Continuing Professional Development Programme

CONTINUING PROFESSIONAL DEVELOPMENT PROGRAMME FOR ACADEMIC YEAR 2013/2014 CONTENTS Page

1. Administration...... 3

2. Index of Courses

 All Phases - Non-Teaching Staff...... 4

 All Phases - Teaching Staff (including Leadership)...... 7

 Quality First...... 15

 Secondary Schools - Non-Teaching Staff...... 17

 Secondary Schools - Teaching Staff (including Leadership)...... 19

3. Courses - in alphabetical order...... 23

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 2 Uncontrolled when printed ADMINISTRATION

This section contains information on how to access course and consultancy provision along with copies of the relevant forms.

How to access course provision

Once you have found the course you require  Photocopy the appropriate Course/Conference Application Form or download it from our website https://bso.bradford.gov.uk  Complete one Course/Conference Application Form for each course/conference you wish to apply for  Post or fax to the Courses Desk (details are specified on the form)  You can also apply using the online booking system which can be found on our website (you must have an approver in school – please contact the Courses Desk for further information)

Once the Courses Desk has received your application  The application will be processed within three working days  You will be sent either an acceptance letter or a decline letter  If neither of these are received: please make enquiries to the Courses Desk on the following number: 01274 385821

You should not attend a course unless you have been accepted on it.

The acceptance letter  This confirms your place on the course and will state details of the course

The decline letter  This states that no remaining places are available on the course and you will not be expected to attend

Course re-runs  If the demand for a course is high, further dates may be arranged  If this is the case you will be sent an offer letter

The offer letter  Invites you to attend a newly arranged date for a course which had previously been cancelled or fully booked. We ask you to reply to the letter in all cases within seven days. If you:

1 Accept the place offered we will send you an acceptance letter 2 Tell us that the date is not convenient but are still interested in the course, we will pass this information to the CPD Manager who will try to accommodate your needs through other provision 3 No longer wish to attend a subject course in this area, we will take no further action

Cancellations  Please see the reverse of the Course/Conference Application Form for further advice  If we are required to cancel any courses you will be notified directly either by letter or telephone depending on timescales. We shall endeavour to make alternative arrangements to meet your needs

The day of the course  We wish you a pleasant learning experience

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 3 Uncontrolled when printed INDEX OF COURSES (COURSES CAN BE FOUND LISTED ALPHABETICALLY BY TITLE)

All Phases - Non-Teaching Staff

Behaviour Circle Time for Everyone (21.11.13)...... Q1013P/17 Behaviour Management Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (12.11.13)...... Q1013P/14 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (10.03.14)...... Q1013P/19 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.11.13)...... Q1013P/15 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.05.14)...... Q1013P/21 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (02.10.13)...... Q1013P/13 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (29.01.14)...... Q1013P/18 Child Sexual Exploitation Child Sexual Exploitation 2 - Working with Affected Families (25.10.13)...... PSH13P/11 Child Sexual Exploitation 2 - Working with Affected Families (24.01.14)...... PSH13P/12 Child Sexual Exploitation 2 - Working with Affected Families (27.06.14)...... PSH13P/13 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (11.10.13)...... PSH13P/08 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (16.01.14)...... PSH13P/09 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (15.05.14)...... PSH13P/10 Coaching Coaching in Schools (starts 25.09.13)...... NQT13P/01 Complex Needs Progress for Children with Complex Needs (13.02.14)...... Q1013P/11 Cover Supervisors Cover Supervisor Training (starts 16.09.13)...... CPD13P/05 Cover Supervisor Training (starts 06.11.13)...... CPD13P/06 Cover Supervisor Training (starts 15.01.14)...... CPD13P/10 Rules of Engagement - Creating Confident Cover Supervisors (starts 28.01.14)...... CPD13P/11 Early Learning Improving Skills to Capture Children’s Learning (02.10.13)...... ASS13P/02 Improving Skills to Capture Children’s Learning (06.02.14)...... ASS13P/04 EMA Accelerating Language Development for EAL Pupils (08.11.13)...... EMA13P/01 Accelerating Language Development for EAL Pupils (14.03.14)...... EMA13P/02 Accelerating Language Development for EAL Pupils (27.06.14)...... EMA13P/03 Meeting the Needs of New Arrivals (Pupils New to English) in Primary Schools (19.09.13)...... EMA13P/06 Meeting the Needs of New Arrivals (Pupils New to English) in Primary Schools (10.01.14)...... EMA13P/07 Meeting the Needs of New Arrivals (Pupils New to English) in Primary Schools (09.05.14)...... EMA13P/08 Emotional Health and Well-being Promoting Whole School Positive Emotional Health and Well-Being (13.02.14)...... PSH13P/21 Every Child Counts ECC 1stClass@Number (v1) Light-Touch Intervention PD (Autumn 2013) (starts16.09.13)...... PRI13P/54 ECC 1stClass@Number (v1) Light-Touch Intervention PD (Spring 2014) (starts 15.01.14)...... PRI13P/55 ECC 1stClass@Number (v1) Light-Touch Intervention PD (Summer 2014) (starts 29.04.14)...... PRI13P/56 ECC 1stClass@Number (v2) Light-Touch Intervention PD (Autumn 2013) (starts 23.09.13)...... PRI13P/59 ECC 1stClass@Number (v2) Light-Touch Intervention PD (Spring 2014) (starts 16.01.14)...... PRI13P/60 ECC Continuing Numbers Count PD for Accredited Numbers Count Teachers (starts 12.11.13)...... PRI13P/65 ECC Fast-Track to Numbers Count 2 for Accredited and Continuing Numbers Count 1 Teachers (starts 07.10.13)...... PRI13P/64 HLTA HLTA Status 3 Day Course (starts 24.09.13)...... WRD13P/01 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 4 Uncontrolled when printed HLTA Status 3 Day Course (starts 29.01.14)...... WRD13P/03 ICT An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Information Security for Schools (06.11.13)...... IT013P/26 Information Security for Schools (29.01.14)...... IT013P/27 Literacy Early Literacy Support (11.10.13)...... CPD13P/02 Early Literacy Support (19.11.13)...... CPD13P/18 Sound it Out: New to Letters and Sounds (16.09.13)...... PRI13P/25 Lunchtime Supervisor Lunchtime Supervisors - How to Manage a Successful Lunchtime/Playground Experience (28.11.13)...... PSH13P/14 Lunchtime Supervisors - How to Manage a Successful Lunchtime/Playground Experience (26.03.14)...... PSH13P/15 Lunchtimes Building Positive Lunchtime Experiences and Implementing a Buddying Scheme (11.02.14)...... Q1013P/22 Nurture Creative Approaches to Nurturing and Learning (28.03.14)...... Q1013P/20 The National Nurture Group Network Accredited Training (starts 18.11.13)...... Q1013P/16 Positive Change Positive Change through Pupil Voice - Effective Meetings and Communication (24.10.13)...... PSH13P/06 Positive Change through Pupil Voice - Effective Meetings and Communication (30.01.14)...... PSH13P/01 Positive Change through Pupil Voice - Effective Meetings and Communication (22.05.14)...... PSH13P/02 PSHE Working with Children who Live in a Domestic Abusive Environment (18.10.13)...... PSH13P/22 Working with Children who Live in a Domestic Abusive Environment (04.04.14)...... PSH13P/23 Working with Children who Live in a Domestic Abusive Environment (16.05.14)...... PSH13P/24 Quality First An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (12.11.13)...... Q1013P/14 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (10.03.14)...... Q1013P/19 Attention Deficit and Hyperactivity Disorder - Working with Children with Complex Learning Difficulties and Disabilities (15.10.13)...... AD2653 Building Positive Lunchtime Experiences and Implementing a Buddying Scheme (11.02.14)...... Q1013P/22 Circle Time for Everyone (21.11.13)...... Q1013P/17 Creative Approaches to Nurturing and Learning (28.03.14)...... Q1013P/20 Introduction to Nurture Groups (10.10.13)...... NG2763 Progress for Children with Complex Needs (13.02.14)...... Q1013P/11 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.11.13)...... Q1013P/15 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.05.14)...... Q1013P/21 The National Nurture Group Network Accredited Training (starts 18.11.13)...... Q1013P/16 Understanding the Needs of Pupils with Motor Coordination Difficulties (24.10.13)...... Q1013P/04 Visual Thinking - A New Practical Approach to Dyslexia (25.09.13)...... VT2653 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (02.10.13)...... Q1013P/13 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (29.01.14)...... Q1013P/18 SEN An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Understanding the Needs of Pupils with Motor Coordination Difficulties (24.10.13)...... Q1013P/04 SRE Moving on with SRE: Exploring the ‘R’ in Sex and Relationships including Domestic Abuse (13.12.13)...... PSH13P/20 Support Staff Introduction to Leadership for Support Staff (13.11.13)...... CPD13P/07 Talking Maths Talking Maths - A Light Touch Intervention for Pupils in KS1, KS2 and KS3 (26.09.13)...... PRI13P/61 Talking Maths - A Light Touch Intervention for Pupils in KS1, KS2 and KS3 (28.01.14)...... PRI13P/62 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 5 Uncontrolled when printed Talking Maths - A Light Touch Intervention for Pupils in KS1, KS2 and KS3 (31.03.14)...... PRI13P/63 Teaching Assistants Assessment for Learning for Teaching Assistants in Primary Schools (09.12.13)...... CPD13P/16 Teaching Assistants Induction Training (Primary) (starts 20.09.13)...... CPD13P/03 Teaching Assistants Induction Training (Primary) (starts 14.01.14)...... CPD13P/04

All Phases - Teaching Staff (including Leadership)

