclaimed at venues in both the UK and the US. He has presented his methods across the UK for the National Literacy Trust, The National Association of Headteachers, The Westminster Education Forum (USA) and for Ed Tech Teacher (Boston and Atlanta, USA) and Children In Scotland.

Peter WorleyPeter is a philosopher, author and educator. Peter is co-founder and CEO of award winning educational charity The Philosophy Foundation and President of SOPHIA, the European Foundation for the Advancement of Doing Philosophy with Children. As CEO he represents the charity worldwide, trains philosophy graduates and classroom teachers, whilst leading TPF in its mission to transform thinking in education. Peter is resident philosopher at four state primary schools in Lewisham, visiting philosopher at Wellington College and Eagle House School, and has been a visiting lecturer at St Mary’s College, London. He has delivered training for philosophy departments across the UK, including Edinburgh, Warwick, Oxford Brookes and Birmingham Universities.


Pen Portraits


Directions and Contact Details


Resource Centre

Our drop-in facilities, including the coffee shop and resource centre, offer an opportunity for practitioners to browse and handle an extensive selection of educational resources and to be inspired with ideas for stimulating children’s learning! These facilities are available without booking ahead, however, if a large party is attending, we do appreciate advance notice. A selection of our resources is now available to buy on-line at www.shoptlpwales.co.uk. We are also able to offer a ‘Shop and Drop’ service for larger items and a ‘Take-away’ service for schools who wish to browse and buy our resources immediately. We invoice the school and payment is due within 30 days.

We are located on Llanelli Gate Business Park. Leave the M4 at Junction 48. Take the A4138 to Llanelli. Travel on this road for about 3 miles. In doing so you will go straight on at two roundabouts. At the third roundabout

Partnership’s Training and Resource Centre is directly in front of you.

For further information and to book courses, please log on to:www.tlpwales.co.uk



Opening Times and Dates

Opening Hours

Monday 9:00am - 5:00pm

Tuesday 9:00am - 5:00pm

Wednesday 9:00am - 5:00pm

Thursday 9:00am - 5:00pm

Friday 9:00am - 4:00pm

Saturday Closed*

Sunday Closed

*Saturday Opening TimesThe Learning Partnership is closed on Saturdays. However, we will arrange to open on a Saturday when schools make a booking with us or when they wish to browse the resources.

The general public is welcome to visit the resource centre and coffee shop during normal opening hours.

For more information contact us on:

00 44 (0) 1554 749043

Holiday ClosuresPlease check our website for updated information relating to our periods of holiday closure.

www.tlpwales.co.uk


The “Company” shall mean The Learning Partnership (Wales) Ltd and its successors and assignees and will include any subsidiary, parent or other company which is associated with it.The “Conditions” shall mean these Terms & Conditions.

individual who buys or has agreed to buy Goods and/or Services from the Company.The “Quotation” shall mean any quotation addressed to the Purchaser by the Company including quoted products and prices published in any catalogue or promotional documentation provided by the Company.The “Goods” and/or “Services” shall mean items, equipment or services of any nature that the Purchaser buys or has agreed to buy from the Company or such items of any nature let or hiredby the Company to the Purchaser and Services shall additionally include all presentation of courses, lectures and training including the provision of course material and presentation of course material.The term “Liability Whatsoever” shall include, without prejudice to the generality of the expression all liability in tort, contract, breach of representation of implied warranty or condition or any other duty at common law or under the expressed terms of the contract including any liability for direct, indirect or consequential loss

damage of any kind howsoever caused or arising. The said term will, however, not apply to liabilities in respect of death or personal injury.The “Company’s Recommendations for Use” means the Company’s recommendations for use (if any) contained in the Company’s published literature current at the time of the quotation in respect of the Goods and/or Services.Nothing in these Conditions shall exclude or restrict the Statutory Rights of a Purchaser who deals as a consumer within the meaning of the Unfair Contract Terms Act 1977 as amended.Clause headings are for information only and shall not affect construction of these Conditions.

Unless otherwise agreed in writing acceptance of an order will be communicated by the Company to the Purchaser in writing in order to constitute a binding contractThe placing of an order (whether orally or in writing) and whether or not based on a Quotation shall be deemed subject to the Conditions which shall apply to the exclusion of any other provisions contained in any other document issued by the Purchaser or the Company and without prejudice to the generality to the foregoing, contained in any order sent by the Purchaser. All orders are accepted only upon theCompany’s terms and conditions which shall prevail over any terms and conditions in the Purchaser’s documentation which are inconsistent with those of the Company.

