Wednesday Teaching School Alliance (WTSA)€¦ · The support and training provided through our learning hubs focus on reading, writing, mathematics, ... ducing systematic synthetic

Welcome & Introduction

1

Wednesbury Teaching School Alliance Courses

Our alliance currently encompasses 11

primary schools that collaborate effectively

to share outstanding practice and provide

high quality CPD. We feel that our alliance is

unique as we not only strive to improve

teachers’ performance, at all levels, but also

provide a children’s offer that delivers

bespoke packages that directly engage

learners, providing them with stimulating

and enjoyable experiences.

WTSA endeavours to offer support at all

levels, from the earliest stages of a teacher’s

career through to senior leadership. We have

formed strategic partnerships with a range of

good and outstanding providers that allow us

to do this. This, coupled with the quality of our

consultants, ensure that our teaching school

package is of the highest quality. In addition,

our alliance has a well-established network of

‘learning hubs’ that focus on delivering

support based upon both local and national

priorities. The support and training provided

through our learning hubs focus on reading,

writing, mathematics, phonics, assessment,

the arts, gifted and talented provision, EYFS

and ICT.

WTSA has a recognised track record of

effective ‘school to school’ support. Our

alliance offers NLE, LLE and SLE support.

For further information on bespoke support

please telephone 0121 557 1034 and select

the Teaching School option.

Wednesday Teaching School Alliance (WTSA)

CONTENTSWednesbury Teaching School Alliance Courses

2

Get the benefits - become a member of the alliance

You can enjoy reduced rates on most

courses by becoming part of our alliance

for just £50 per year.

For more information please contact our

Teaching School on 0121 557 1034

Venue address details

We have a wide range of local venues

suitable for individual course needs.

The address details and postcodes can be

found at the back of this course catalogue.

Trainers Biographies 3-5

NQT Package 6

English & Phonics 7-9

Mathematics 9-12

I.C.T. 13

Early Years Foundation Stage 14

Gifted & Talented 14-15

PE & Off Site 15-17

Arts 17-21

P.S.H.E. 21-24

Leadership 24-25

Teaching & Learning 26

Childrens Offer 27-28

Venue Addresses 30

Trainers Biographies

3


I trained as a teacher in Durham and taught in my native Doncaster.I then moved back to the North East with my husband and workedfor several years for the Inland Revenue before leaving to have mytwo children. When they were small, I sold Usborne children's booksand worked as a Skilled Advice Worker for CAB.Later, I returned to teaching and, in 1995, joined the County DurhamCurriculum Support Team as a literacy specialist. Among other initia-tives, I was responsible for introducing the Better Reading Partner-ship (BRP) to Durham schools, for which I have trained and advised

around 2000 staff and volunteers. I was also instrumental in intro-ducing systematic synthetic phonics teaching to Durham schools.In 2002, I set up my own consultancy to concentrate on those pro-grammes which I believe have the greatest impact in improvingchildren's literacy. These include Effective Phonics, Foundation StageLiteracy (jointly developed and presented with a Speech & LanguageConsultant colleague, Kirstie Page), BRP and Spelling Skills.I work extensively in state and independent schools across the Northof England, the Midlands and Scotland. I'm also involved with InitialTeacher Training and work with publishers and education materialsproducers.

Ann Foster

Cody moved to the West Midlands from Northamptonshireto begin her degree at the University of Wolverhampton.She then worked in the private sector for 5 years beforecompleting her PGCE at Birmingham City University. Shehas taught in Sandwell for ten years and is currently thedeputy head at Old Park Primary School, Wednesbury.

Cody has a love of literacy and has worked on a dfe projectwith Pie Corbett 'Teachers as Writers'. She now trains andpromotes talk for writing, oral story telling and sharedwriting across Wednesbury schools. She has led the literacyhub for the last three years and has been committed toraising standards across Wednesbury. The literacy hubstrives to ensure that all children are given the opportunityto become talented readers and imaginative writers.

Cody Boddington

Currently working as the Premise and Facilities Manager andManager of Outdoor Learning at Old Park Primary School, Wednes-bury which is part of the Wednesbury Learning Community TrustTeaching School Alliance.

I have recently qualified as a Level 3 Forest School Practitioner andhold regular Forest School sessions at Old Park Primary School, ThePatch Day Nursery and Holyhead Primary School.I currently support staff to organise, prepare and attend off site and

residential activities to various locations for enhanced curriculumenrichment with the focus on Learning Outside the Classroom.My background is in Health and Safety and Outdoor Learning, I wasan Education Visit Adviser for Sandwell Metropolitan BoroughCouncil and regularly held training sessions for schools, academiesand the youth service. The training that I deliver is nationally recog-nised through the Outdoor Education Advisers Panel and is portableto other authorities and employers. The courses are designed for teachers, support staff and youthworkers who are involved in organising and attending on and off siteactivities with young people.

David Ellis

Hayley Booth has been teaching in Sandwell for the past fiveyears. She is currently a middle leader at Harvills HawthornPrimary School where she also leads science. Hayley teachesin Year six and in recent Ofsted inspection, she was recog-nised as ‘Outstanding’.

Hayley has worked alongside teachers in a neighbouringlocal authority to support the development of teaching andlearning in mathematics.

She is a trained facilitator for the NCSL endorsed ‘ImprovingTeacher Programme’ and ‘Outstanding Teacher Programme’and is also a qualified coach.

Hayley Booth

Jenny Blount

Joanne has worked in Sandwell for over 14 years and beena Deputy Head Teacher for 7 years. During which time herLeadership and Management has been recognised as ‘Out-standing’ by Ofsted. She has worked on the development ofteaching and learning strategies for many years embeddingeffective strategies to accelerate learning. She has led thedevelopment of Gifted and Talented provision across

Wednesbury Learning Community Trust for the last 4 years,delivering CPD and facilitating experiential learning experi-ences for more able pupils. From September 13 Joanne willbe leading Wednesbury Teaching School Alliance, focusingon the CPD, ITT and Research elements.

Joanne Sheen

Julian works as a freelance Apple Distinguished Educatorand Apple Mentor.

He has over 20 years experience of working with Apple tech-nology in education, including five years with Apple UK.Julian has a Creative Arts background, but now works acrossall curriculum areas and sectors. He runs Apple based pro-

fessional development workshops for teachers andeducation leaders. He has supported many schools withtheir adoption of iPods and iPads. Whilst based in the PeakDistrict, he works nationally and internationally. You can findout more about his activities on his blog at www.digitalroad-trip.tumblr.com and www.8ipads.com

Julian Coultas

The architect of Headspace, Jenny Blount, is the Head ofLearning & Development at Worklife Support – a not-for-profit social enterprise established by, and wholly owned by,Teacher Support Network, the national teacher charity.

Jenny has been with Worklife Support since 2002 and isresponsible for the portfolio of development and resource

programmes available to senior leaders of schools. Jennyis a qualified teacher, trained coach and published authorand prior to joining Worklife Support was a LocalAuthority Adviser with a remit for management andprofessional development.

NQT PackageWednesbury Teaching School Alliance Courses

4

Karen Shaw is a freelance KS1 Consultant, providingbespoke consultancy to support staff development. She isa very experienced KS1 teacher, who has also been a DeputyHead and a Primary Strategy Consultant in Sandwell.

Her services include professional 1:1 support, KS1 Literacyand Mathematics courses and workshops for teachers and

support staff, with an emphasis on Active Learning. She alsooffers training and support on effective Transition fromEarly Years to Year One and the creative curriculum.

Karen Shaw

Kathy has worked as a local authority Early Years adviser forthe last 12 years supporting & training the non-maintained& maintained sector. Prior to this she has 10 years teachingexperience working in nursery, reception & KS1.

She offers a common sense approach to early years, which,is easy to understand, manageable and meets the

requirements of the EYFS Framework, including those forplay & adult directed learning.

Training & advice relating to the promotion of qualityearly years practice for schools (3 to 5 years) and settings(0 to 5 years).

Kathy Bigio

Linda has gained a reputation for providing training thatgives clear, practical, realistic advice. She has over twentyyears experience working as a teacher, senior leader innursery and primary schools and as a local authority Primaryand Teaching consultant with a specialism in Early Years.Linda’s training is informed by her experiences in schools,observations and research findings. She has contributed to

local authority conferences as a keynote speaker andhas a proven track record of delivering high qualitytraining courses.

To date, Linda has published three books offering practicalguidance relating to EYFS, inclusion and raising boys’achievement.

Linda Tallent

Maxine Soper has taught in Sandwell for over fifteen years.She is currently the Assistant Head Teacher at HarvillsHawthorn Primary School, teaching in Year six. She has beenrecognised as ‘Outstanding’ by Ofsted.