Alcohol Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (15.01.14)...... Q1013P/09 APP Creation Creating an App with AppShed Academy (Primary) (09.10.13)...... IT013P/09 Deploying and Managing your Mobile Devices (19.11.13)...... IT013P/17 Why Mobile Learning? (05.11.13)...... IT013P/15 Why Mobile Learning? (22.01.14)...... IT013P/16 Assessment KS1 and KS2 Assessment Overview for Senior Managers (10.12.13)...... PRI13P/80 KS1 and KS2 Assessment Overview for Senior Managers (11.12.13)...... PRI13P/81 Y1 and Y2 Moderation Workshop (19.05.14)...... PRI13P/69 Y2 and Y3 Moderation Workshop (14.01.14)...... PRI13P/13 Y2 and Y3 Moderation Workshop (18.02.14)...... PRI13P/14 Y2 and Y3 Moderation Workshop (18.03.14)...... PRI13P/15 Y2 and Y3 Moderation Workshop (20.05.14)...... PRI13P/16 Y2 and Y3 Moderation Workshop (21.05.14)...... PRI13P/44 Y4 and Y5 Writing Moderation Workshop (03.04.14)...... PRI13P/17 Behaviour Circle Time for Everyone (21.11.13)...... Q1013P/17 Behaviour Management Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (12.11.13)...... Q1013P/14 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (10.03.14)...... Q1013P/19 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.11.13)...... Q1013P/15 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.05.14)...... Q1013P/21 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (02.10.13)...... Q1013P/13 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (29.01.14)...... Q1013P/18 Buildings School Building Project Training Workshop (10.10.13)...... CPD13P/17 School Building Project Training Workshop (13.11.13)...... CPD13P/20 Bullying Bullying in Schools – Are You Doing Enough? (04.02.14)...... Q1013P/10 Child Protection New Named Person Training (starts 10.09.13)...... ESW13P/01 New Named Person Training (starts 07.10.13)...... ESW13P/02 New Named Person Training (starts 11.11.13)...... ESW13P/03 New Named Person Training (starts 09.12.13)...... ESW13P/04 New Named Person Training (starts 16.01.14)...... ESW13P/05 New Named Person Training (starts 11.03.14)...... ESW13P/06 Child Sexual Exploitation Child Sexual Exploitation 2 - Working with Affected Families (25.10.13)...... PSH13P/11 Child Sexual Exploitation 2 - Working with Affected Families (24.01.14)...... PSH13P/12 Child Sexual Exploitation 2 - Working with Affected Families (27.06.14)...... PSH13P/13 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (11.10.13)...... PSH13P/08 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (16.01.14)...... PSH13P/09 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (15.05.14)...... PSH13P/10