shall be binding upon the Company unless agreed to in writing by a fully authorised signatory on behalf of the Company.Unless otherwise agreed in writing all

particulars submitted by the Company or otherwise contained in the Company’s catalogues, brochures, price lists or any other published matter are approximate only and do not form part of a contract or give rise to any independent or collateral liability whatsoever upon the part of the Company being intended merely to present a general idea of the Goods and Services as described therein.The Company shall not be responsible for the capacity or performance of any Goods, materials or other item supplied to the Purchaser

Save as herein provided the Company shall accept no liability for any loss or damage consequential or otherwise indirectly attributed to the act, negligence or defaults of the Company, its servants or agents.The Company reserves the right in certain circumstances to substitute Goods or Services of a similar nature to those ordered by the Purchaser in the event of unavailability of certain stock or materials or items.The Purchaser shall comply with the Company’s Recommendations for Use and shall provide free of charge full information, documents, access to equipment and premises as may be required by the Company for the delivery of the Goods and/or Services.

Unless otherwise agreed, the Purchaser will pay for all Goods and Services in advance of receipt by either credit or debit charge card, telegraphic transfer or by such other form of cleared funds as agreed by the Company.Where payment is made by cheque it shall not be deemed to have been made until the cheque has been honoured by the drawer’s bank and cleared in the Company’s bank account.Where the Purchaser has an agreed running credit account with the Company which may be offered or withdrawn entirely at the Company’s discretion payment will become due fourteen days after the date of the Company’s invoice. The Company reserves the right to charge interest at a rate of 2% per month or part thereof on all amounts unpaid by the due date and the Company shall be entitled to compound the same until payment in full has been received.The time for payment of all sums due to the Company shall be of the essence. Failure to pay the price for any Goods and Services supplied or any part of the price thereof or any other monies payable by the Purchaser under these Conditions will entitle the Company without prejudice to the Company’s other rights or remedy to refuse to make delivery of any further consignment of Goods and Services under this contract or Goods and Services under any other contract and/or to cancel any order without reference to the Purchaser and such action shall not be regarded as a breach of these terms and conditions and no liability whatsoever (whether direct or indirect or consequential) shall attach to the Company inrelation thereto.Payments received by the Company shall be

or other costs or expenses howsoever invoiced or incurred by the Company and thereafter in settling the purchase price or principal sum or sums due to the Company.Late payment of any invoice or other sum due under the Conditions shall entitle the Company to levy a late payment administration charge of £200 per outstanding invoice or part thereof in addition to the Company’s other legal rights.

Cancelling a CourseIf you cancel a course the following terms and charges apply:• More than four weeks prior to course – No charge• Four to one week prior to course – 50% of total course fee• Less than one week prior to course –Full fee – i.e. no refundCancelling a ConferenceIf you cancel a conference the following terms and charges apply:• More than four weeks prior to the conference – 50% of the conference fee• Less than four weeks prior to the conference –Full fee - i.e. no refundNon-Attendance

If you do not attend a course or conference, and have not previously informed us, the full fee remains payable and no refund will be given.

a) Unless otherwise agreed in writing the price of the Goods and/or Services in respect of contractsfor delivery in Great Britain excludes the cost of delivery. Any and all charges for VAT or otherapplicable taxes and duties and costs including costs of carriage and packaging as determined by the Company at date of dispatch shall be payable by the Purchaser to the Company.b) The Purchaser shall not be entitled to make any deduction from nor delay payment of the price of the Goods or Services in respect of any set-off, counterclaim or indemnity or otherwise whatsoever.c) Any Quotation is based on the current cost of materials, labour, transport, overheads and/or other charges and the price quoted is subject

cost of services, equipment, materials, labour, transport, overheads or other charges incurred by the Company during the period between the date of the Quotation and the date of dispatch or provision of the Services. Increases in prices

in writing and shall be payable from date of

remain with the Company until full payment for the Goods, Services and/or other charges arising under these Conditions has been made in full. The risk as to loss or damage of Goods shall, however, pass to the Purchaser upon delivery

said Goods passes the Purchaser shall keep the Goods free from any charge, lien or other encumbrance.The Purchaser accepts that until full payment of the purchase price and/or other charges arising under the conditions has been made for the said Goods and Services the Goods are held by the

the said Goods on behalf of Company.Whilst any payment in respect of the Goods and Services remains outstanding the Company may at any time and from time to time until ownership has passed require the said Goods to be returned to the Company and the Company may take possession of the Goods and may enter the premises of the Purchaser for such purpose and sever the Goods from anything to which they are attached without being liable or responsible for any damage howsoever arising or thereby caused. Such return or retaking of possession of the said Goods shall be without prejudice to the obligations of the Purchaser under these Conditions and without prejudice to the general rights of the Company.The Company’s right to take legal action in respect of any outstanding sums in respect of the price of the Goods and Services and/or other costs shall remain with the Company

said Goods has not passed to the Purchaser.The Company or any person nominated by it shall at any time and from time to time until the payment in full of the purchase price and/or other charges for the Goods and Services have full access to the Purchaser’s books of accounts and documents and papers relating to any one or more of the following:-i) the Purchaser’s dealings with the Company.ii) the Purchaser’s dealings with the Goods.iii) the Purchaser’s dealings with the proceeds of saleof the Goods.No Goods let or hired to the Purchaser shall

ownership of the Purchaser except by separate written agreement for sale upon termination of the Hire Agreement. Such Sale Agreement shall be subject to these Conditions.