She has led training on the development of teaching andlearning strategies to increase oracy and collaborative

learning across Wednesbury. She has provided Inset trainingfor a number of schools.

She is a trained facilitator of the NCSL endorsed ImprovingTeacher Programme and Outstanding Teacher Programmeand is also a qualified coach.

Maxine Soper

Since moving from Nottingham LEA, Matt has worked in theprimary and secondary sector for over ten years in Sandwelland Wednesbury. He is currently Assistant Head and AST inmathematics and ICT at Holyhead primary, teaching in Year6. In previous roles, Matt worked for the 'Teacher of TheFuture' programme, enhancing mathematics through the useof ICT. Matt then moved into an advisory role, working

across all the schools in Wednesbury helping to raisestandards in mathematics whilst working as an AST devel-oping primary practice in secondary school environments.

Matt is now continuing to raise the profile of Mathematicsin Wednesbury as Hub lead for the third year as he under-takes NPQSL in light of his current work in mathematics.

Matt Hytch

A very experienced senior teacher, Deputy Headteacher andLocal Leader of Learning, having worked in developingteaching and learning in primary and secondary schoolsacross the Black Country, leading work in more than 50schools to improve the practice of teachers and outcomesfor students.

Neil now works on a broad range of teaching and learningprogrammes, supporting schools’ development across theWest Midlands and beyond. He specialises in mathematicsand blends delivering interactive training with in classsupport for teachers and groups of pupils.

Neil Scott

Currently working as the eLearning Manager at Old ParkPrimary School, Wednesbury, part of the Wednesbury LearningCommunity Trust Teaching School Alliance.

I have worked for the last 11 years in ICT in Education, workingin both Secondary and Primary Education to deliver thecomputing requirements for the curriculum and non-curriculummanagement of the school, including the procurement and

delivery of ICT systems in several schools in Sandwell. I haveworked alongside most of the Trust schools on various projectsincluding radio kit, big screens for presentations, and working todeliver new and unique ideas for the teaching of ICT.

Since 2011, I have been working on the introduction ofprogramming in schools, being an active participant in theindependent ‘Code Club’ program, which is designed to teachschool pupils how to code.

Paul Kerton

Trainers Biographies

5


Sue currently works for Broadband Sandwell providingcurriculum and e-safety support and guidance. She has arange of experience in teaching technology, advisory supportand training for schools. In 2003 she was appointed as theAdviser for the Test Bed Project that linked three similarareas across the country to work collaboratively to use ICTto improve standards and specifically to evaluate how ICT

supports learning and communication with home andfamilies. Other project work includes Computers at Homeand managing Sandwell’s Strategic e-learning Service.

She is an accredited Ambassador for Thinkuknow and anassessor for ICT Mark and 360 degree Safe.

Sue Courtney-Donavon

Sue Trotman has worked in education for the past 38 yearsand is currently joint Chair of National Dance TeachersAssociation (NDTA) , is a member of the executive board forthe Council for Subject Associations (CfSA) and Director ofher own company, providing educational consultancy forboth Physical Education and Dance. She has been involvedin teaching, advisory work, inspection and has delivered

Physical Education and Dance in-service training bothnationally and internationally. Sue has supported a numberof government agencies, providing national guidance andresources to schools. As Chair of Curriculum, Staffing andVice Chair of Governors at an outstanding local primaryschool, she is provided with up to date training and develop-ment. Sue is also a member of the Association for PhysicalEducation (afPE), where she takes an active role in theprofessional development of afPE West Midlands.

Sue Trotman

Wendy's current role in consultancy and training is builtupon her previous experience as an LA advisor, her teachingand management experience in primary education andlecturing at Birmingham City University. She is currently anEducation Central (formerly BCCSIP) associate and consult-ant. Wendy is also working with schools in Worcestershireon the Teaching Schools Programme, focussing particularly

on Initial Teacher Training (ITT).

Wendy has an outstanding record of delivering a diverserange of consultancy and training which draws upon herpractical classroom strategies to improve learning, teachingand attainment for all learners. Wendy can deliver in avariety of areas within PSHE Education and Citizenship buthas a particular strength and interest in emotional healthand well-being and its effect on teaching and learning.

Wendy McNeil

Elaine Benbow - runs the STAR Project which supports the developmentof teaching and learning in the arts in schools. She also teaches onthe Primary Education, PGCE and masters courses at ManchesterMetropolitan University. She is the author of The Really Useful Art Bookto be published by Routledge later this year.

Wendy McAndrew is a highly respected deputy headteacher with aproven track record in leading school improvement. Working within theProfessional Framework of Chartered Educational Assessors she hasbeen highly influential in the strategic leadership and management ofcross school moderation and formative assessment across the WLCT.

Sandwell Music and Arts Service are music hub leaders . Wedeliver music across all key stages through instrumental andwhole class tuition. We deliver high quality and imaginativelessons and celebrate the rich diversity of Sandwell and theBlack Country. Jon Shepherd is our ipad specialist musicteacher and has many years experience as an outstandingand inspirational teacher.

Megan Ashmore is our Early Years specialist music teacherand has many years experience as an outstanding andinspirational teacher.

Tanya Myatt is one of the SMAS managers and a KS1/2music specialist teacher. She has many years experience asan outstanding and inspirational teacher.

Sandwell Music and Arts Service

As well as the consultants and trainers listed we also useseveral organisations and qualified trainers.

This year other consultants and trainers will include:

• Laura McGee

• Pauline Allen

• Valerie Brown

• Bill Thompson

Other consultants and trainers

In 2000, Stephanie was appointed as Literacy Consultant for Here-fordshire, a position she enjoyed for 9 years, gaining valuable ex-perience and subject knowledge, while always maintaining a ‘handson’ approach in the classroom. During this time, apart from writingand delivering CPD for teachers and providing school-basedsupport, monitoring and evaluation, Stephanie also initiated anumber of exciting projects across the county, including thosecentred around film-making, visual literacy, transition between

Y2/3 and Y6/7, 'Drama into Writing', 'Experiential Writing' and'Poetry in Motion'.

In 2009 Stephanie took up the position of Regional Adviser for theNational Literacy Strategy, which gave her the opportunity tospread her wings and build up a more informed picture of Literacyteaching across the country.Stephanie now works as an Independent Literacy Consultant, awriter and a director of the Professional Literacy Company.

Stephanie Austwick

Elaine Benbow Wendy McAndrew

NQT PackageWednesbury Teaching School Alliance Courses

Wednesbury Learning Community Trust Teaching School Alliance NQT Package

Term Date & Times Venue Trainer Course Title

AUTUMN

SPRIN

GSU

MMER

10/09/133.30pm - 5.00pm

04/10/138.30am - 3.30pm

25/09/139.15am - 3.30pm

26/09/139.00am - 12.00pm

18/10/139.15am - 12.00pm

15/11/139.15am - 3.15pm

15/10/13 KS213/11/13 KS1

23/10/1319/11/1316/01/141.15pm - 4.30pm

11/11/131.00pm - 3.30pm

6/02/1412/02/14

7/02/1413/02/14

21/01/149.00am - 3.30pm

18/03/14

15/01/149.15am - 3.30pm

23/01/14

05/03/141.00am - 3.00pm

17/06/149.15am - 3.15pm

07/05/149.15am - 3.15pm

18/06/141.00pm - 3.00pm

06/06/148.30am - 3.30pm

Harvills

National Metalforming Centre

Harvills

Harvills

Harvills

Moorlands

Harvills

NationalMetalforming Centre


H McNeilCaroline Logan

Kim Whiting

W McNeil

Pauline AllenW McAndrew

W McAndrew

Bill Thompson

J Sheen

Kevin Rowlands

Kim Whiting

Ann Foster

Sue Trotman

Alison Cooper

W Mcneil

M Hytch

Kim Whiting

M SoperH Booth

W McNeil

Kim Whiting

Kim Whiting

Safeguarding

Sandwell NQT Induction Conference

Promoting the well-being of pupils

Gathering evidence for reading assessment and moderation

What is assessment?

Assessment for Learning

Raising the attainment of the more able

Behaviour Management

Sandwell NQT Network

Phonics and early reading

PE Induction Day

Talk 4 Writing

Developing a learning climate

Developing Mathematical confidence in your classroom


What is outstanding teaching and learning?