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 7 Uncontrolled when printed Coaching Coaching in Schools (starts 25.09.13)...... NQT13P/01 Complex Learning Difficulties Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (20.01.14)...... Q1013P/12 Complex Needs Progress for Children with Complex Needs (13.02.14)...... Q1013P/11 Computing Creating an App with AppShed Academy (Primary) (09.10.13)...... IT013P/09 Deploying and Managing your Mobile Devices (19.11.13)...... IT013P/17 Why Mobile Learning? (05.11.13)...... IT013P/15 Why Mobile Learning? (22.01.14)...... IT013P/16 Early Learning Getting to Grips with the Revised National EYFSP Data for Self Evaluation and Prioritisation (25.11.13)...... ASS13P/09 Getting to Grips with the Revised National EYFSP Data for Self Evaluation and Prioritisation (27.11.13)...... ASS13P/10 Getting to Grips with the Revised National EYFSP Data for Self Evaluation and Prioritisation (28.11.13)...... ASS13P/11 How to Maximise Mathematical Potential in Early Years Foundation Stage (starts 19.11.13)...... ASS13P/05 How to Maximise Mathematical Potential in Early Years Foundation Stage (starts 19.11.13)...... ASS13P/06 How to Maximise Mathematical Potential in Early Years Foundation Stage (starts 20.11.13)...... ASS13P/07 How to Maximise Mathematical Potential in Early Years Foundation Stage (starts 20.11.13)...... ASS13P/08 Starting out in Early Years Foundation Stage (What you need to know, when you need to know it) (starts 25.09.13)...... ASS13P/01 Early Years All Aboard - Early Intervention in the Early Years (starts 03.12.13)...... Q1013P/07 Using the Portage Early Education Programme to Support Children to Make Good Progress in the EYFS (29.01.14)...... Q1013P/24 ECaR Continuing Literacy Intervention Support (starts 25.11.13)...... PRI13P/82 Educational Visits Educational Visits Coordinator Training (08.11.13)...... EDV13P/01 Educational Visits Coordinator Training (29.11.13)...... EDV13P/02 EMA Accelerating Language Development for EAL Pupils (08.11.13)...... EMA13P/01 Accelerating Language Development for EAL Pupils (14.03.14)...... EMA13P/02 Accelerating Language Development for EAL Pupils (27.06.14)...... EMA13P/03 ‘Excellence and Enjoyment’ Guided Writing Materials for EAL Pupils (04.10.13)...... EMA13P/04 ‘Excellence and Enjoyment’ Guided Writing Materials for EAL Pupils (31.01.14)...... EMA13P/05 Meeting the Needs of New Arrivals (Pupils New to English) in Primary Schools (19.09.13)...... EMA13P/06 Meeting the Needs of New Arrivals (Pupils New to English) in Primary Schools (10.01.14)...... EMA13P/07 Meeting the Needs of New Arrivals (Pupils New to English) in Primary Schools (09.05.14)...... EMA13P/08 Emergency Management Introduction to Emergency Management and the School Emergency Management Team (09.10.13)...... EMT13P/01 Introduction to Emergency Management and the School Emergency Management Team (13.11.13)...... EMT13P/02 Introduction to Emergency Management and the School Emergency Management Team (05.02.14)...... EMT13P/03 Introduction to Emergency Management and the School Emergency Management Team (12.03.14)...... EMT13P/04 Introduction to Emergency Management and the School Emergency Management Team (09.04.14)...... EMT13P/05 Introduction to Emergency Management and the School Emergency Management Team (14.05.14)...... EMT13P/06 Introduction to Emergency Management and the School Emergency Management Team (11.06.14)...... EMT13P/07 Emotional Health and Well-being Promoting Whole School Positive Emotional Health and Well-Being (13.02.14)...... PSH13P/21 English Spelling Instruction That Makes Sense (17.02.14)...... PRI13P/01 Spelling Instruction That Makes Sense (19.02.14)...... PRI13P/02 Every Child Counts ECC 1stClass@Number (v1) Light-Touch Intervention PD (Autumn 2013) (starts16.09.13)...... PRI13P/54 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 8 Uncontrolled when printed ECC 1stClass@Number (v1) Light-Touch Intervention PD (Spring 2014) (starts 15.01.14)...... PRI13P/55 ECC 1stClass@Number (v1) Light-Touch Intervention PD (Summer 2014) (starts 29.04.14)...... PRI13P/56 ECC 1stClass@Number (v2) Light-Touch Intervention PD (Autumn 2013) (starts 23.09.13)...... PRI13P/59 ECC 1stClass@Number (v2) Light-Touch Intervention PD (Spring 2014) (starts 16.01.14)...... PRI13P/60 ECC New Numbers Count 1 Teacher (KS1) CPD (starts 18.09.13)...... PRI13P/57 ECC New Numbers Count 2 Teacher (KS2) CPD (starts 19.09.13)...... PRI13P/58 Geography Enhancing your Geography/History Curriculum using Effective ICT (23.01.14)...... IT013P/12 History Enhancing your Geography/History Curriculum using Effective ICT (23.01.14)...... IT013P/12 ICT An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Creating an App with AppShed Academy (Primary) (09.10.13)...... IT013P/09 Deploying and Managing your Mobile Devices (19.11.13)...... IT013P/17 Developing an Appropriate Curriculum - Sound and Music / Data Handling (18.03.14)...... IT013P/22 Developing Powerful Presentations using Literacy and Technology (10.12.13)...... IT013P/06 (e)Safeguarding Curriculum - Primary (08.10.13)...... IT013P/24 Enhancing your Geography/History Curriculum using Effective ICT (23.01.14)...... IT013P/12 Information Security for Schools (06.11.13)...... IT013P/26 Information Security for Schools (29.01.14)...... IT013P/27 Innovative Approaches to Developing Speaking and Listening (16.01.14)...... IT013P/21 Innovative Approaches to Increasing Attainment of Reluctant Readers (14.11.13)...... IT013P/10 ‘Inside Out’ - Science and Outdoor Learning (12.06.14)...... IT013P/13 Managing ICT in a Primary School (starts 24.09.13)...... IT013P/01 The Computing Curriculum - Programming in KS1 (08.10.13)...... IT013P/03 The Computing Curriculum - Programming in KS2 (26.11.13)...... IT013P/05 The Evolving Primary ICT Curriculum (24.10.13)...... IT013P/14 Using Free Google Tools in your School (04.02.14)...... IT013P/07 Using iPads to Change the Class Dynamic (25.03.14)...... IT013P/18 Using Technologies to Raise Attainment in Maths (20.11.13)...... IT013P/04 Using Technologies to Raise Attainment in Writing (26.09.13)...... IT013P/02 Visual Media / Multimedia Masterclass (11.03.14)...... IT013P/08 Why Mobile Learning? (05.11.13)...... IT013P/15 Why Mobile Learning? (22.01.14)...... IT013P/16 Language for Learning Maths Talk - Developing Mathematical Dialogue in Learning and Teaching (13.11.13)...... PRI13P/70 Maths Talk - Developing Mathematical Dialogue in Learning and Teaching (27.11.13)...... PRI13P/71 Maths Talk - Developing Mathematical Dialogue in Learning and Teaching (22.01.14)...... PRI13P/72 Maths Talk - Developing Mathematical Dialogue in Learning and Teaching (05.03.14)...... PRI13P/73 Leadership Building Resilience to Sustain Progress (and stop us all going mad!) (02.12.13)...... CPD13P/19 Introduction to Leadership for Teachers (26.11.13)...... CPD13P/08 Stepping Up into Senior Leadership (for Business Managers and Support Staff Leaders) (starts 26.11.13).... CPD13P/12 Listening Innovative Approaches to Developing Speaking and Listening (16.01.14)...... IT013P/21 Literacy Continuing Literacy Intervention Support (starts 25.11.13)...... PRI13P/82 Developing Powerful Presentations using Literacy and Technology (10.12.13)...... IT013P/06 Early Literacy Support (11.10.13)...... CPD13P/02 Early Literacy Support (19.11.13)...... CPD13P/18 Grammar - A Whole School Approach (03.12.13)...... PRI13P/07 Grammar - A Whole School Approach (19.11.13)...... PRI13P/08 Grammar - A Whole School Approach (21.01.14)...... PRI13P/09 Grammar - A Whole School Approach (11.02.14)...... PRI13P/10 Grammar - Preparing Children for the Test (03.12.13)...... PRI13P/03 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 9 Uncontrolled when printed Grammar - Preparing Children for the Test (19.11.13)...... PRI13P/04 Grammar - Preparing Children for the Test (21.01.14)...... PRI13P/05 Grammar - Preparing Children for the Test (11.02.14)...... PRI13P/06 Guided Reading and Beyond (22.11.13)...... PRI13P/33 Innovative Approaches to Developing Speaking and Listening (16.01.14)...... IT013P/21 Innovative Approaches to Increasing Attainment of Reluctant Readers (14.11.13)...... IT013P/10 Literacy and Mathematics Co-ordinator Networks (18.10.13)...... PRI13P/45 Literacy and Mathematics Co-ordinator Networks (21.10.13)...... PRI13P/47 Literacy and Mathematics Co-ordinator Networks (23.10.13)...... PRI13P/46 Literacy and Mathematics Co-ordinator Networks (12.02.14)...... PRI13P/48 Literacy and Mathematics Co-ordinator Networks (13.02.14)...... PRI13P/49 Literacy and Mathematics Co-ordinator Networks (14.02.14)...... PRI13P/50 Literacy and Mathematics Co-ordinator Networks (17.06.14)...... PRI13P/51 Literacy and Mathematics Co-ordinator Networks (18.06.14)...... PRI13P/52 Literacy and Mathematics Co-ordinator Networks (19.06.14)...... PRI13P/53 No Pressure: A Literacy and Maths Course for Teachers New to Y6 (starts 12.09.13)...... PRI13P/23 Preparing Children for L6 Reading and Writing (03.10.13)...... PRI13P/21 Sound it Out: New to Letters and Sounds (16.09.13)...... PRI13P/25 Using Technologies to Raise Attainment in Writing (26.09.13)...... IT013P/02 Y1 and Y2 Moderation Workshop (19.05.14)...... PRI13P/69 Y2 and Y3 Moderation Workshop (14.01.14)...... PRI13P/13 Y2 and Y3 Moderation Workshop (18.02.14)...... PRI13P/14 Y2 and Y3 Moderation Workshop (18.03.14)...... PRI13P/15 Y2 and Y3 Moderation Workshop (20.05.14)...... PRI13P/16 Y2 and Y3 Moderation Workshop (21.05.14)...... PRI13P/44 Y4 and Y5 Writing Moderation Workshop (03.04.14)...... PRI13P/17 Y6 Writing Moderation Workshop (31.01.14)...... PRI13P/83 Y6 Writing Moderation Workshop (12.03.14)...... PRI13P/19 Y6 Writing Moderation Workshop (08.04.14)...... PRI13P/84 Y6 Writing Moderation Workshop (13.06.14)...... PRI13P/85 Lunchtime Supervisor Lunchtime Supervisors - How to Manage a Successful Lunchtime/Playground Experience (28.11.13)...... PSH13P/14 Lunchtime Supervisors - How to Manage a Successful Lunchtime/Playground Experience (26.03.14)...... PSH13P/15 Lunchtimes Building Positive Lunchtime Experiences and Implementing a Buddying Scheme (11.02.14)...... Q1013P/22 Mathematics Assessment and Planning in Mathematics for NQTs in KS2 (18.09.13)...... PRI13P/27 Literacy and Mathematics Co-ordinator Networks (18.10.13)...... PRI13P/45 Literacy and Mathematics Co-ordinator Networks (21.10.13)...... PRI13P/47 Literacy and Mathematics Co-ordinator Networks (23.10.13)...... PRI13P/46 Literacy and Mathematics Co-ordinator Networks (12.02.14)...... PRI13P/48 Literacy and Mathematics Co-ordinator Networks (13.02.14)...... PRI13P/49 Literacy and Mathematics Co-ordinator Networks (14.02.14)...... PRI13P/50 Literacy and Mathematics Co-ordinator Networks (17.06.14)...... PRI13P/51 Literacy and Mathematics Co-ordinator Networks (18.06.14)...... PRI13P/52 Literacy and Mathematics Co-ordinator Networks (19.06.14)...... PRI13P/53 Maths Talk - Developing Mathematical Dialogue in Learning and Teaching (13.11.13)...... PRI13P/70 Maths Talk - Developing Mathematical Dialogue in Learning and Teaching (27.11.13)...... PRI13P/71 Maths Talk - Developing Mathematical Dialogue in Learning and Teaching (22.01.14)...... PRI13P/72 Maths Talk - Developing Mathematical Dialogue in Learning and Teaching (05.03.14)...... PRI13P/73 New Maths Curriculum for KS1 Teachers (08.01.14)...... PRI13P/34 New Maths Curriculum for KS1 Teachers (24.06.14)...... PRI13P/39 New Maths Curriculum for Y3 Teachers (starts 22.01.14)...... PRI13P/35 New Maths Curriculum for Y3 Teachers (26.06.14)...... PRI13P/40 New Maths Curriculum for Y4 Teachers (starts 22.01.14)...... PRI13P/36 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 10 Uncontrolled when printed New Maths Curriculum for Y4 Teachers (01.07.14)...... PRI13P/41 New Maths Curriculum for Y5 Teachers (starts 05.02.14)...... PRI13P/37 New Maths Curriculum for Y5 Teachers (08.07.14)...... PRI13P/42 New Maths Curriculum for Y6 Teachers (starts 05.02.14)...... PRI13P/38 New Maths Curriculum for Y6 Teachers (10.07.14)...... PRI13P/43 No Pressure: A Literacy and Maths Course for Teachers New to Y6 (starts 12.09.13)...... PRI13P/23 Numicon - Using Numicon in KS1 (09.10.13)...... PRI13P/76 Numicon - Using Numicon in KS2 (09.10.13)...... PRI13P/77 Preparing Children for Mathematics at L5 and L6 (11.10.13)...... PRI13P/29 Preparing Children for Mathematics at L5 and L6 (17.10.13)...... PRI13P/30 Securing L3 in Mathematics at KS1 (05.11.13)...... PRI13P/31 Using Technologies to Raise Attainment in Maths (20.11.13)...... IT013P/04 Y1 and Y2 Moderation Workshop (19.05.14)...... PRI13P/69 Y2 and Y3 Moderation Workshop (14.01.14)...... PRI13P/13 Y2 and Y3 Moderation Workshop (18.02.14)...... PRI13P/14 Y2 and Y3 Moderation Workshop (18.03.14)...... PRI13P/15 Y2 and Y3 Moderation Workshop (20.05.14)...... PRI13P/16 Y2 and Y3 Moderation Workshop (21.05.14)...... PRI13P/44 Y4 and Y5 Writing Moderation Workshop (03.04.14)...... PRI13P/17 Mental Health Mental Health - Everyone’s Business (18.11.13)...... Q1013P/06 Middle Leaders Leading Learning from the Middle (starts 05.12.13)...... CPD13P/01 New Mathematics Curriculum Assessment and Planning in Mathematics for NQTs in KS2 (18.09.13)...... PRI13P/27 New Maths Curriculum for KS1 Teachers (08.01.14)...... PRI13P/34 New Maths Curriculum for KS1 Teachers (24.06.14)...... PRI13P/39 New Maths Curriculum for Y3 Teachers (starts 22.01.14)...... PRI13P/35 New Maths Curriculum for Y3 Teachers (26.06.14)...... PRI13P/40 New Maths Curriculum for Y4 Teachers (starts 22.01.14)...... PRI13P/36 New Maths Curriculum for Y4 Teachers (01.07.14)...... PRI13P/41 New Maths Curriculum for Y5 Teachers (starts 05.02.14)...... PRI13P/37 New Maths Curriculum for Y5 Teachers (08.07.14)...... PRI13P/42 New Maths Curriculum for Y6 Teachers (starts 05.02.14)...... PRI13P/38 New Maths Curriculum for Y6 Teachers (10.07.14)...... PRI13P/43 Preparing Children for Mathematics at L5 and L6 (11.10.13)...... PRI13P/29 Preparing Children for Mathematics at L5 and L6 (17.10.13)...... PRI13P/30 Securing L3 in Mathematics at KS1 (05.11.13)...... PRI13P/31 NQT Mentors NQT Mentor Training (Autumn 2013) (11.09.13)...... NQT13P/02 NQT Mentor Training (Spring 2014) (08.01.14)...... NQT13P/08 NQT Mentor Training (Summer 2014) (10.07.14)...... NQT13P/15 NQT Mentors’ Network Meeting (Autumn 2013) (12.12.13)...... NQT13P/06 NQT Mentors’ Network Meeting (Spring 2014) (26.03.14)...... NQT13P/11 NQT Mentors’ Network Meeting (Summer 2014) (01.07.14)...... NQT13P/14 NQTs NQT Child Protection Training (09.10.13)...... NQT13P/03 NQT Child Protection Training (06.03.14)...... NQT13P/10 NQT Conference (27.09.13)...... NQT13P/19 NQT CPD - Behaviour Management (03.12.13)...... NQT13P/05 NQT CPD - Behaviour Management (02.04.14)...... NQT13P/12 NQT CPD - Moving from Induction to Appraisal (02.07.14)...... NQT13P/07 NQT CPD - Planning for SEN Pupils in the Classroom (14.11.13)...... NQT13P/16 NQT CPD - Planning for SEN Pupils in the Classroom (10.06.14)...... NQT13P/17 NQT CPD - Professional Values and Practice for First Term NQTs (Autumn 2013) (22.10.13)...... NQT13P/04 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 11 Uncontrolled when printed NQT CPD - Professional Values and Practice for First Term NQTs (Spring 2014) (15.01.14)...... NQT13P/09 NQT CPD - Professional Values and Practice for First Term NQTs (Summer 2014) (08.05.14)...... NQT13P/13 NQT CPD - Understanding Data for Use in the Classroom (04.02.14)...... NQT13P/18 Numeracy Literacy and Mathematics Co-ordinator Networks (18.10.13)...... PRI13P/45 Literacy and Mathematics Co-ordinator Networks (21.10.13)...... PRI13P/47 Literacy and Mathematics Co-ordinator Networks (23.10.13)...... PRI13P/46 Literacy and Mathematics Co-ordinator Networks (12.02.14)...... PRI13P/48 Literacy and Mathematics Co-ordinator Networks (13.02.14)...... PRI13P/49 Literacy and Mathematics Co-ordinator Networks (14.02.14)...... PRI13P/50 Literacy and Mathematics Co-ordinator Networks (17.06.14)...... PRI13P/51 Literacy and Mathematics Co-ordinator Networks (18.06.14)...... PRI13P/52 Literacy and Mathematics Co-ordinator Networks (19.06.14)...... PRI13P/53 Numicon Numicon - Using Numicon in KS1 (09.10.13)...... PRI13P/76 Numicon - Using Numicon in KS2 (09.10.13)...... PRI13P/77 Nurture Creative Approaches to Nurturing and Learning (28.03.14)...... Q1013P/20 The National Nurture Group Network Accredited Training (starts 18.11.13)...... Q1013P/16 Obesity Balanced Bodies - Tackling Obesity in the Classroom (26.11.13)...... PSH13P/07 Balanced Bodies - Tackling Obesity in the Classroom (22.01.14)...... PSH13P/03 Balanced Bodies - Tackling Obesity in the Classroom (13.03.14)...... PSH13P/04 Balanced Bodies - Tackling Obesity in the Classroom (18.06.14)...... PSH13P/05 Outdoor Learning ‘Inside Out’ - Science and Outdoor Learning (12.06.14)...... IT013P/13 Pastoral Induction Training for Pastoral Staff (starts 14.11.13)...... WRD13P/02 Pathological Pathological Demand Avoidance (PDA) and its Management (11.11.13)...... Q1013P/05 Positive Change Positive Change through Pupil Voice - Effective Meetings and Communication (24.10.13)...... PSH13P/06 Positive Change through Pupil Voice - Effective Meetings and Communication (30.01.14)...... PSH13P/01 Positive Change through Pupil Voice - Effective Meetings and Communication (22.05.14)...... PSH13P/02 PSHE Achieving the Bradford Schools Drug Prevention Initiative Charter Award (15.11.13)...... PSH13P/19 Drugs Education in the Context of the Government Drug Strategy (06.12.13)...... PSH13P/18 Professional Development of Sex and Relationships Education Across all Key Stages (27.11.13)...... PSH13P/17 Working with Children who Live in a Domestic Abusive Environment (18.10.13)...... PSH13P/22 Working with Children who Live in a Domestic Abusive Environment (04.04.14)...... PSH13P/23 Working with Children who Live in a Domestic Abusive Environment (16.05.14)...... PSH13P/24 PSHE Education Leading and Managing PSHE Education (07.11.13)...... PSH13P/16 Pupil Progress Maximising the Progress of Pupils with SEN (07.11.13)...... PRI13P/74 Maximising the Progress of Pupils with SEN (11.03.14)...... PRI13P/75 Quality First All Aboard - Early Intervention in the Early Years (starts 03.12.13)...... Q1013P/07 An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (12.11.13)...... Q1013P/14 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (10.03.14)...... Q1013P/19 Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (20.01.14)...... Q1013P/12 Attention Deficit and Hyperactivity Disorder - Working with Children with Complex Learning Difficulties and Disabilities (15.10.13)...... AD2653 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 12 Uncontrolled when printed Building Positive Lunchtime Experiences and Implementing a Buddying Scheme (11.02.14)...... Q1013P/22 Bullying in Schools – Are You Doing Enough? (04.02.14)...... Q1013P/10 Children with Additional Needs in the Early Years - Using the Early Years SEN Support Grid to Plan and Monitor Progress (18.09.13)...... AN0003 Creative Approaches to Nurturing and Learning (28.03.14)...... Q1013P/20 Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (15.01.14)...... Q1013P/09 Introduction to Nurture Groups (10.10.13)...... NG2763 Mental Health - Everyone’s Business (18.11.13)...... Q1013P/06 Pathological Demand Avoidance (PDA) and its Management (11.11.13)...... Q1013P/05 Progress for Children with Complex Needs (13.02.14)...... Q1013P/11 Pupil Premium - How to Achieve Maximum Impact (22.10.13)...... PP0103 SCERTS - An Assessment and Planning Framework for Children with Social Communication Needs/Autism (starts 18.09.13)...... ST0303 SENCO Induction Course - A Three Day Course for Newly Appointed SENCOs (starts 07.11.13)...... Q1013P/01 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.11.13)...... Q1013P/15 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.05.14)...... Q1013P/21 Social Media - Keeping Children Safer in School (04.12.13)...... Q1013P/08 The Dyslexia Friendly Classroom (08.11.13)...... Q1013P/03 The National Nurture Group Network Accredited Training (starts 18.11.13)...... Q1013P/16 Understanding the Needs of Pupils with Motor Coordination Difficulties (24.10.13)...... Q1013P/04 Using the Portage Early Education Programme to Support Children to Make Good Progress in the EYFS (29.01.14)...... Q1013P/24 Visual Thinking - A New Practical Approach to Dyslexia (25.09.13)...... VT2653 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (02.10.13)...... Q1013P/13 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (29.01.14)...... Q1013P/18 Safer Recruitment Safer Recruitment (22.11.13)...... HR013P/01 Science ‘Inside Out’ - Science and Outdoor Learning (12.06.14)...... IT013P/13 Science Coordinator Network (Autumn 2013) (08.10.13)...... PRI13P/66 Science Coordinator Network (Spring 2014) (14.02.14)...... PRI13P/67 Science Coordinator Network (Summer 2014) (10.06.14)...... PRI13P/68 SEN An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Maximising the Progress of Pupils with SEN (07.11.13)...... PRI13P/74 Maximising the Progress of Pupils with SEN (11.03.14)...... PRI13P/75 SENCO Induction Course - A Three Day Course for Newly Appointed SENCOs (starts 07.11.13)...... Q1013P/01 The Dyslexia Friendly Classroom (08.11.13)...... Q1013P/03 Understanding the Needs of Pupils with Motor Coordination Difficulties (24.10.13)...... Q1013P/04 Social Media Social Media - Keeping Children Safer in School (04.12.13)...... Q1013P/08 Speaking Innovative Approaches to Developing Speaking and Listening (16.01.14)...... IT013P/21 SRE Moving on with SRE: Exploring the ‘R’ in Sex and Relationships including Domestic Abuse (13.12.13)...... PSH13P/20 Subject Leaders Developing an Appropriate Curriculum - Sound and Music / Data Handling (18.03.14)...... IT013P/22 Innovative Approaches to Increasing Attainment of Reluctant Readers (14.11.13)...... IT013P/10 Managing ICT in a Primary School (starts 24.09.13)...... IT013P/01 The Evolving Primary ICT Curriculum (24.10.13)...... IT013P/14 Using Free Google Tools in your School (04.02.14)...... IT013P/07