1. DefinitionsIn these Conditions:

a)

b)

c)

d)

e)

f)

g)

1.1

1.2

TERMS & CONDITIONS OF THE LEARNING PARTNERSHIP (WALES) LTD

2. Generala)

b)

c)

d)

e)

f)

g)

h)

3. Terms of Payment

a)

b)

c)

d)

e)

f)

4. Cancellation

5. Price

a)

b)

c)

6. Transfer of Propertya)

b)

c)

d)

e)

f)

The Goods shall be at the Purchaser’s risk from

the following events:-i) The physical delivery of the Goods to the Purchaser at the Company’s place of business;ii) The physical delivery of the Goods to thePurchaser’s carrier; oriii) The physical delivery of the Goods to the Purchaser’s place of business or home or such

the Company.The Goods shall remain at the Purchaser’s risk not withstanding any subsequent return or retaking of possession by the Company in accordance with these Conditions.No title to any Goods, materials or work done shall pass to the Purchaser from the Company until payment in full has been received in cleared funds by the Company of the purchase price and any other costs or charges applying in accordance with these Conditions.The Company’s liability for any liability whatsoever shall be limited to direct losses only and, in any event, shall be limited to the price of the provision of the Good and/or Services in question.Loss and damage or other liabilities shall be deemed to include but is not limited to any

to reputation or goodwill, loss of business or anticipated business, damages costs, expenses incurred or payable to any third party whether direct, indirect or consequential or any otherdirect, indirect or consequential loss or damage.To the fullest extent permitted by law neither the Company nor any of its presenters/servants or agents will be liable by reason of breach of contract, negligence or otherwise for any liability whatsoever whether direct, indirect or consequential occasioned to any person acting or omitting to act or refraining from acting upon the course material or presentation of the course or except to the extent that any such loss or damage does not exceed the price of the coursearising from or connected with any error or omission in any course material or presentation of any course or provision of any other service. Noting in this paragraph shall be deemed to exclude or limit the Company’s liability for death or personal injury caused by negligence or for fraud or fraudulent misrepresentationThe parties have considered the restrictions and limitations of liabilities in these Conditions and concluded they are reasonable in view of the size and nature of the parties and the price of the Goods and/or Services provided and the Purchaser’s ability to purchase adequate insurance in respect of the same.

The Company will make all reasonable endeavours to effect delivery of Goods and provide the Services on any date stated but any time or date that may be given is intended as an estimate only and will not be a contractual obligation and such time or other time shall not be deemed to be of the essence.The Company shall not be responsible for any delays caused by inclement weather, its suppliers, human error or any other factor beyond its reasonable control. Without prejudice to the generality of the foregoing the following shall be regarded as forces beyond reasonable control:-

accident;2) war, threat of war, sabotage, insurrection, civildisturbance or requisition;3) acts, restrictions, regulations, bye-laws,prohibitions or measures of any kind on the part of any government, parliamentary or local authority;4) import or export regulations or embargo;5) strikes, lock outs or other industrial actions ortrade disputes;

fuel, parts or machinery;

7) power failure or breakdown of machinery;8) failure by the Purchaser to collect Goods or toprovide safe and/or adequate storage conditionson site.9) failure by the Purchaser to abide by theseConditions.10) failure of attendance by third party providers.c) Delivery of the Goods shall be deemed to have

Signature of any satisfaction and/or delivery note by an agent, employee or representative of the Purchaser or by any independent person shall be conclusive proof ofdelivery of the Goods and/or satisfactory completion of the Services.d) Without prejudice to any other rights of the Company, if the Purchaser shall fail to give on or before the agreed date for delivery all instructions reasonably required by the Company and all necessary documents, licences, consents and authorities (which the Purchaser is obliged under the Conditions or by law to obtain) for forwarding the Goods or for provision of the Services orshall otherwise cause or request delay, the Purchaser shall pay to the Company all costs and expenses incurred and/or arising from such delay and/or shall entitle the Company to cancel in whole or in part the provision of the Goods and/or Services.e) Unless otherwise stated in writing the company shall be entitled to make partial delivery or deliveries by instalments and if requested by the Purchaser to arrange carriage, to determine the route and manner of delivery of the Goods at their own discretion and shall be deemed to have the Purchaser’s authority to make such contract or agreement with any carrier as the Company considers reasonable and prudent.f) If the Company is prevented from making delivery of the Goods or provision of the Services or any part thereof on the agreed date of delivery by any cause whatsoever it shall be entitled at its option either to cancel the contract or to extend the time or times for delivery by a period equivalent to that during which such delivery has been prevented. Such alterations are without prejudice to the generality of the foregoing clauses in respect of matters that are outside theCompany’s control.g) Where delivery of the Goods and Services is made in instalments, each instalment shall be construed as constituting a separate agreement to which all the provisions in the Conditions shall apply.