Using and Developing Pupil Voice


Sandwell End of Year Conference

A

E

A

A

A

B

A

E

E

C

A

C

A

D

E

A

A

E

E

WS10

Harvills

WS10

Harvills

Holyhead


Harvills

Harvills



included in the price:

• 3 x Induction Tutor Network meetings at Harvills Hawthorn Primary School – 01/10/13, 16/01/14, 19/06/14 all 1.30pm - 3.30pm. (to agree on WLCT action plans, lesson observation forms etc)

• Induction Tutor training at The Metalforming Centre on 04/07/13 1.15pm - 4.30pm or 12/09/13 1.30pm - 4.00pm

• Joint planning workshop - Induction Tutor and NQT to do action planning – 01/10/13 4.00pm - 5.50pm at Harvills Hawthorn

• NQT Handbook (£35) • NQT Induction Tutor Handbook (£35)

£1,000

Please see back page for all venue addresses6

Cost

FS & KS1

KS2

Summary Outcomes

Target AudienceLiteracy Co-ordinators, Year 1 and 2 Teaching and Learning Support Staff.

• Learn new ways to switch children on to literacy.

• Be introduced to new texts that are perfect for your class.

• Explore how to use a single text to teach different genres.

• Try out the training with your own class and share your success on day two.

• Have the opportunity to begin planning for the future terms.

• Share thoughts and ideas with teachers.

Join us for two days of training that wil providepractical and inspiring ideas, helping you to usestory books to bring literacy alive.

The day will be led by Stephanie Austwick, whowas previously an adviser to the National StrategyTeam. She will draw on her years of classroomexperience to make sure the day is full of practicalideas to make reading and writing fun.

Both sessions will include lunch and refreshments.

This day will have a year 1 and 2 focus. Learningsupport staff are encouraged to join too.

English & Phonics

Course LeaderStephanie Austwick

DateDay 1 - Mon 16 September 2013Day 2 - Wed 6 November 2013

Time9.00am – 3.30pm

VenueWS10 Conference Suite

Lunch Provided

Cost

Literacy - Springing off the page

7

C

�

£130 WLCT Schools

£140 Alliance Schools

£150 All Other Schools


Summary Outcomes

Target AudienceAll classroom practitioners involved in the process of Assessment of Reading - including classroom assistants.

• Increased knowledge and understanding of the Assessment process.

• Strategies and practical techniques for generating evidence.

• New Reading Curriculum –key messages in terms of Assessment.

• Discussion of Issues and Concerns.

Exploring the Reading AFs and the types ofactivities that will generate a range of supportiveevidence.

Course LeadersPauline Allen & Wendy McAndrew

DateThu 26th September 2013


VenueHarvills Training Room

Lunch None provided

Cost

Gathering of Evidence to Support APP Judgments in Reading

A

�

£55 Per delegate

Summary Outcomes

Target AudienceLiteracy co-ordinators to share the message with all staff back in school.KS2 Teachers that might need further support in Grammar progression.

Delegates will gain a greater understandingof the draft curriculum relating to grammar progression.

They will have practical ideas to use in the classroom to support the teaching of grammar.

Delegates will increase their Grammar subject knowledge and have a clear pictureof how to ensure progression across their school.

Pauline Allen (Literacy Consultant) will look at thenational expectations as set out in the draftnational curriculum for English. She will providepractical activities to support the teaching ofgrammar through quality texts and not out ofcontext exercises.

Course LeadersPauline Allen & Cody Boddington

DateWed 2nd October 2013



Lunch Provided

Cost

Progression in Grammar

C

�

£130 WLCT Schools



English & Phonics

8


Summary Outcomes

Target AudienceKS1 teachers, Phase Leaders, Literacy Co-ordinators, KS1 Support Staff.

To have a greater understanding of how toteach KS1 drama techniques to supportwriting and how to develop quality writingalongside drama.

Half day practical workshop – demonstrating howto use KS1 drama techniques in context, using theTraditional Story Cinderella. The drama sessionwill show delegates how to incorporate writingopportunities into drama sessions.

This workshop will be particularly useful for NQTs

This workshop would also be useful for supportstaff working with children who require additionalhelp in KS2.

Course LeaderKaren Shaw

DateThu 14th November 2013

Time12.30pm – 3.30pm


Lunch None provided

Cost

Drama techniques to support writing in KS1

A

�

Summary Outcomes

Target AudienceKS2 teachers.

• To provide a better understanding of the problems with phonics in KS2 pupils’.

• Provide teachers with tools to assess poorer readers to ascertain what problems there are.

• Teachers to have a better understanding of Phase 5 and how to teach it.

• To ensure teachers understand the sorts of errors children make when reading.

• Provide strategies to use when undertaking 1:1 reading partnerships.

To provide KS2 teachers with the tools to provide

phonics/reading intervention for less able readers.

Course LeaderAnn Foster

DateDay 1: Thu 21st November 2013Day 2: Fri 22nd November 2013

Time Day 1: 1.00pm – 4.00pm Day 2: 9.00am – 4.00pm


Lunch Provided onDay 2

Cost

Supporting & Developing Reading

A

�

Summary Outcomes

Target AudienceAll classroom practitioners involved with the Assessment of P Levels.

• Increased knowledge and understanding of the Moderation Process.

• Strategies and practical techniques for gathering evidence.

• Validated judgments.

The course will:• Establish a clear understanding of the moderation process.

• Develop effective assessments that are reliable, valid and fit for purpose.

• Explore how to plan for assessment opportunities.

• Facilitate cross school moderation of P-Levels leading to a 1c in writing.

Possible evidence may include:• Pupil Workbooks.• Evidence of practical work e.g. photographs.• Evidence of Internal Moderation.• Annotated work that has been levelled.• Formal Assessments /PIVOTS.

Course LeadersValerie Brown & Wendy McAndrew

DateFri 6th December 2013


VenueMoorlands Primary

Lunch None provided

Cost

Cross School Moderation of P-Levels Focus: Writing

B

�

£55 Per delegate

£50 WLCT Schools



£130 WLCT Schools



Summary Outcomes

Target AudienceAll classroom practitioners involved with the Assessment of Reading.

• Increased knowledge and understanding of the Moderation Process.



The course will:• Establish a clear understanding of the moderation process.

• Develop effective assessments that are reliable, valid and fit for purpose.

• Explore how to plan for assessment opportunities.

• Facilitate cross school moderation of Reading.

• Examine the strength and breadth of evidence.

Possible evidence may include:• Pupil Workbooks.• Evidence of Guided Reading.• Evidence of Internal Moderation.• Evidence of planning for assessment.• Formal Assessments e.g. QCA.

Mathematics

English & Phonics

Course LeadersPauline Allen & Wendy McAndrew

DateThu 3rd April 2014 (2 sessions)

TimeSession 1: 9.15am – 12.15pm

or Session 2: 1.00pm – 3.30pm


Lunch Provided

Cost

Cross School Moderation of Reading Focus: APP Level 3c

9

A

�

£55 Per delegate


Summary Outcomes

Target AudienceKS1 Teachers, Phase Leaders, Mathematics Leaders and KS1 Support Staff.

To have a greater understanding of how touse a variety of mathematics equipment toenhance learning for children in KS1 .

This workshop will be particularly useful for NQTs.

This workshop would also be useful for support staff working with children who require additional help in KS2.

Half day practical workshop giving delegates theopportunity to use the following resources in avariety of ways:

• Pattern blocks• Cuisenaire rods• Dominoes• Playing cards• Dice• Resources to teach number bonds

to raise standards in KS1 mathematics.


DateThu 17th October 2013



Lunch None provided

Cost

KS1 Mathematics – use of maths equipment to improve standards

A

�

£50 WLCT Schools



Summary Outcomes

Target AudienceHead Teachers and senior leaders.

Find out how the Numicon Approach develops:

• engaged and confident mathematicians

• open ended problem-solving across the ability range

• your teachers’ subject knowledge and confidence with maths

• a sustained programme for improving attainment

A deeper understanding of teaching withNumicon and its resources.

Course LeadersDerry Richardson - PresenterLouise Osborne- OUP Representative

DateTue 26th November 2013

Time1:00pm – 4:30pm

VenueHolyhead Primary

Lunch Refreshments only

Cost

Numicon Taster Session

B

�

Free of charge

Mathematics

10


Summary Outcomes

Target AudienceKS1 teachers, Phase Leaders, Mathematics Co-ordinators and KS1 support staff.

To have a greater understanding of how toteach problem solving in KS1.


This workshop would also be useful for support staff working with children whorequire additional help in KS2.

Half day workshop giving delegates the opportu-nity to experience all 5 strands of problem solving:

• Finding all possibilities• Logic• Finding rules and describing patterns• Diagram and visual• Worded problems

to improve standards in KS1 mathematics.


DateThu 28th November 2013



Lunch None provided

Cost

KS1 Mathematics – problem solving to improve standards

A

�

Summary Outcomes

Target AudienceNumeracy co-ordinators/phase leaders.