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 13 Uncontrolled when printed Talking Maths Talking Maths - A Light Touch Intervention for Pupils in KS1, KS2 and KS3 (26.09.13)...... PRI13P/61 Talking Maths - A Light Touch Intervention for Pupils in KS1, KS2 and KS3 (28.01.14)...... PRI13P/62 Talking Maths - A Light Touch Intervention for Pupils in KS1, KS2 and KS3 (31.03.14)...... PRI13P/63 Teachers The 21st Century Classroom - A Dynamic Centre of Learning (18.03.14)...... CPD13P/14 The Exciting Classroom (19.03.14)...... CPD13P/15 The Thinking Classroom (19.02.14)...... CPD13P/13

Quality First

Alcohol Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (15.01.14)...... Q1013P/09 Behaviour Circle Time for Everyone (21.11.13)...... Q1013P/17 Understanding Behaviour in Order to Manage it Well - Nurturing Approaches (25.10.13)...... Q1013P/23 Behaviour Management Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (12.11.13)...... Q1013P/14 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (10.03.14)...... Q1013P/19 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.11.13)...... Q1013P/15 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.05.14)...... Q1013P/21 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (02.10.13)...... Q1013P/13 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (29.01.14)...... Q1013P/18 Bullying Bullying in Schools – Are You Doing Enough? (04.02.14)...... Q1013P/10 Complex Learning Difficulties Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (20.01.14)...... Q1013P/12 Complex Needs Progress for Children with Complex Needs (13.02.14)...... Q1013P/11 Early Years All Aboard - Early Intervention in the Early Years (starts 03.12.13)...... Q1013P/07 Children with Additional Needs in the Early Years - Using the Early Years SEN Support Grid to Plan and Monitor Progress (18.09.13)...... AN0003 Using the Portage Early Education Programme to Support Children to Make Good Progress in the EYFS (29.01.14)...... Q1013P/24 ICT An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Lunchtimes Building Positive Lunchtime Experiences and Implementing a Buddying Scheme (11.02.14)...... Q1013P/22 Mental Health Mental Health - Everyone’s Business (18.11.13)...... Q1013P/06 Nurture Creative Approaches to Nurturing and Learning (28.03.14)...... Q1013P/20 The National Nurture Group Network Accredited Training (starts 18.11.13)...... Q1013P/16 Pathological Pathological Demand Avoidance (PDA) and its Management (11.11.13)...... Q1013P/05 SEN An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 SENCO Induction Course - A Three Day Course for Newly Appointed SENCOs (starts 07.11.13)...... Q1013P/01 The Dyslexia Friendly Classroom (08.11.13)...... Q1013P/03 Understanding the Needs of Pupils with Motor Coordination Difficulties (24.10.13)...... Q1013P/04 SEN Management Pupil Premium - How to Achieve Maximum Impact (22.10.13)...... PP0103 Social, Emotional and Behaviour Attention Deficit and Hyperactivity Disorder - Working with Children with Complex Learning Difficulties and Disabilities (15.10.13)...... AD2653

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 15 Uncontrolled when printed Introduction to Nurture Groups (10.10.13)...... NG2763 Social Media Social Media - Keeping Children Safer in School (04.12.13)...... Q1013P/08 Special Education Needs and Disabilities Team SCERTS - An Assessment and Planning Framework for Children with Social Communication Needs/Autism (starts 18.09.13)...... ST0303 Visual Thinking - A New Practical Approach to Dyslexia (25.09.13)...... VT2653

Secondary Schools - Non-Teaching Staff

Behaviour Management Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (12.11.13)...... Q1013P/14 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (10.03.14)...... Q1013P/19 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.11.13)...... Q1013P/15 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.05.14)...... Q1013P/21 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (02.10.13)...... Q1013P/13 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (29.01.14)...... Q1013P/18 Child Sexual Exploitation Child Sexual Exploitation 2 - Working with Affected Families (25.10.13)...... PSH13P/11 Child Sexual Exploitation 2 - Working with Affected Families (24.01.14)...... PSH13P/12 Child Sexual Exploitation 2 - Working with Affected Families (27.06.14)...... PSH13P/13 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (11.10.13)...... PSH13P/08 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (16.01.14)...... PSH13P/09 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (15.05.14)...... PSH13P/10 Coaching Coaching in Schools (starts 25.09.13)...... NQT13P/01 Complex Needs Progress for Children with Complex Needs (13.02.14)...... Q1013P/11 Cover Supervisors Cover Supervisor Training (starts 16.09.13)...... CPD13P/05 Cover Supervisor Training (starts 06.11.13)...... CPD13P/06 Cover Supervisor Training (starts 15.01.14)...... CPD13P/10 Rules of Engagement - Creating Confident Cover Supervisors (starts 28.01.14)...... CPD13P/11 Emotional Health and Well-being Promoting Whole School Positive Emotional Health and Well-Being (13.02.14)...... PSH13P/21 English Developing 21st Century Teaching Assistants in English and Mathematics (02.12.13)...... SEC13P/06 HLTA HLTA Status 3 Day Course (starts 24.09.13)...... WRD13P/01 HLTA Status 3 Day Course (starts 29.01.14)...... WRD13P/03 ICT An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Information Security for Schools (06.11.13)...... IT013P/26 Information Security for Schools (29.01.14)...... IT013P/27 Mathematics Developing 21st Century Teaching Assistants in English and Mathematics (02.12.13)...... SEC13P/06 Nurture The National Nurture Group Network Accredited Training (starts 18.11.13)...... Q1013P/16 PSHE Working with Children who Live in a Domestic Abusive Environment (18.10.13)...... PSH13P/22 Working with Children who Live in a Domestic Abusive Environment (04.04.14)...... PSH13P/23 Working with Children who Live in a Domestic Abusive Environment (16.05.14)...... PSH13P/24 Quality First An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (12.11.13)...... Q1013P/14 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (10.03.14)...... Q1013P/19 Attention Deficit and Hyperactivity Disorder - Working with Children with Complex Learning