Company of the Company’s ability to supply the Goods and Services and a collection or delivery

any Goods which remain on the Company’s premises after the said collection date dueto the failure by the Purchaser to take delivery on the agreed dates and times will be held by the Companysolely at the Purchaser’s risk and expense andwithout prejudice to the generality of the foregoing the Company may charge the Purchaser for the reasonable cost of storage and insurance in respect of the same in addition to the Company’s rights to charge for paymentfor work carried out, material used or ordered andany other additional costs incurred by the Company howsoever and wheresoever arising in respect thereof.

The Company will arrange carriage of Goods if requested to do so by the Purchaser at the Purchaser’s expense.However, the Purchaser is entitled to collect or arrange their own carriage at a time suitable to the Company. If requested by the Purchaser, the Company will use its reasonable endeavours without incurring any liability whatsoever in connection with the same to meet specialdelivery requirements subject to any additional costs being incurred thereby being borne by the Purchaser.

10.1 All and/or any losses, costs or charges incurred by the Company due to changes required or made bythe Purchaser in respect of materials, design, quality or delivery from those set out in the acceptance of the Order shall be immediately payable to the Company by the Purchaser.10.2 The Company will be under no liability in respect of any defects in the Goods or Services arising from any drawing, plan, design or

failure to meet any purpose or requirement of the Purchaser unless such purpose or requirement was made known to the Company at the time the Purchaser placed the order for such Goods and Services and was agreed in writing by the Company.

Notwithstanding any other provision contained inthese Conditions should the manufacture, provision, performance, processing, supply or dispatch of the whole or any part of the Goods and/or Services contracted for be prevented or hindered by any cause or causes whatsoever beyond the Company’s reasonable controlthe Company shall be entitled at its sole discretion to cancel the contract or to postpone or suspend any delivery or deliveries under the contract until such time as the Company have deemed such cause or causes have ceased to operate. The Company shall not be underany liability to the Purchaser in respect of any such cancellation, postponement or suspension in respect of any matters beyond its reasonable control including and without limiting the

of power supply, lock out, strike or other action taken by employees of the Company or any of the Company’s suppliers or carriers or sub-contractors in contemplation or furtherance of a dispute or owing to any inability to procure materials required for the performance of thecontract or arising from any government act which directly or indirectly interrupts, prevents or hinders the due performance of the said contract.

Any notice required to be given by either party to the other under these Conditions shall be in writing and addressed to that other party at its

business or such other address as may at the

to the party giving the said notice.

No waiver of the Company of any breach of the terms of the contract or these Conditions by the Purchaser shall be considered as a waiver of any subsequent breach of the same or any other provision.

Any provision of these Conditions that may be held by any competent authority to be invalid or unenforceable in whole or in part will not render invalid such other provisions of these conditions and the remainder of the provision in question shall not be affected thereby.

The Company reserves the right to sub-contract the performance of any obligation under any Agreement or these Conditions to a sub-contractor of their choice.

The Purchaser is not permitted to assign any rights or obligations contained in these Conditions or in any Agreement with the Company.

The law of England and Wales shall apply and the English or Welsh Courts shall have sole jurisdiction in respect of any claim or dispute in any way arising from the sale of Goods or the supply of Services under these terms by theCompany to any Purchaser in any part of the world.

7. Title and Risk

a)

b)

c)

d)

f)

g)

e)

8. Deliverya)

b)

c)

d)

e)

f)

g)

h)

9. Carriage

11. Force Majeure

12. Notices

10. Changes required by the Purchaser causing loss or expense to the Company

13. Waiver

14. Severance

15. Sub Contracting

16. Assignment

17. Law and jurisdiction

The Learning PartnershipLlys Aur, Llanelli Gate, Llanelli SA14 8LQ

Telephone: 00 44 (0) 1554 749043Email: [email protected] information: www.tlpwales.co.ukResources: www.shoptlpwales.co.uk www.building-blocks.org.uk

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Documents

The learning partnership Wales - Courses Brochure May - December 2015