Delegates will have:

• Creative ideas about making maths part of the whole curriculum

• Creative ideas about effective Numerate environments

Virtually the whole school day contributes to thedevelopment of the children's literacy skills yetmaths is often confined to the maths lesson or theoccasional 'topic' session. This day will explore howthe environment and whole school day can be usedto develop mathematical fluency. Participants willbe challenged to think about using the widercurriculum to teach maths skills as well as practicethem, to think about how simple problems canbe included at anytime of the day to allow childrento use and apply their skills and to considerhow the special nature of each school providesopportunities for deep learning in mathematics.

Course LeaderNeil Scott

DateThu 30th January 2014

Time 9.15am – 3.30pm


Lunch Provided

Cost

A

�

Summary Outcomes

Target AudienceKS1 staff, Phase Leaders and Mathematics Co-ordinators.

To have a greater understanding of how toteach place value in KS1.


This workshop would also be useful for support staff working with children who require additional help in KS2.

Half day practical workshop - how to use Dienes andBig Base plus additional mathematical resources tointroduce and secure the teaching of place value inorder to raise standards.


DateThu 16th January 2014



Lunch None provided

Cost

KS1 Mathematics - securing L2c – place value

A

�

£50 WLCT Schools



£50 WLCT Schools



£130 WLCT Schools



Numeracy across the curriculum (cross curricular uses)and Numerate environments

Summary Outcomes


Delegates will have:

• A stronger understanding about the developmental mathematical steps required to ensure pupils achieve end of year expected targets.

The new curriculum sets out clear end of yearexpectations for pupils in each area ofmathematics with increased expectations formany topics. While this provides clarity aboutwhat is expected by the end of the year thechallenge for staff is to be secure about thedevelopmental steps required to maximise thenumber of children reaching these targets. Thisday will let participants explore in detail the newcurriculum and the steps required for each yeargroup and support the development of schemes ofwork which ensure appropriate progression.

Mathematics

Course LeaderNeil Scott

DateThu 5th December 2013

Time9:15am – 3:30pm


Lunch Provided

Cost

New framework, what a child needs to know to succeed

11

A

�

£130 WLCT Schools




Summary Outcomes

Target AudienceAll classroom practitioners involved with the Assessment of Mathematicsacross Keystages 1 and 2.

• Increased knowledge and understanding of the process of Assessment and Moderation.



The course will:• Establish a clear understanding of the processof Assessment and Moderation.

• Share effective assessments that are reliable, valid and fit for purpose.

• Facilitate cross school moderation of Mathematics.

Possible evidence may include:• Pupil Workbooks.• Evidence of practical work e.g. photographs.• Evidence of Internal Moderation.• Evidence of planning for assessment.• Formal Assessments e.g. QCA .

Course LeadersMatt Hytch & Wendy McAndrew

DateFri 31st January 2014



Lunch None provided

Cost

Cross School Moderation of Mathematics Focus: Number level 3C

A

�

£55 Per delegate

Summary Outcomes

Target AudienceAll classroom practitioners involved in the process of Assessment (including teaching assistants).

• Increased knowledge and understanding of the principles of Assessment for Learning.

• Strategies and practical techniques for formative assessments in Mathematics.

• Effective questioning skills and use of ‘working walls.’

• Exploring the principles of AfL – Focus on Mathematics.

• Effective feedback and questioning techniques.

• Observe AfL in action in the classroom.

• Evaluating ‘impact’ on the learner.

Course LeadersBill Thompson & Wendy McAndrew

DateFri 7th March 2014



Lunch Provided

Cost

Developing Assessment for Learning in Mathematics

B

�

£120 WLCT Schools



Assessment

Mathematics

12


Summary Outcomes


Deligates will have:

• A detailed understanding of age and level expected outcomes.

• Teaching ideas behind securing age and level expected outcomes.

• Appropriate materials to lead andimplement change back in their schools.

Non negotiables!

In light of the new framework and continuing toraise attainment in mathematics, this course aimsto look at level and year expected non negotiablelearning outcomes.

In addition to identifying these there will be a focuson the teaching behind these non-negotiables,refocusing on the core elements behind number.

Course LeaderMatt Hytch

DateTue 3rd June 2014



Lunch Provided

Cost

Securing Non-negotiables in mathematics

A

�

Summary Outcomes

Target AudienceNQTs.

• Increased knowledge and understanding of the process of Assessment and Moderation.

• Strategies and practical techniques for generating evidence.

• Discussion of issues and concerns.

Exploring the assessment process in terms of APPand AfL.

Course LeaderWendy McAndrew

DateFri 18th October 2013

Time 9.15am – 12.00pm


Lunch None provided

Cost

What is assessment?

A

�

Summary Outcomes

Target AudienceAll classroom practitioners involved in the process of Assessment.Essential for NQTs.

• Increased knowledge and understanding of the principles of Assessment for Learning.

• Strategies and practical techniques for formative assessments.

• Effective questioning skills and use of ‘working walls.’

• Exploring the principles of Formative Assessment.

• Effective feedback and questioning techniques.

• Observe AfL in action in the classroom.

• Creating a positive mind set culture.

Course LeadersBill Thompson & Wendy McAndrew

DateFri 15th November 2013



Lunch Provided

Cost

Raising Achievement by Embedding Formative Assessment

B

�

£120 WLCT Schools



£100 WLCT Schools



£50 WLCT Schools



An introduction into the elements that constitute effective assessment.

Summary Outcomes

Target AudienceTeachers from EYFS to KS2.

How to create and deliver engaging classroom activities using Macs.

Learn how to plan and deliver digital photography,video, audio and podcasting projects using Apple'siLife software.

You will be shown how to create engagingclassroom activities that include green screenvideo and topic based podcasts.

I.C.T.

Course LeaderJulian Coultas

DateMon 11th November 2013



Lunch Provided

Cost

Mac Creativity Workshop

13

A

�

£120 WLCT Schools




Summary Outcomes

Target AudienceHeadteachers, I.C.T leads, teachers, technicians, anyone with responsibility for child protection.

• Current Ofsted requirements.

• Protecting and enabling children and young people to manage risk.

• Working in partnership to create a safer environment for children online.

• Current issues.

• Local concerns and approaches.

• Ensuring teachers are aware of online safety advances.

• Encouraging teachers to identify the first signs of cyberbullying & grooming.

• The importance of e-safety in schools and how can we engage all partners.

To be aware of e-safety requirements and steps to take to create an e-safe environment.

Course LeaderSue Courtney-Donovan

DateThu 19th September 2013



Lunch None provided

Cost

Understanding the requirements of e-safety in schools

A

�

£50 WLCT Schools



Summary Outcomes

Target AudienceI.C.T leads, KS2 teachers, technicians.

• To animate and control onscreen characters.

• To record and incorporate music in your animations.

• To create basic games and animations using coding.

Focusing on the basics of Scratch, an easy touse coding tool. Looking at animating andcontrolling onscreen characters and the basics ofprogramming, which is core to the new ICTcurriculum. We will be covering objectives thatyou meet when delivering the first ten lessons ofthe program.

Course LeadersLaura McGee & Paul Kerton

DateFri 7th February 2014


VenueAlbert Pritchard Infants

Lunch None provided

Cost

Scratch – 10 lessons and beyond

F

�

£50 WLCT Schools



Gifted & Talented

Early Years Foundation Stage

14


Summary Outcomes

Target AudienceSupport staff, NQT’s, any new members of staff to EY’s and new EY’s framework teachers.

The course will look in detail at:• The basic knowledge practitioners need to engage with in order to ensure appropriate early learning including developing an appropriate environment.

• Preparing for children coming into FS to learn and develop – what needs to be in place from the beginning.

• An action plan for the first few months in FSincluding developing child initiated learning inside & outside, baseline knowledge of the child and how to establish early routines, independence & appropriate behaviour.

• The course then considers developing you as a knowledgeable, reflective early years practitioner.

This new course provides a detailed introductionto the Early Years Foundation Stage for thosecompletely new to FS or those returning to FS. Theconcept of the day is to provide practitioners witha survival guide for the first few months.

Course LeaderKathy Bigio




Lunch Provided

Cost

New to Early Years Foundation Stage

C

�

Summary Outcomes

Target AudienceEYFS leaders and practitioners.

The course aims to:-• Deepen understanding of the requirements of the New Framework with regard to indoor / outdoor learning.

• Provide creative ideas for managing resources to develop all 7 areas of the curriculum.

A full days training on using outdoor provisioneffectively to raise attainment in all areas oflearning. Linda Tallent has more than 20 yearsexperience in schools as practitioner, senior leaderand Early Years advisor.

Course LeaderLinda Tallent

DateThu 6th March 2014



Lunch Provided

Cost

C

�

Summary Outcomes

Target AudienceNQTs, KS2 Practitioners.

• To observe good practice for more able learners.