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 17 Uncontrolled when printed Difficulties and Disabilities (15.10.13)...... AD2653 Introduction to Nurture Groups (10.10.13)...... NG2763 Progress for Children with Complex Needs (13.02.14)...... Q1013P/11 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.11.13)...... Q1013P/15 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.05.14)...... Q1013P/21 The National Nurture Group Network Accredited Training (starts 18.11.13)...... Q1013P/16 Understanding the Needs of Pupils with Motor Coordination Difficulties (24.10.13)...... Q1013P/04 Visual Thinking - A New Practical Approach to Dyslexia (25.09.13)...... VT2653 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (02.10.13)...... Q1013P/13 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (29.01.14)...... Q1013P/18 SEN An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Understanding the Needs of Pupils with Motor Coordination Difficulties (24.10.13)...... Q1013P/04 SRE Moving on with SRE: Exploring the ‘R’ in Sex and Relationships including Domestic Abuse (13.12.13)...... PSH13P/20 Support Staff Introduction to Leadership for Support Staff (13.11.13)...... CPD13P/07

Secondary Schools - Teaching Staff (including Leadership)

Alcohol Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (15.01.14)...... Q1013P/09 App Creation Creating an App with AppShed Academy (Secondary) (27.11.13)...... IT013P/11 Deploying and Managing your Mobile Devices (19.11.13)...... IT013P/17 Why Mobile Learning? (05.11.13)...... IT013P/15 Why Mobile Learning? (22.01.14)...... IT013P/16 Behaviour Understanding Behaviour in Order to Manage it Well - Nurturing Approaches (25.10.13)...... Q1013P/23 Behaviour Management Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (12.11.13)...... Q1013P/14 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (10.03.14)...... Q1013P/19 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.11.13)...... Q1013P/15 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.05.14)...... Q1013P/21 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (02.10.13)...... Q1013P/13 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (29.01.14)...... Q1013P/18 Buildings School Building Project Training Workshop (10.10.13)...... CPD13P/17 School Building Project Training Workshop (13.11.13)...... CPD13P/20 Bullying Bullying in Schools – Are You Doing Enough? (04.02.14)...... Q1013P/10 Child Sexual Exploitation Child Sexual Exploitation 2 - Working with Affected Families (25.10.13)...... PSH13P/11 Child Sexual Exploitation 2 - Working with Affected Families (24.01.14)...... PSH13P/12 Child Sexual Exploitation 2 - Working with Affected Families (27.06.14)...... PSH13P/13 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (11.10.13)...... PSH13P/08 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (16.01.14)...... PSH13P/09 Child Sexual Exploitation Exploring Media Portrayals and Exploding the Myths (15.05.14)...... PSH13P/10 Child Protection New Named Person Training (starts 10.09.13)...... ESW13P/01 New Named Person Training (starts 07.10.13)...... ESW13P/02 New Named Person Training (starts 11.11.13)...... ESW13P/03 New Named Person Training (starts 09.12.13)...... ESW13P/04 New Named Person Training (starts 16.01.14)...... ESW13P/05 New Named Person Training (starts 11.03.14)...... ESW13P/06 Coaching Coaching in Schools (starts 25.09.13)...... NQT13P/01 Complex Learning Difficulties Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (20.01.14)...... Q1013P/12 Complex Needs Progress for Children with Complex Needs (13.02.14)...... Q1013P/11 Computing Creating an App with AppShed Academy (Secondary) (27.11.13)...... IT013P/11 Deploying and Managing your Mobile Devices (19.11.13)...... IT013P/17 Why Mobile Learning? (05.11.13)...... IT013P/15

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 19 Uncontrolled when printed Why Mobile Learning? (22.01.14)...... IT013P/16 Educational Visits Educational Visits Coordinator Training (08.11.13)...... EDV13P/01 Educational Visits Coordinator Training (29.11.13)...... EDV13P/02 Emergency Management Introduction to Emergency Management and the School Emergency Management Team (09.10.13)...... EMT13P/01 Introduction to Emergency Management and the School Emergency Management Team (13.11.13)...... EMT13P/02 Introduction to Emergency Management and the School Emergency Management Team (05.02.14)...... EMT13P/03 Introduction to Emergency Management and the School Emergency Management Team (12.03.14)...... EMT13P/04 Introduction to Emergency Management and the School Emergency Management Team (09.04.14)...... EMT13P/05 Introduction to Emergency Management and the School Emergency Management Team (14.05.14)...... EMT13P/06 Introduction to Emergency Management and the School Emergency Management Team (11.06.14)...... EMT13P/07 Emotional Health and Well-being Promoting Whole School Positive Emotional Health and Well-Being (13.02.14)...... PSH13P/21 English Spelling Instruction That Makes Sense (17.02.14)...... PRI13P/01 Spelling Instruction That Makes Sense (19.02.14)...... PRI13P/02 GCSE Mathematics C2B: Moving Students from Grade C to Grade B (07.10.13)...... SEC13P/01 C2B: Moving Students from Grade C to Grade B (08.10.13)...... SEC13P/12 C2B: Moving Students from Grade C to Grade B (09.10.13)...... SEC13P/13 C2B: Moving Students from Grade C to Grade B (10.10.13)...... SEC13P/14 C2B: Moving Students from Grade C to Grade B (22.10.13)...... SEC13P/15 C2B: Moving Students from Grade C to Grade B (23.10.13)...... SEC13P/16 C2B: Moving Students from Grade C to Grade B (24.10.13)...... SEC13P/17 C2B: Moving Students from Grade C to Grade B (03.02.14)...... SEC13P/02 C2B: Moving Students from Grade C to Grade B (04.02.14)...... SEC13P/03 C2B: Moving Students from Grade C to Grade B (06.02.14)...... SEC13P/04 Gifted and Talented Y7 and Y8 Gifted and Talented Workshop (03.12.13)...... SEC13P/07 Y7 and Y8 Gifted and Talented Workshop (11.07.14)...... SEC13P/08 Group Work How Do I Develop Effective Talk and Group Work in my Lessons? (27.06.14)...... SEC13P/24 How Do I Incorporate Memory Skills into my Lessons? (08.04.14)...... SEC13P/23 How Do I Motivate, Engage and Challenge Students in their Learning? (11.03.14)...... SEC13P/22 ICT An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Computer Science: Programming in KS4 (28.11.13)...... IT013P/20 Creating an App with AppShed Academy (Secondary) (27.11.13)...... IT013P/11 Deploying and Managing your Mobile Devices (19.11.13)...... IT013P/17 Digital Professionalism Workshop (03.12.13)...... IT013P/28 Information Security for Schools (06.11.13)...... IT013P/26 Information Security for Schools (29.01.14)...... IT013P/27 Why Mobile Learning? (05.11.13)...... IT013P/15 Why Mobile Learning? (22.01.14)...... IT013P/16 Leadership Building Resilience to Sustain Progress (and stop us all going mad!) (02.12.13)...... CPD13P/19 Introduction to Leadership for Teachers (26.11.13)...... CPD13P/08 Stepping Up into Senior Leadership (for Business Managers and Support Staff Leaders) (starts 26.11.13).... CPD13P/12 Literacy How Do I Develop Literacy in my Lessons? (18.10.13)...... SEC13P/19 Mathematics Aspiring Leaders of Mathematics (04.12.13)...... SEC13P/09 Aspiring Leaders of Mathematics (01.04.14)...... SEC13P/10 Aspiring Leaders of Mathematics (10.07.14)...... SEC13P/11 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 20 Uncontrolled when printed Collaborative Learning in Mathematics: Essential Development for NQTs/RQTs (14.11.13)...... SEC13P/05 Y7 and Y8 Gifted and Talented Workshop (03.12.13)...... SEC13P/07 Y7 and Y8 Gifted and Talented Workshop (11.07.14)...... SEC13P/08 Mental Health Mental Health - Everyone’s Business (18.11.13)...... Q1013P/06 Middle Leaders Leading Learning from the Middle (starts 05.12.13)...... CPD13P/01 NQT Mentors NQT Mentor Training (Autumn 2013) (11.09.13)...... NQT13P/02 NQT Mentor Training (Spring 2014) (08.01.14)...... NQT13P/08 NQT Mentor Training (Summer 2014) (10.07.14)...... NQT13P/15 NQT Mentors’ Network Meeting (Autumn 2013) (12.12.13)...... NQT13P/06 NQT Mentors’ Network Meeting (Spring 2014) (26.03.14)...... NQT13P/11 NQT Mentors’ Network Meeting (Summer 2014) (01.07.14)...... NQT13P/14 NQTs Collaborative Learning in Mathematics: Essential Development for NQTs/RQTs (14.11.13)...... SEC13P/05 NQT Child Protection Training (09.10.13)...... NQT13P/03 NQT Child Protection Training (06.03.14)...... NQT13P/10 NQT Conference (27.09.13)...... NQT13P/19 NQT CPD - Behaviour Management (03.12.13)...... NQT13P/05 NQT CPD - Moving from Induction to Appraisal (02.07.14)...... NQT13P/07 NQT CPD - Planning for SEN Pupils in the Classroom (14.11.13)...... NQT13P/16 NQT CPD - Planning for SEN Pupils in the Classroom (10.06.14)...... NQT13P/17 NQT CPD - Professional Values and Practice for First Term NQTs (Autumn 2013) (22.10.13)...... NQT13P/04 NQT CPD - Professional Values and Practice for First Term NQTs (Spring 2014) (15.01.14)...... NQT13P/09 NQT CPD - Professional Values and Practice for First Term NQTs (Summer 2014) (08.05.14)...... NQT13P/13 NQT CPD - Understanding Data for Use in the Classroom (04.02.14)...... NQT13P/18 Nurture The National Nurture Group Network Accredited Training (starts 18.11.13)...... Q1013P/16 Pastoral Induction Training for Pastoral Staff (starts 14.11.13)...... WRD13P/02 Pathological Pathological Demand Avoidance (PDA) and its Management (11.11.13)...... Q1013P/05 Progress How Do I Demonstrate Progress in my Lessons? (21.11.13)...... SEC13P/20 How Do I Develop Effective Talk and Group Work in my Lessons? (27.06.14)...... SEC13P/24 How Do I Develop Literacy in my Lessons? (18.10.13)...... SEC13P/19 How Do I Incorporate Memory Skills into my Lessons? (08.04.14)...... SEC13P/23 How Do I Motivate, Engage and Challenge Students in their Learning? (11.03.14)...... SEC13P/22 How Do I Use Data to Improve Teaching and Learning? (03.02.14)...... SEC13P/21 PSHE Achieving the Bradford Schools Drug Prevention Initiative Charter Award (15.11.13)...... PSH13P/19 Drugs Education in the Context of the Government Drug Strategy (06.12.13)...... PSH13P/18 Professional Development of Sex and Relationships Education Across all Key Stages (27.11.13)...... PSH13P/17 PSHE Education Leading and Managing PSHE Education (07.11.13)...... PSH13P/16 Working with Children who Live in a Domestic Abusive Environment (18.10.13)...... PSH13P/22 Working with Children who Live in a Domestic Abusive Environment (04.04.14)...... PSH13P/23 Working with Children who Live in a Domestic Abusive Environment (16.05.14)...... PSH13P/24 Pupil Progress Maximising the Progress of Pupils with SEN (07.11.13)...... PRI13P/74 Maximising the Progress of Pupils with SEN (11.03.14)...... PRI13P/75 Quality First An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (12.11.13)...... Q1013P/14 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 21 Uncontrolled when printed Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff (10.03.14)...... Q1013P/19 Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (20.01.14)...... Q1013P/12 Attention Deficit and Hyperactivity Disorder - Working with Children with Complex Learning Difficulties and Disabilities (15.10.13)...... AD2653 Bullying in Schools - Are You Doing Enough? (04.02.14)...... Q1013P/10 Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) (15.01.14)...... Q1013P/09 Introduction to Nurture Groups (10.10.13)...... NG2763 Mental Health - Everyone’s Business (18.11.13)...... Q1013P/06 Pathological Demand Avoidance (PDA) and its Management (11.11.13)...... Q1013P/05 Progress for Children with Complex Needs (13.02.14)...... Q1013P/11 Pupil Premium - How to Achieve Maximum Impact (22.10.13)...... PP0103 SCERTS - An Assessment and Planning Framework for Children with Social Communication Needs/Autism (starts 18.09.13)...... ST0303 SENCO Induction Course - A Three Day Course for Newly Appointed SENCOs (starts 07.11.13)...... Q1013P/01 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.11.13)...... Q1013P/15 Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting (08.05.14)...... Q1013P/21 Social Media - Keeping Children Safer in School (04.12.13)...... Q1013P/08 The Dyslexia Friendly Classroom (08.11.13)...... Q1013P/03 The National Nurture Group Network Accredited Training (starts 18.11.13)...... Q1013P/16 Understanding Behaviour in Order to Manage it Well - Nurturing Approaches (25.10.13)...... Q1013P/23 Understanding the Needs of Pupils with Motor Coordination Difficulties (24.10.13)...... Q1013P/04 Visual Thinking - A New Practical Approach to Dyslexia (25.09.13)...... VT2653 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (02.10.13)...... Q1013P/13 ‘We’re not Allowed to Touch Them, Are We?’ How to Create a Risk Management Plan Around a Child with BESD (29.01.14)...... Q1013P/18 RQTs Collaborative Learning in Mathematics: Essential Development for NQTs/RQTs (14.11.13)...... SEC13P/05 Safer Recruitment Safer Recruitment (22.11.13)...... HR013P/01 SEN An Introduction to Clicker 6 (28.11.13)...... Q1013P/02 SENCO Induction Course - A Three Day Course for Newly Appointed SENCOs (starts 07.11.13)...... Q1013P/01 Maximising the Progress of Pupils with SEN (07.11.13)...... PRI13P/74 Maximising the Progress of Pupils with SEN (11.03.14)...... PRI13P/75 The Dyslexia Friendly Classroom (08.11.13)...... Q1013P/03 Understanding the Needs of Pupils with Motor Coordination Difficulties (24.10.13)...... Q1013P/04 Social Media Social Media - Keeping Children Safer in School (04.12.13)...... Q1013P/08 SRE Moving on with SRE: Exploring the ‘R’ in Sex and Relationships including Domestic Abuse (13.12.13)...... PSH13P/20 Subject Leaders Computer Science: Programming in KS4 (28.11.13)...... IT013P/20 Subject Leaders - New/Aspiring Aspiring Leaders of Mathematics (04.12.13)...... SEC13P/09 Aspiring Leaders of Mathematics (01.04.14)...... SEC13P/10 Aspiring Leaders of Mathematics (10.07.14)...... SEC13P/11 Teachers The 21st Century Classroom - A Dynamic Centre of Learning (18.03.14)...... CPD13P/14 The Exciting Classroom (19.03.14)...... CPD13P/15 Teaching and Learning How Do I Demonstrate Progress in my Lessons? (21.11.13)...... SEC13P/20 How Do I Use Data to Improve Teaching and Learning? (03.02.14)...... SEC13P/21 CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 22 Uncontrolled when printed Title Course number Accelerating Language Development for EAL Pupils EMA13P/01 Description of Course Intended outcomes for learners: As a result of taking back the strategies highlighted in this course, pupils will acquire key language skills to use academic language to impact on all aspects of their language development.

Intended outcomes for participants: Ideas for promoting purposeful talk in the classroom e.g. 'Picture Talks', 'Barrier Games' and other collaborative strategies. Suggestions or resources to take back into your classroom which will promote language development with a focus on EAL pupils.

Content of the course: Input and practical activities linked to the course content.

Any course follow up: There is no course follow up, however, if a school taking part in this training requires further support, this will be negotiated with the individual school.

Intended Participants KS1 and KS2 Teachers, Support Staff Phase of education: Primary Target audience and prior KS1 and KS2 Teachers, Support Staff experience: Date/s 08.11.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Rita Kumar - Internal Tutor

Title Course number Accelerating Language Development for EAL Pupils EMA13P/02 Description of Course As above.

Title Course number Accelerating Language Development for EAL Pupils EMA13P/03 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 23 Uncontrolled when printed Title Course number Achieving the Bradford Schools Drug Prevention PSH13P/19 Initiative Charter Award Description of Course Intended outcomes for learners: 'Bradford Schools lead the way in Tackling Drugs' T&A, June 2013. During a presentation ceremony young people were praised for their part in the battle against drugs. Schools demonstrated their achievements in this aspect of PSHE through drama, poetry, music and peer education.

Intended outcomes for participants:  To understand the aims and expectations of the BSDPI To receive appropriate support and guidance in meeting the BSDPI criteria To consider essential evidence in curriculum, policies, resources, audit and evaluation and support agencies/networks

Content of the course: Schools have a clear role to play in preventing drug and alcohol misuse as part of their pastoral responsibilities to pupils. This course will help to answer some of the most common questions raised by school staff in this area. We aim to:  Support schools to achieve the BSDPI Drugs Charter Award  Explore how we can make drugs education a whole school approach  Tackle problem behaviours in school and Managing Drugs Incidents

Any course follow up: Schools will be supported in meeting the requirements of the Charter on an individual basis.

Intended Participants PSHE Co-ordinator, Drug Co-ordinator ‘BSDPI’ – lead person Phase of education: Primary and Secondary Target audience and prior Schools applying for Bradford Schools Drug Prevention Initiative experience: Date/s 15.11.13 Times 9.00-12.30 Venue Future House No of 1 sessions Cost £90 per person Tutor Millie Clare and Masood Ahmed – Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 24 Uncontrolled when printed Title Course number All Aboard - Early Intervention in the Early Years Q1013P/07 Description of Course All Aboard specifically targets under-achieving children in the Early Years, aiming to improve outcomes. It provides a model of enhanced Early Years provision which supports identified children’s learning, emotional and social needs.

Results from previous cohorts indicate that children taking part in All Aboard make greater progress in all areas of the Foundation Stage than children attending standard Early Years provision. Children with English as an additional language were found to make particularly good progress.

This four session course will guide participants through the process of identifying, planning and implementing an All Aboard intervention in their own setting.

Intended outcomes for participants:  By the end of the course you will have: Explored the nature of under-achievement in the Early Years Used the All Aboard structure to plan a tailor made intervention programme Delivered All Aboard in your setting Evaluated the impact of All Aboard

Intended Participants Foundation Stage - two practitioners including a manager and a practitioner are included in the price. Phase of education: Early Years/Foundation Stage Date/s 03.12.131 Times 09.00-11.30 Venue Future House No of 4 3.01.1424 09.00-11.30 Future House sessions . 09.00-11.30 Future House 03.1407.0 09.00-11.30 Future House 7.14 Cost £300 per setting (Two applicants from one Tutor Dr Ruth Dennis, Educational Psychology Team - setting) Internal Tutor

Title Course number An Introduction to Clicker 6 Q1013P/02 Description of Course Intended outcomes for learners:  To use Clicker 6 for sentence building activities, story making, to record and hear what they have written and to produce their own books To use Clicker 6 to support recording their work across all curriculum areas

Intended outcomes for participants:  Learners will be able to: Navigate Clicker 6 Use clicker 6 word-processor and tools Create grids using the quick wizard tools Edit Clicker 6 sets

Content of the course: To learn to use Clicker 6

Intended Participants Teachers, Teaching Assistants and SENCOs Phase of education: All Date/s 28.11.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Fiona Whitaker - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 25 Uncontrolled when printed Date and Narrative Change Course number Title Q1013P/14 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff Description of Course Intended outcomes for participants: Participants will:  Understand the underlying reasons for children routinely showing angry feelings  Learn the cycle of anger  Learn at what point to best provide support to help children manage angry feelings  Learn some practical strategies for 1:1 support and small group interventions  Understand what support is available for the children in your school on the special needs register whose primary need is around behaviour

Content of the course:  Understand the cycle of anger and the interventions that can be used at each stage  Reflecting upon practice and informing procedures and policies  Practical paperwork: documents that inform practice for the individual pupil

Any course follow up: Participants will be given resources to support any children they are working with in schools. Participants will be encouraged to link via email to share ideas and resources.