• Understand how to develop an ethos for effective G & T provision in the classroom.

• Know how to plan for the more able and raise standards.

• Understand effective strategies for moreable learners – Use of Thinking Skills.

• Know the expectations for teaching and learning in the new OFSTED framework.

This course aims to provide teachers with practicalstrategies to raise the attainment of more ablelearners in KS2. Delegates will also benefit from theopportunity to observe some strategies in action.

Course LeaderJoanne Sheen

DateTue 15th October 2013



Lunch None provided

Cost

Raising attainment of the more able in KS2

A

�

£50 WLCT Schools



£130 WLCT Schools



£130 WLCT Schools



Raising attainment through the use of the outdoor environment in the Early Years Foundation Stage

Summary Outcomes

Target AudienceLiteracy Co-ordinators, Year 1 and 2 Teaching and Learning Support Staff.

• To observe good practice for more able learners.

• Understand how to develop an ethos for effective G & T provision in the classroom.

• Know how to plan for the more able and raise standards.

• Understand effective strategies for moreable learners – Use of Thinking Skills.

• Know the expectations for teaching and learning in the new OFSTED framework.

This course aims to provide teachers withpractical strategies to raise the attainment ofmore able learners in KS1. Delegates will alsobenefit from the opportunity to observe somestrategies in action.

PE & Off Site

Gifted & Talented

Course LeaderJoanne Sheen

DateWed 13th November 2013



Lunch None provided

Cost

Raising attainment of the more able in KS1

15

A

�

£50 WLCT Schools




Summary Outcomes

Target AudienceKS1 Teachers, HLTAs/TAs.

• To understand the principles behind the Write Dance Programme.

• To familiarise themselves with the Write Dance Book and CD. (Available for £30.)

• To develop the confidence to use Write Dance in their class.

This introductory course will give delegates anopportunity to understand the principles of WriteDance. A movement based programme developedin N. Europe to support early handwriting skills.

The programme involves structured sessions ofMovement, Music and Drawing.

Course LeaderSue Trotman

DateTue 12th November 2013


VenueHarvills Gym

Lunch Provided

Cost

An introduction to Write Dance

A

�

£130 WLCT Schools



Summary Outcomes

Target AudienceChildren Centers/ Foundation stage staff.

• To understand the principles behind Write Dance in the Early Years.

• To familiarise themselves with the Write Dance Book and CD. (Available for £30.)

• To be able to use Write Dance confidently through practical activities.

• To make hand writing skills fun and enjoyable.

This day will introduce participants to WriteDance in the Early Years, using story, dance,music and drawing .

The day will involve practical sessions.


DateFri 17th January 2014


VenueHarvills Gym

Lunch Provided

Cost

Making Mark Making Fun using Write Dance in the Early Years

A

�

£130 WLCT Schools



PE & Off Site

16


Summary Outcomes

Target AudienceAll NQTs / Returners to teaching.

• Understand the importance of Safe Practice when teaching PE and Dance.

• Learn about Physical Literacy and the ABC.

• Have developed confidence and competence to teach PE to their class.

• To introduce the new N/C for PE and Dance.

• To build confidence in teaching PE through the development of Fundamental skills ABC.

• To develop Safe Practice in teaching Gymnastics, Dance and Games.

• Engage in practical sessions.


DateTue 21st January 2014


VenueHarvills Gym & Training Room

Lunch Provided

Cost

A

�

Summary Outcomes

Target AudienceNew or current Education Visit Co-ordinators.

• To enable visit leaders to plan visits meeting the employer and school’s needs.

• Organisers of visits to know their roles and responsibilities.

• Organisers of visits to understand Risk Assessment and Management.

• Organisers of visits to understand Competence, Leadership and Supervision during visits.

• Understanding Guidelines.

Training for each designated EVC for every school.

The one day DfE approved and certificated course

covers the management checks and procedures

recommended by DfE, Local Authorities and most

school employers.

Course LeaderDavid Ellis

DateThu 10th October 2013



Lunch Provided

Cost

Education Visit Co-ordinator (EVC)

A

�

£130 WLCT Schools



£100 WLCT Schools



Summary Outcomes

Target AudienceTeachers / NQT’s / Learning Support.

• Familiarise leaders with the Outdoor Learning Cards.

• To show how they fit into a development program with young people.

• To enable leaders to provide effective Outdoor Learning sessions with young people.

• To enhance the continuing professional development of Teachers, NQT’s and Learning support staff.

One-day practical course that provides teachers

and staff working with young people the

resources and skills needed to deliver High

Quality and exciting outdoor learning.

Activities that can be delivered in and around the

school or outdoor spaces.

The activities are relevant at all key stages / age

groups and across curriculum subjects.


DateTue 4th March 2014


VenueOld Park Primary

Lunch Provided

Cost

Outdoor Learning Cards

J

�

£100 WLCT Schools



NQT Physical Education Induction Day - The ABCAgilty ,Balance, Co ordination Safe Learning Safe Teaching Safe Practice

Summary Outcomes

Target AudienceAny staff leading visits.

It is an OEAP certificated course portablebetween Local Authorities and employers.

The course covers identification of relevantsignificant hazards and the importance ofplacing successful control measuresincluding supervision and group manage-ment strategies.

One-day practical, certificated course that willgive Teachers and other staff involved in leadinggroups on educational visits the confidence toplan, organise and manage visits successfully.

Visit Leader Training is focused on activerisk assessment and group management foreducational visits and activities for on andoff-site activities.

Arts

PE & Off Site


DateTue 12th November 2013Thu 27th March 2014


VenueOld Park Primary

Lunch Provided

Cost

17

J

�

£100 WLCT Schools




Summary Outcomes

Target AudienceNQTs, Student Teachers, Teachers, Support Staff & Arts Co-ordinators

• Know what research says about the way the environment affects learning.

• Know how to develop creative and engaging displays.

• Learn rules that can be applied to display.

• Ensure that the environment enhances learning.

At school, only the quality of a teacher is a greaterdeterminant of student success than the environment.

Environments can be nourishing or toxic, supportive ordraining. Environments are never neutral. This sessionwill explore ways of maximising the learningenvironment to encourage learning.

‘30 million pieces of information per second related to theenvironment are processed unconsciously.’ (Jensen, 2003)

‘Display is a public and prominent statement of theteaching and learning which goes on in the classroom’.(Simco)

Course LeaderElaine Benbow

DateFri 20th September 2013



Lunch Provided

Cost

Developing the Learning Environment & Display

B

�

£120 WLCT Schools



Summary Outcomes

Target AudienceTeachers, Support Staff, NQT’s, Students. Non music specialists are welcome.

• Learn how to use garage band on ipads for classroom composition.

• Create a personal composition.

• Learn about musical layers and music technology in relation to the new musical curriculum.

• Develop practical and creative solutions to ipad use in the classroom.

This course is a practical look at how iPads can beused in a creative musical way.

The course will also look at compositional toolsof the ipad, how music is structured and howsound is layered.

We will also focus on IT in relation to the newmusic curriculum.

Course LeaderJon Shepherd

DateTue 24th September 2013



Lunch Provided

Cost

Using iPads for musical composition in the classroom

B

�

£120 WLCT Schools



Leader Training in Educational Visits(Formally Group Leader Training)

Arts

18


Summary Outcomes

Target AudienceNQTs, Student Teachers, Teachers, Support Staff & Arts Co-ordinators.

• Know how to use sketch books with children.

• Know how to develop drawing skills in children from 4 – 11 years.

• Know about a range of tools and processes that can be used to develop teaching and learning in art.

• Develop ideas for using art across the curriculum.

The NC Art document states that children in KeyStage 2 should be keeping and using a sketchbook.How can sketchbooks be used in school?

How can teachers develop children’s skills indrawing?

How can drawing be developed across thecurriculum and how can progression in skills bedeveloped through the school?





Lunch Provided

Cost

Drawing & Sketchbooks

B

�

Summary Outcomes

Target AudienceTeachers, Support Staff, NQT’s, Students, Early Years Specialists.

• A useful resource of practical songs, activities and games.

• Some understanding of the role of an early years music teachers.

• Understanding of how important music is in a childs development.

• Awareness of other curriculum links through music.

This course will be full of practical ideas, games,

songs and resources for teaching music to early

years. It will explore the role and benefits of music

in Early Years and will also look and link the day to

the new Early Years curriculum.

Course LeaderMegan Ashmore

DateTue 19 November 2013



Lunch Provided

Cost

Early Years and Music

B

�

Summary Outcomes

Target AudienceArts Co-ordinators or Subject Leaders and those aspiring to be Co-ordinators for the Arts (Dance, Drama, Music, Vis Arts).

• Policies and schemes of work.

• Links and partnerships.