Intended Participants Support Staff - Teaching Assistants, Higher Level Teaching Assistants, Inclusion Mentors and Learning Mentors Phase of education: Primary and Secondary Target audience and prior Individuals who work with children who need to learn to show us their angry feelings experience: safely Date/s 12.11.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £75 per person Tutor Martina Walsh - Internal Tutor

Narrative Change Course number Title Q1013P/19 Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff Description of Course As above.

Intended Participants Support Staff - Teaching Assistants, Higher Level Teaching Assistants, Inclusion Mentors and Learning Mentors Phase of education: Primary and Secondary Target audience and prior Individuals who work with children who need to learn to show us their angry feelings experience: safely Date/s 10.03.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £75 per person Tutor Martina Walsh - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 26 Uncontrolled when printed Title Course number Aspiring Leaders of Mathematics SEC13P/09 Description of Course Intended outcomes for participants: Strengthen and empower new/aspiring middle leaders, providing them with confidence to lead, challenge and drive up standards.

Content of the course: The workshop will provide opportunity for aspiring and new Subject Leaders to reflect with their peers on the roles and responsibilities in leading and managing an effective department in a climate of significant change to the national landscape for mathematics education.

Intended Participants New/Aspiring Subject Leaders Phase of education: Secondary Target audience and prior Secondary Maths Teachers experience: Date/s 04.12.13 Times 09.00-15.00 Venue Future House No of 1 sessions Cost £180 per person Tutor Raj Kumar - Internal Tutor

Title Course number Aspiring Leaders of Mathematics SEC13P/10 Description of Course As above.

Title Course number Aspiring Leaders of Mathematics SEC13P/11 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 27 Uncontrolled when printed Venue Change Course number Title PRI13P/27 Assessment and Planning in Mathematics for NQTs in KS2 Description of Course Intended outcomes for learners: Teachers who attend this course will be able to better meet all children's needs through more secure assessment for learning and by providing learning opportunities that meet children's identified needs.

Intended outcomes for participants: Do you want to know how to plan effectively for mathematics? Do you want to know how to use assessment to accelerate the progress of the children in your class?

Then this course is for you!

Content of the course: A practical course designed to introduce NQTs to effective assessment and planning.

Intended Participants KS2 NQTs Phase of education: Primary - KS2 Date/s 18.09.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Title Course number Assessment for Learning for Teaching Assistants in CPD13P/16 Primary Schools Description of Course Intended outcomes for participants:  To state different type of assessment methods  To outline the key features of effective learner feedback  To design appropriate assessment materials

Content of the course: This course is suitable for all Teaching Assistants in primary schools and is delivered through lecture, discussion, group work and practical activities. You will examine and explore the assessment methods used in the primary school setting and how you can support these. We will review and improve practices in giving written and verbal feedback to learners. We will design/develop ideas to use in the classroom to assess learner’s attainment.

Intended Participants Teaching Assistants Phase of education: Primary Date/s 09.12.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £125 per person Tutor Angela Gelder - External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 28 Uncontrolled when printed Title Course number Attachment Difficulties - Working with Children with Q1013P/12 Complex Learning Difficulties and Disabilities (CLDD) Description of Course Children who have had difficult early experiences often find it difficult to cope with the emotional demands of school, resulting in behavioural difficulties. This course focuses on understanding how early attachment has an impact on later learning and behaviour and how settings can promote a nurturing ethos to support these vulnerable children.

Intended outcomes for participants:  By the end of the course you will have: Increased your understanding of attachment and how it impacts on behaviour and attainment Increased your knowledge of a range of strategies to manage children who have attachment difficulties Developed a structure in your setting to support children with CLDD

Intended Participants Teachers or other adults working directly with children and young people Phase of education: All Date/s 20.01.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Philippa Grace, Educational Psychology Team - Internal Tutor

Title Course number Attention Deficit and Hyperactivity Disorder - Working AD2653 with Children with Complex Learning Difficulties and Disabilities Description of Course ADHD is a neuro-developmental disorder characterised mainly by extreme inattention, hyperactivity and impulsiveness. It is a complex condition, which may cause a student to underachieve at school and display unpredictable challenging behaviours. The course will explore the nature and causes of ADHD and provide a range of practical strategies to support students with ADHD in school.

By the end of the course you will have: Increased your understanding of ADHD and how it impacts on learning and school attainment Increased your knowledge of a range of strategies to manage children who have ADHD Developed a structure in your school to support children with Complex Learning Difficulties and Disabilities (CLDD)

Intended Participants Teaching Assistants, SENCOs, HLTAs, Teachers, Headteachers, School Leadership, NQTs, Inclusion Managers, Home School Liaison Officers, Learning Mentors Phase of education: All Date/s 15.10.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £75 per person to Bradford schools Tutor Louise Hender - Internal Tutor £110 per person to non-Bradford schools

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 29 Uncontrolled when printed Title Course number Balanced Bodies - Tackling Obesity in the Classroom PSH13P/07 Description of Course Intended outcomes for learners:  Will understand the importance of a healthy lifestyle, combining a healthy diet with regular physical activity Will impact positively on the lifestyles of young people

Intended outcomes for participants: This course will equip professionals working with young people. It is a programme designed to address the rising problem of obesity.

Content of the course: Following the Cochrane Report, a programme has been developed which combines a focus on the importance of a healthy diet with physical activity. This course will provide opportunity to sample the resource materials with a view to implementing the programme as part of the whole school curriculum.

Intended Participants Teachers and PSHE Coordinators Phase of education: Primary Date/s 26.11.13 Times 09.00-15.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Gail Sudall - Peripatetic Teacher Obesity Lead (Internal)

Title Course number Balanced Bodies - Tackling Obesity in the Classroom PSH13P/03 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 30 Uncontrolled when printed Price and Narrative Change Course number Title Q1013P/22 Building Positive Lunchtime Experiences and Implementing a Buddying Scheme Description of Course Intended outcomes for participants:  Staff in school will feel more confident to develop and implement strategies to improve the lunchtime experience for all children Staff will be able to plan and implement their own buddying scheme Staff will be able to sustain an effective buddying programme Participants will be able to support children in becoming more responsible for their own behaviour, making good choices, being role models, developing social skills and emotional resilience You will learn how to use Pupil Voice within the context of promoting positive lunchtimes and buddying

Content of the course: This course will provide resources, information and support for staff, as they seek to develop and extend their systems for the effective management of positive lunchtime provision in school.

We are presenting a morning full of ideas and strategies to make lunchtimes a more positive experience for the children in your school. We will look closely at helping you to set up your own buddying scheme.

This course will support you in promoting positive ‘pupil attitudes to learning and conduct in lessons and around the school’ while promoting ‘pupil behaviour towards, and respect for, other young people and adults…’ (considerations within the Ofsted Evaluation Schedule 2012).

Lunch will be provided as part of the course.

Intended Participants SENCos, Inclusion Managers, Learning Mentors or other support staff with a responsibility for promoting positive lunchtimes Phase of education: Primary Date/s 11.02.14 Times 09.00-13.00 Venue Future House No of 1 sessions Cost £85 per person Tutor Justine Burnhill (SEBD Team) - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 31 Uncontrolled when printed Date Change Course number Title CPD13P/19 Building Resilience to Sustain Progress (and stop us all going mad!) Description of Course Organised by the Unions and Chris Glendinning (Headteacher Support Service) this full-day workshop for headteachers and school managers explores how we can enable psychological resilience in others and self; how we can survive and even thrive despite the challenging and sometimes stressful working environment in our schools.

Outline The first half of the workshop focuses on organisational and management aspects on what school leaders can do to prevent stress and build resilience in others. The second half is more individually focused, with an emphasis on tools and techniques for managing stress and boosting resilience. After the workshop, all attendees will be provided with links to the tools and resources discussed, so they can be used or adapted by headteachers in their own school.

Aims The workshop aims to:  Promote greater understanding of the risks posed by stress at work  Explore organisational strategies for preventing stress  Raise awareness of leadership behaviours that promote resilience  Provide a range of tools and techniques that headteachers can use

Content Summary Organisational and management aspects:  The six major risk factors for work-related stress  Simple strategies for minimising risk for each factor  Cultural aspects of promoting a good quality of working life in schools  Stress management competencies; leadership behaviours known to prevent stress and promote wellbeing at work  Evidence-based (and free) tools and resources schools can use

Individual tools and techniques:  Essential background psychology and lessons for building resilience  Implementation intentions (if-then planning)  The Rosy Glow Exercise  Prioritising what’s really important and work-life balance  Joy giving activities; strengths, engagement and flow  Managing emotions under pressure  Relationships, social support and wellbeing  Round up and action planning

Workshop Facilitator – Alan Bradshaw Alan Bradshaw is a Business Psychologist who has worked professionally in the stress management field since 1996. Alan specialises in the management of work-related stress and wellbeing at work. He is a Partner in Work-Life Solutions, a consultancy which promotes evidence-based stress management and resilience at work. In addition to providing assessment, training and development to organisations, he organises large-scale workplace wellbeing events throughout the UK (including the recent events at the University of Bradford).

Alan is a member of The British Psychological Society, The Association of Business Psychologists and is a non- executive director of stress management charity, ISMA (The International Stress Management Association). On a voluntary basis, Alan serves as a trustee and director on the Board of The Marie Trust, a Glasgow-based homelessness charity. Intended Participants Headteachers and Senior Leaders Phase of education: All Date/s 02.12.13 Times 09.30-16.00 Venue Mercure Bradford Bankfield Hotel No of 1 sessions Cost £170 per person; or Tutor Alan Bradshaw – External Facilitator £260 for two delegates from the same school

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 32 Uncontrolled when printed Title Course number Bullying in Schools - Are You Doing Enough? Q1013P/10 Description of Course Intended outcomes for learners: Changes in the Ofsted framework and the Equalities Act mean that schools have increased duties to keep children safe in school. This course will provide an overview of the current understanding of what is meant by "bullying", along with a review of the most effective and appropriate ways of responding, intervening and - ideally - preventing bullying.