• Support and monitoring strategies.

• Progression.

• Collecting evidence and assessment for Ofsted, Artsmark etc.

This course will focus on the information and

strategies needed to lead the Arts in the Primary

curriculum.


DateFri 29th November 2013



Lunch Provided

Cost

Managing the Arts in the Primary School

B

�

£120 WLCT Schools



£120 WLCT Schools



£120 WLCT Schools



Summary Outcomes

Target AudienceTeachers, Arts & Music Co-ordinators.

• Create your schools musical pathway and development plan.

• Create your schools overview to music for the new music curriculum.

• Understand minimum expected standards for the end of each year group.

• Discuss and develop cross curricular ideas for music delivery.

A progressive framework for whole schoolplanning and discussion of the new primarycurriculum. This course will analyse the newmusic curriculum. Links will be made to each keystage and year groups and practical tips to informyour whole school music plan.

Arts

Course LeaderTanya Myatt

DateMon 10th February 2014



Lunch Provided

Cost

Overview and delivery of music in the new primary curriculum

19

B

�

£120 WLCT Schools




Summary Outcomes

Target AudienceStudents, NQT’s, Teachers, Teaching Assistants & Arts Co-ordinators.

• Learn about a range of textile techniquessuch as silk painting, easy batik, weaving, stitching, feltmaking.

• Know about the application of textiles to create puppets, wallhangings, appliqués pictures, bags etc.

• Know about the progression of textiles skills in the primary school.

This practical workshop will focus on developingskills in using textiles to create work in art anddesign and technology in the primary school.


DateFri 14th February 2014



Lunch Provided

Cost

Textiles in Art & D&T in the Primary School

B

�

£120 WLCT Schools



Summary Outcomes

Target AudienceSenior Leaders & Arts & Music Co-ordinators but also suitable for NQT’sand Teachers involved with teaching Whole Class Instrumental Teaching.

• A number of different models for setting up a variety of different ensembles.

• Be involved with a practical session playing alongside SMAS staff and the children of Moorlands Primary School.

Based on the ‘El Sistema/In Harmony system -explore different ways of setting up large scalegroups and ensembles by looking at a practicalexample of how one particular school has goneabout this. Gain an insight into the advantages andthe obstacles to be tackled.

Course LeadersHaydn Moss & Tanya Myatt

DateWed 22nd January 2014



Lunch Provided

Cost

Setting up School ensembles and orchestras

B

�

£120 WLCT Schools



ArtsWednesbury Teaching School Alliance Courses

Summary Outcomes

Target AudienceTeachers, Support Staff, NQT’s, Students.

• Knowledge of the new NC orders.

• Planning for the new curriculum.

• Ensuring progression across the school.

• Providing evidence for Ofsted.

• Linking the arts with the wider curriculum.

This course will focus on the implementation ofthe new National Curriculum orders for music andart and the implications for teaching and learningand leading in the arts.


DateFri 28th March 2014



Lunch Provided

Cost

Preparing for the new Arts Curriculum

B

�

Summary Outcomes

Target AudienceStudents, NQTs, Teachers, Arts & Music Co-ordinators.

• Know how to teach a song

• Learn practical games and songs to explore musical elements.

• Learn how to access and use Charanga as an online music resource and tool.

• Develop ideas for using art across the curriculum

This is a very practical course which will result inmany fun useful resources, ideas and activities thatcan be used in the primary classroom.

The course will look at practical activities inrhythm, composition, vocal, Charanga, instrumen-tal and movement all linked to the new primarymusic curriculum.

Course LeaderTanya Myatt

DateMon 7 April 2014



Lunch Provided

Cost

Musical Games and ideas for the non-specialist

B

�

Summary Outcomes

Target AudienceStudents, NQT’s, Arts Co-ordinators & Subject Leaders, Teaching Assistants

• Know about the progression of 3D skills in the primary school.

• Create objects using a range of materials such as card, wood, plastic and paper.

• Understand the difference between making 3 dimensional objects to meet the art and design and technology outcomes.

• Know the design and make process.

This practical workshop will focus on differentapproaches to creating three dimensional workwith a variety of materials suitable for primaryschool children. This course will look at therequirements for both the art and design anddesign and technology curriculum.


DateFri 23rd May 2014



Lunch Provided

Cost

3D Techniques in Art and D&T

B

�

£120 WLCT Schools



£120 WLCT Schools



£120 WLCT Schools



20

P.S.H.E.

Arts

21


Summary Outcomes

Target AudiencePrimary NQT’s or teachers in the first three years of their career, traineesteachers, learning support, mentors.

• Delegates will understand how health and well-being impacts on individual children’s learning.

• Delegates will understand the national context for promoting health and well being in school.

This one day course will give NQT’s an opportunityto understand, develop and reflect on what healthand well being is in the wider school context, what itis for the individual class teacher and what it is forthe pupils in their class.

Course LeaderWendy McNeil

DateWed 25th September 2013



Lunch Provided

Cost

How Do I Promote the Well-Being of My Pupils?

A

�

£120 WLCT Schools



Summary Outcomes

Target AudiencePrimary teachers, trainees teachers or any staff involved in delivering PSHE Education.

• Delegates will develop an understandingof the requirements for PSHE Education and its links to SEAL, SMSC, Behaviour and Ofsted.

• Delegates will explore a range of deliverymodels for effective PSHE education .

• Delegates will be given strategies for identifying school baselines and children and young people’s starting points.

This one day course is for anyone who is new toPSHE or who wishes to deepen their understandingof what constitutes effective teaching and learning inPSHE Education (following the PSHE Review 2013).





Lunch Provided

Cost

New to PSHE Education?

A

�

£120 WLCT Schools



ClanEducationConsultancyLimited


Summary Outcomes

Target AudienceStudents, NQT’s, Arts Co-ordinators & Subject Leaders, Teaching Assistants

• Ways of approaching the skills of colour mixing and paint application.

• Working on different scales, working as an individual and as part of a group.

• Using artists’ work as a starting point.

• Painting portraits, landscapes and still life pictures.

This practical course will focus on the skills and

techniques needed to teach painting in the

primary school as part of a dynamic art curriculum.


DateWed 2nd July 2014



Lunch Provided

Cost

Painting in the Primary School

B

�

£120 WLCT Schools



P.S.H.E.

22


Summary Outcomes

Target AudiencePrimary NQT’s or teachers in the first three years of their career, traineeteachers, learning support, mentors.

• Delegates will be able to identify what a good learning climate and environment looks like.

• Delegates will have practical ideas to usein shaping and developing their own learning climate within the classroom.

This course will examine how such aspectsas attitude, thoughts, feelings and behaviors,motivation, resilience and trust play a vital role indeveloping a safe learning environment for boththe pupils and teacher concerned.


DateWed 15th January 2014



Lunch Provided

Cost

Developing a Learning Climate

A

�

£120 WLCT Schools




Summary Outcomes

Target AudiencePrimary teachers, trainee teachers or any staff involved in delivering PSHE or Safety Education.

• Delegates will identify relevant topics areas in Primary Safety Education.

• Delegates will develop an understanding of a common model of risk education.

• Delegates will explore a range of appropriate classroom activities for risk education.

This course will look at developing the many facetsof Safety Education and the concept of RiskEducation which when developed in a progressiveprogramme, will give the pupils the necessary skillsand knowledge to help them make safe andinformed decisions in those ‘crunch moments’.


DateWed 9th October 2013



Lunch Provided

Cost

Safety and Risk Education

A

�

£120 WLCT Schools




Summary Outcomes

Target AudiencePrimary teachers, trainee teachers or any staff involved in delivering PSHE Education.

• Delegates will develop an understandingof what outstanding teaching in PSHE Education looks like.

• Delegates will explore the range of topic areas for outstanding PSHE education.

• Delegates will start to audit their own schools provision.

This course will examine what constitutesoutstanding practice in PSHE curriculum provision.Using the most recent Ofsted report into PSHE (May2013), case studies and examples of outstandingpractice, trainees will identify and develop strategiesand practical activities to move their school’s PSHEeducation provision forward.


DateWed 22nd January 2014



Lunch Provided

Cost

Good to Outstanding in PSHE Education

A

�

£120 WLCT Schools




P.S.H.E.

23


Summary Outcomes

Target AudiencePrimary NQT’s or teachers in the first three years of their career, traineeteachers, learning support, mentors.

• Delegates will be able to identify what a good learning climate and environment looks like.

• Delegates will have practical ideas to usein shaping and developing their own learning climate within the classroom.

This course will look at developing and using pupilvoice within the classroom environment. Delegateswill be introduced to circle time, school councils andpupil consultations as tools to help them engagetheir pupils and give them more ownership of theirlearning and ways to contribute to the decisionmaking process in school.


DateWed 7th May 2014



Lunch Provided

Cost

Using and Developing Pupil Voice

A

�

£120 WLCT Schools



Summary Outcomes

Target AudiencePrimary teachers, trainee teachers or any staff involved in delivering PSHE Education.

• Delegates will begin to explore differenttypes of assessment and assessment methods in PSHE Education.

• Delegates will start to audit their own schools provision in assessment.

This course will examine what constitutes effectiveassessment in PSHE Education. Delegates will bepresented with a variety of assessment tools andstrategies that can be used to help assess their ownschool’s provision and make their PSHE Educationcurriculum truly ‘fit for purpose’ and suited to theneeds of their pupils.


DateWed 18th June 2014



Lunch Provided

Cost

Assessment in PSHE Education

A

�

£120 WLCT Schools




Summary Outcomes

Target AudiencePrimary teachers, trainee teachers or any staff involved in delivering PSHE or SRE Education.

• Delegates will identify relevant topics areas in Primary Sex and Relationship Education(SRE).

• Delegates will audit and identify their own school’s provision for SRE in their Science, RE and other appropriate curriculum areas.

• Delegates will begin to consider the development of a whole school curriculum for SRE education.

This course will enable delegates to examine themost recent guidance on SRE education in primaryschools. It will address how the issue of ‘consent’ andself-esteem can be promoted through a programmeand how we can prepare the pupils for the changesof puberty before they occur (as outlined in thelatest Ofsted report on PSHE May 2013).


DateWed 5th February 2014



Lunch Provided

Cost

Sex and Relationship Education (SRE)

A

�

£120 WLCT Schools





Leadership

P.S.H.E.Wednesbury Teaching School Alliance Courses

Outcomes

Outcomes and benefits gained from participation include:

• Improved resilience and the ability to work more effectively.

• Enhanced capacity to work in a changing environment.

• Improved strategies for leadership issues.

• More confidence in managing performance issues and difficult personalities.

• Greater ability to prioritise and manage demands.

• Managing change more successfully.

• Renewed enthusiasm for the job.

• Increased networks of support and shared innovative ideas and experiences.

• Developing creative, robust and sustainable strategies to deal with practical issues of leadership.

• Improved engagement of the wider school staff.

Course LeaderJenny Blount

DateAnticipated as Autumn Term 2013

The course will be delivered over a period of 6 - 12 months through 1 whole day and 5 subsequent half day sessions.

TimeTBC


Lunch Provided for all sessions

HEADSPACE

A

�

A Professional Development Programme for Headteachers and Senior Leaders

Summary Outcomes

Target AudiencePrimary teachers, trainees teachers or any staff involved in delivering PSHE,Citizenship or Financial Education.

• Delegates will identify relevant topic areas in primary Citizenship and Financial Education.

• Delegates will audit and identify their own school’s provision for Financial Education in Numeracy and other appropriate curriculum areas.

This course will enable delegates to examine themost recent guidance on Financial Education andits implications for primary PSHE. AlongsideCitizenship Education, delegates will consider whatconstitutes effective practice in these areas andbegin to develop ideas for their own curriculumin school.


DateWed 2nd July 2014



Lunch Provided

Cost

Citizenship and Financial Education

A

�

£120 WLCT Schools




Target AudienceHeadteachers and senior leaders of schools.

TBCat time of booking

Headspace is a confidential, personal and

professional development programme

specially designed for Headteachers and

senior leaders. Our experience of

delivering over 80 programmes to over

800 Headteachers nationally tells us that

Headteachers need the time and space to

sustain their own resilience and personal

and professional effectiveness so they can

meet the constant demands of the job.

Headspace offers a safe, non judgemental

and confidential environment where

Headteachers can explore the most

effective leadership behaviours and

working practices and learn from each

other, using action learning and

problem-solving techniques.

Participants are also provided with free

24/365 access to confidential and personal

support to a team of advisors and

counsellors that helps them to maintain

their own well being.

Summary

24

Cost

for more details on this course now

call 0121 557 1034 and selectthe Teaching School option.

register your interest

Leadership

NPQSL - The National Professional Qualification for Senior Leadership

25


COMING SOON!

NPQML - National Professional Qualification for Middle Leadership COMING SOON!

The National Professional Qualification for SeniorLeadership (NPQSL) is a new qualification that providesnational recognition of your leadership developmentand professional achievement as a senior leader.

This qualification has a flexible, modular structure thatcombines essential modules with the freedom to specialise ordevelop your own professional areas of interest through thechoice of elective modules. You may for example, want to learnabout effective whole school management or develop yourskills in building partnerships.

NPQSL is assessed and awarded by the National College, withassessment focusing on tasks linked to school improvementactivities undertaken in the workplace.

National College qualifications can be linked to CreditAccumulation and Transfer Scheme (CATS) points so that youcan use them to contribute towards a Master’s degree. A numberof our licensees have arrangements with universities and otherhigher education institutions to offer this opportunity.

Who can apply?

Senior leaders with cross-school responsibilities, includingexperienced middle leaders, deputy heads, special educationalneeds co-ordinators (SENCOs) and advanced skills teachers,and other senior staff looking for further professionaldevelopment but not aspiring to headship at this stage intheir career.

What's involved?

To achieve the qualification you’ll need to complete twoessential and two elective modules with a focus on developingthe skills, confidence and knowledge to lead whole-schoolissues.

Each module requires up to 50 hours of blended learning. Thistypically consists of workplace learning (about 20 hours) andpractice activities, face-to-face activity, including peer andfacilitated learning and reading, reflection and online learning.

Get in touch to register your interest.

Prices for these courses have yet to beconfirmed but we anticipate take up will behigh so please register your interest early toavoid disappointment.

The National Professional Qualification for Middle Lead-ership (NPQML) is a new qualification that providesnational recognition of your leadership development andprofessional achievement as a middle leader.

This qualification has a flexible, modular structure whichcombines core modules with the freedom to specialise ordevelop your own professional areas of interest through thechoice of elective modules.

NPQML is assessed and awarded by the National College, withassessment focusing on tasks linked to school improvementactivities undertaken in the workplace.

NPQML replaces the Middle Leadership DevelopmentProgramme (MLDP), and offers a rigorous programme of study,exploring the role of middle leaders in greater depth andresponding to the significant changes that have taken place inschools since MLDP was launched in 2009. MLDP equates toone NPQML module, and we are offering an exemption of oneelective module for MLDP graduates, if taken within threeyears of completion of MLDP.

NPQML modules deal explicitly with leadership and manage-ment of a team or department, and are designed for those witha very clear remit at middle leadership level. While the centraltheme of teaching and learning addresses the challenges ofclosing the gap, NPQML focuses on issues specific to team andclassroom practice, with a strong emphasis on the practicalstrategies needed to deliver effective performance in theseareas. Evidence of improvement will be required at assessment.

All modules reflect the recent and significant changes in schoolsand national policy and provide access to a wide set ofleadership resources to challenge and inform participants.NPQML requires higher levels of commitment than MLDP, bothin terms of time, and engagement in learning activities.

Who can apply?

Middle leaders with responsibility for leading a team, includingkey stage/subject/curriculum leaders, heads of department andpastoral leaders.

If you are a current MLDP participant and are interested inNPQML, you can register for NPQML in parallel. Provided yousuccessfully complete MLDP, you can claim the exemption andwill only need to complete the two essential modules forNPQML.

What's involved?

To achieve the qualification, you’ll need to complete twoessential modules and one elective module, with a focus ondriving successful team performance and improving classroompractice.

Each module requires up to 50 hours of blended learning. Thistypically consists of workplace learning (about 20 hours) andpractice activities, face-to-face activity, including peer andfacilitated learning and reading, reflection and online learning.

Cost

Teaching & Learning

26


Summary Outcomes

Target AudienceTeachers who have the desire to advance, develop and improve their teaching practice and have the potential to consistently deliver good lessons.

Having completed the course, participants will:

• have a deeper understanding of the key concepts underpinning good practice in the classroom and be aware of how this impacts on good teaching and learning

• feel empowered to deliver these concepts through consistent good practice

• improve standards in their school

• increase job satisfaction and work more effectively as an active member of the school team

The Improving Teacher Programme, developed byOlevi and Third Wave, is an NCSL endorsedprogramme. Trained outstanding facilitators willdeliver six sessions, focusing on:

• professional skills audit

• starter activities

• plenary sessions

• engagement

• challenge

• assessment

• questioning

• differentiation

Sessions will also include opportunities to observeoutstanding teaching in the host school and timeto self-reflect. Delegates will be expected tocomplete post session challenges, alongside thesupport of a mentor, in their own school.

Course LeadersMaxine Soper & Hayley Booth

DateWed 20th November 2013 – full day

Wed 27th November 2013 – half day

Wed 4th December 2013 – half day

Wed 11th December 2013 – full day

TimeFull days: 9.30am – 4.00pmHalf days: 8.30am – 12.30pm


Lunch Provided

Improving Teacher Programme (I.T.P.)

A

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Summary Outcomes

Target AudienceTeachers who are, or have the potential to be, outstanding.

Having completed the course, participants will:

• place a greater emphasis on the purpose and the value of their lessons

• raise levels of engagement and achievement in learning

• use different teaching styles to challenge learners

• innovate and take risks

• plan more reflectively

• demonstrate a higher level understanding of teaching

• be able to coach colleagues to raise performance

The Outstanding Teacher Programme, developed byOlevi and Third Wave, is an NCSL endorsedprogramme. Trained outstanding facilitators willdeliver nine sessions, focusing on:

• what does an outstanding teacher look like?

• definitions, audits, strengths and weaknesses

• coaching

• what is effective questioning?

• differentiation

• understanding assessment

• in-school practice

• developing a success criteria

• action planning and evaluation

Sessions will also include opportunities to observeoutstanding teaching in the host school and time toself-reflect. Delegates will be expected to completepost session challenges in their own school.

Course LeadersMaxine Soper & Hayley Booth

DateTue 14th January 2014 – half day

Thu 23rd January 2014 – full day

Tue 28th January 2014 – half day

Week beginning 3rd February 2014 -in school practice

Tue 11th February 2014 – full day

Tue 25th February 2014 – half day

Week beginning 3rd March 2014 -in school practice

Tue 11th March 2014 – full day

Tue 28th March 2014 – half day

TimeFull days: 9.30am – 4.00pmHalf days: 8.30am – 12.30pm


Lunch Provided

Outstanding Teacher Programme (O.T.P.)

A

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£550 All Schools

£550 All Schools

Cost

Cost

Details Note

Target AudienceYear 5 to Year 8.

The courses that take place at Thinktank arecommisioned by WMGTP and cannot bebooked directly with Thinktank. They arebased on a compilation of two or morecourses and aimed specifically at the moreable pupil.

Pupils will take a step into the world of crime andbecome a crime scene investigator for the day.

They will learn how to use science to collectevidence and then analyse it to find the suspects.They will be taught how to dust for finger prints,find out the secrets of blood matching, geneticprofiling and how the world becomes a lot clearerwhen you look at it under a microscope.

Their skills will be put to the test as they use theirnew skills to solve the case of the ‘Science Thief’who has been stealing items from the museum tosell on the internet.

Childrens’s Offers

Course LeaderSarah James

DateWed 20th November 2014


VenueThinktank, Birmingham

Lunch Packed lunch required

Cost

CSI Thinktank

27

G

�

£40 per pupilincluding return coach travel

from Harvills Hawthorn.


Summary Outcomes

Target AudienceYear 5 to Year 8.

• To know the structure, purpose and location of DNA.

• Understand the importance of the discovery of DNA.

• Utilise new lab equipment accurately and correctly.

• Possess a basic understanding of the properties of DNA and Genes.

• Identify the different stages of the practical and describe what each does to the DNA.

• Work safely and responsibly in a lab .

This is a lab based day and the pupils will work underlaboratory conditions, they will also spend some timein the Planetarium.

Genetics, It’s all in the Genes!! The courses that takeplace at the Thinktank are commissioned by WMGTPand cannot be booked directly with Thinktank. They arebased on a compilation of two or more courses and areaimed specifically at the more able pupil.

The pupils will be led into a workshop that will give themthe basic concepts DNA and genetics; they willrecognize and understand key words such as ‘chromo-somes’ ‘DNA’ and ‘genes’. What is DNA and where doesit come from? Journey into the Cell in the planetariumand see just what and where DNA is! Extract, precipi-tate and preserve your own DNA, and see if you can dothe same with some fruit in the Thinktank Science Lab!

Course LeaderSarah James

DateTue 3rd June 2014


VenueThinktank, Birmingham

Lunch Packed lunch required

Cost

Genetics... It’s all in the Genes!

G

�

£40 per pupilincluding return coach travel

from Harvills Hawthorn.

Summary Outcomes

Target AudienceReception or Year 1 children.

• Bring fairy tales to life through exciting role play

• Provide opportunities across the prime areas of learning of the Early Years Foundation Profile especially through:

• communication and language

• personal, social and emotional development

Also the children will have lots of ‘Fun!’

Join Mrs ‘G’ in her quest to tidy up the castlebefore her husband comes back from work. Solvepuzzles, hunt for clues, overcome problems.

Hunt around the many nooks and crannies andexperience the sounds and smells of a late 13thCentury House.

Course LeadersHaydn Moss & Jane Hanney

DateBy arrangement all year round


VenueThe Manor House

Lunch A packed lunch will be required

Cost

Searching for the Beanstalk, Jack and the GIANT

H

�

TBC at time of bookingmax 30 children

Childrens’s Offers

28


Summary Outcomes

Target AudienceCan be tailored for any year group.

• The course can be designed for you and your class needs – choose your own time period to arrange your research around.

• Learn about basic archaeological techniques & skills using archaeological research equipment.

• Discover the truth about the artefacts.

• Look at different ways of historical enquiry.

• Tailor the experience to your own historical time period.

Become archaeologists for the day by taking partin a reconstructed Archaeological Dig. Find buriedartefacts and discover the story behind theseobjects.

Course LeadersHaydn Moss & Jane Hanney

DateSpring & Summer Term 2014 by arrangement




Cost

Time Team Returns! An Archeological Dig

B

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Summary Outcomes

Target AudienceGifted & Talented artists from Key Stage 2. Student Teachers.

• Focus on colour and shape and the work of other artists.

• Creating own work based on the building.

• In depth opportunity to create own work as well as working with others.

• Create work to display back in school.

This practical course will use the art gallery

building as a stimulus for a hands on art day with

colour as a focus to create collages, paintings

and textile work. Pupils will have an in depth

opportunity to focus on creating art work for a

whole day, working alongside a specialist teacher

and take work back to school for display.


DateSpring or Summer Term by arrangement


VenueWednesbury Museum & Art Gallery

Lunch None provided

Cost

I

�

Summary Outcomes

Target AudienceYear 5 or 6 pupils, whole classes or Gifted & Talented pupils.

• Experience what it was like in Stewart Times by visiting a Manor House from this period and by dressing up in authentic costumes

• Learn about the Gunpowder plot and theassociated stories

• Take part in a meaningful debate that could inform a variety of writing outcomes

• Look at different ways of presentation topresent the information found

Travel back in time to 1605 to experience the last

days of the ‘The Gunpowder Plotters’ and their

journey to flee the King’s men and escape the

noose! Meet and interact with Gideon Grove, an

innocent caught up in intrigue and plot.

Course LeadersHaydn Moss + Actor

DateTuesday 5th November or by arrangement


VenueThe Manor House


Cost

H

�

£15 per pupilmax 24 children

TBCat time of booking

max 30 children

£25 per pupilmax 24 children

(max 4 children + 1 adult per school)

A Window into the Black CountryLocal Stained Glass Inspiration Art Workshop

The ‘Ghost of Gideon Grove’The Gun powder Plot and a bit more!

Think WTSA

29


VENUES

30


Wednesbury Teaching School AllianceHarvills Hawthorn Primary SchoolWolseley Road West BromwichWest MidlandsB70 0NG

Moorlands Primary SchoolWinchester RoadWest BromwichWest MidlandsB71 2NZ

WS10 Conference and Banqueting Centre 85 Holyhead Road WednesburyWest MidlandsWS10 7PA

Holyhead Primary SchoolHolyhead RoadWednesburyWest MidlandsWS10 7PZ

National Metalforming Centre47 Birmingham RoadWest BromwichWest MidlandsB70 6PY

Albert Pritchard Infants SchoolCrew Road WednesburyWest MidlandsWS10 9QG

ThinktankMillennium Point BirminghamB4 7AP

The Manor HouseHall Green RoadWest BromwichB71 2EA

Wednesbury Museum & Art GalleryHolyhead RoadWednesburyWS10 7DF

Old Park Primary SchoolOld Park RoadWednesburyWS10 9LX

We use a range of venues across our alliance.Find the Full addresses below:

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B

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E

F

G

H

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Wolseley Road, West Bromwich, Sandwell B70 0NG

t: 0121 557 1034f: 0121 520 5760e: [email protected]

www.harvillshawthorn.co.uk/wtsa

Documents

Wednesday Teaching School Alliance (WTSA)€¦ · The support and training provided through our learning hubs focus on reading, writing, mathematics, ... ducing systematic synthetic