Intended outcomes for participants  Delegates will: Understand how "bullying" is currently defined and understood Understand the evidence base behind a range of interventions and approaches Consider how this applies in your own setting

Intended Participants Managers, SENCOs and Pastoral staff Phase of education: All Date/s 04.02.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Education Psychologist - Internal Tutor

Title Course number C2B: Moving Students from Grade C to Grade B SEC13P/01 Description of Course Intended outcomes for learners:  Accelerate their progress and confidence through collaborative learning Enhance their understanding in Mathematical Processes and Applications

Intended outcomes for participants: Provide teachers with rich activities that generates creative mathematical thinking

Content of the course: Mathletics session with students’ presentations

Intended Participants Teachers Phase of education: Secondary Target audience and prior Secondary Maths Teachers experience: Date/s 07.10.13 Times 09.00-12.30 Venue Future House No of 1 sessions Cost £12 per student Tutor Raj Kumar - Internal Tutor

Title Course number C2B: Moving Students from Grade C to Grade B SEC13P/12 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 33 Uncontrolled when printed Title Course number C2B: Moving Students from Grade C to Grade B SEC13P/13 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 34 Uncontrolled when printed Title Course number C2B: Moving Students from Grade C to Grade B SEC13P/17 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 35 Uncontrolled when printed Title Course number Child Sexual Exploitation 2 - Working with Affected Families PSH13P/11 Description of Course Intended outcomes for learners: This course is for people who have completed an introduction to child sexual exploitation (CSE) and wish to learn more about techniques for working with families of young people involved/suspected of being involved with CSE.

Intended outcomes for participants:  To examine why families are often blamed and challenge this media stereotype To challenge media portrayals of families as uncaring/part of the problem To challenge false media portrays of CSE victims as being largely drawn from care backgrounds To maintain a perpetrator focus rather than blaming parents To examine the pressures on families and impact upon other familiy members To introduce family/child centred models of working in a non-judgmental, non-blaming way

Content of the course: This course is aimed at professionals working with young people in formal and informal educational settings including schools and pupil referral units and alternative provisions, youth clubs and other youth work settings. The aim of the course is to provide an overview of CSE including exploring myths, understanding grooming and the impact upon young people and families, and looking at current government legislation and campaigns.

Intended Participants Any staff working with young people and families affected by CSE Phase of education: All Target audience and prior Anybody working with children and families affected by CSE experience: Date/s 25.10.13 Times 09.00-16.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Julia Pomeroy - Internal Tutor

Title Course number Child Sexual Exploitation 2 - Working with Affected Families PSH13P/12 Description of Course As above.

Title Course number Child Sexual Exploitation 2 - Working with Affected Families PSH13P/13 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 36 Uncontrolled when printed Title Course number Child Sexual Exploitation Exploring Media Portrayals PSH13P/08 and Exploding the Myths Description of Course Intended outcomes for learners: The aim of this course is to introduce staff working in schools to child sexual exploitation (CSE), commonly known as grooming, and to recognise and respond to concerns about a child who may be involved or at risk of becoming involved in CSE.

Intended outcomes for participants:  The aim of this course is provide an introduction to CSE. and the stages of grooming and explore the impact upon children and families. Upon completion of the course participants will have an overview of the following: Myth busting Challenging stereotypical models of CSE Grooming Understanding the stages and recognising the signs Cyber vs Street Part of the same problem? Placing the blame where it belongs Understanding the impact upon individuals and families, a parent's perspective Where to find help Looking at different agencies who provide support

Content of the course: This course is aimed at professionals working with young people in formal and informal educational settings including schools and pupil referral units and alternative provisions, youth clubs and other youth work settings. The aim of the course is to provide an overview of CSE including exploring myths, understanding grooming and the impact upon young people and families, and looking at current government legislation and campaigns.

Intended Participants Anybody working with young people in any educational or social work/youth work setting Phase of education: All Date/s 11.10.13 Times 09.00-16.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Julia Pomeroy - Internal Tutor

Title Course number Child Sexual Exploitation Exploring Media Portrayals PSH13P/09 and Exploding the Myths Description of Course As above.

Intended Participants Anybody working with young people in any educational or social work/youth work setting Phase of education: All Date/s 16.01.14 Times 09.00-16.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Julia Pomeroy - Internal Tutor

Title Course number Child Sexual Exploitation Exploring Media Portrayals PSH13P/10 and Exploding the Myths Description of Course As above.

Intended Participants Anybody working with young people in any educational or social work/youth work setting Phase of education: All Date/s 15.05.14 Times 09.00-16.00 Venue Future House No of 1 sessions

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 37 Uncontrolled when printed Cost £170 per person Tutor Julia Pomeroy - Internal Tutor

Title Course number Children with Additional Needs in the Early Years - AN0003 Using the Early Years SEN Support Grid to Plan and Monitor Progress Description of Course How do you know when children with additional needs in the EY are making good progress? At what point do you need to consider statutory assessment?

These and many more questions can now be answered using the Early Years SEN Support Grid. This course will look in depth at this tool and through use of a number of case studies explore how you can use this to maximum impact.

By the end of the course you will have:  Developed a clear understanding of the Early Years SEN Support Grid  Explored how to track progress using the grid  Practiced setting challenging targets for young children with SEN in the Early Years

Intended Participants SENCOs, Foundation Stage Teachers, Managers Phase of education: Early Years/Foundation Stage Date/s 18.09.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £75 per person to Bradford Schools Tutor Ruth Dennis - Internal Tutor £110 per person for non-Bradford Schools

Title Course number Circle Time for Everyone Q1013P/17 Description of Course Intended outcomes for learners:  Participants will learn the theory, practice and structure of Circle Time They will practise Circle Time sessions and activities They will understand the value of Circle Time as a vehicle for encouraging good behaviour They will be motivated to try Circle Time for the first time or be re-enthused to continue Participants will leave the training with ready-to-start materials and resources

Content of the course:  Background to the theory of Circle Time Self-esteem and how it is crucial to good learning, behaviour and achievement Lots of practical activities, Circle Time sessions, sharing of ideas Booklet of resources to take away

Intended Participants All teaching or non-teaching staff Phase of education: Primary Target audience and prior Classroom, Inclusion, SEN staff. No prior experience needed. experience: Date/s 21.11.13 Times 09.00-12.45 Venue Future House No of 1 sessions Cost £75 per person Tutor Pam Glennon - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 38 Uncontrolled when printed Title Course number Coaching in Schools NQT13P/01 Description of Course Intended outcomes for participants: This course will develop the understanding needed to work at a high level of competency and equip trainees with the necessary skills and abilities to develop the professional practice of colleagues.

Content of the course:  Developing knowledge and understanding of the place of coaching in schools  Organisational issues and processes required to create a coaching culture  Skills and models for coaching  Individual support and feedback from a qualified trainer  Opportunities for reflective practice

There is also the option to register and undertake a Level 5 Certificate in Coaching in Schools awarded by the Institute of Leadership and Management. Further details will be given on day one of the course.

Any course follow up: Between each session individual visits from the trainer for feedback on live practice.

Intended Participants All/any adults Phase of education: All Date/s 25.09.13 Times 09.00-15.30 Venue Future House No of 4 16.01.14 09.00-15.30 Future House sessions 06.05.14 09.00-15.30 Future House 09.07.14 09.00-15.30 Future House Cost £750 per person for the full course Tutor Michael Garside - Internal Tutor Registration for the qualification is extra

Title Course number Collaborative Learning in Mathematics: Essential SEC13P/05 Development for NQTs/RQTs Description of Course Intended outcomes for learners: Increase engagement and enjoyment in learning mathematics

Intended outcomes for participants:  Developing teachers’ skills in becoming Lead practitioners  Strengthening teachers’ role by identifying and exploring issues related to improving teaching and learning in mathematics  Supporting collaborative ways of working  Encounter new ideas and interconnections in mathematics

Content of the course:  Consider the implications of the new teachers’ standards and Ofsted criteria in planning for progression, developing their pedagogy and implementing powerful assessment for learning strategies  Providing opportunities to share and build on local effective resources and practices

Intended Participants Teachers Phase of education: Secondary Target audience and prior Secondary Maths Teachers experience: Date/s 14.11.13 Times 09.00-15.00 Venue Future House No of 1 sessions Cost £180 per person Tutor Raj Kumar - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 39 Uncontrolled when printed Venue Change Course number Title IT013P/20 Computer Science: Programming in KS4 Description of Course Intended outcomes for learners: Pupils will learn how to create their own programs suited to both purpose and audience. They will be able to use techniques such as sequencing, repetition and variables to create code to control real and virtual devices. They will predict effects as well as running code and learning to correct mistakes.

Intended outcomes for participants: Teachers will become familiar with the requirements of the draft Computing Curriculum and will gain 'hands on' experience working with age appropriate software and devices. They will learn how to make programming relevant and fun!

Content of the course: The programming elements of the draft Computing Curriculum are challenging and most teachers will need training support to deliver them. Attendees will learn about these elements and how they can be taught in an engaging manner through KS4. We will examine the central programming concepts and how these can be taught through free and paid resources on computers, tablets and through non digital methods.

Intended Participants KS4 Teachers, ICT Subject Managers. Phase of education: Secondary Target audience and prior KS4 Teachers. No programming experience is necessary. experience: Date/s 28.11.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Steve Dale and Robert Bashforth - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 40 Uncontrolled when printed Date Change Course number Title PRI13P/82 Continuing Literacy Intervention Support Description of Course These training sessions are intended for teachers who previously trained as Reading Recovery/ECaR Intervention Teachers, Literacy Co-ordinators, Intervention Managers or Special Needs Co-ordinators with a responsibility for literacy provision for the lowest ability children in school.

The structure of the sessions will continue to develop and support staff with implementation of early literacy programmes in school whilst also helping schools who wish to develop good literacy intervention practice into whole school quality first teaching provision.

This will comprise three half-day sessions, one per term.

Intended outcomes for learners:  Continuing effective early intervention support for pupils who may otherwise not learn to read and write  Developing effective early intervention practice for teachers who provide support for children  Continue to develop literacy expertise in school to support quality first teaching

Intended outcomes for participants: Teachers build on their previous literacy training; continuing to gain insights into the complexities of literacy learning for children who struggle.

Teachers develop and use their expertise to work with children and groups and to support teachers and other adults across KS1 and KS2.

Teachers develop a network of support across local schools to enhance and share good practice.

Content of the course: Three half-day, afternoon meetings to include:  Literacy developments, updates and current issues  Supporting literacy intervention curriculum and pedagogy  Supporting wider literacy across the school

Intended Participants ECaR Teachers/Reading Recovery Teachers/Literacy Subject Leaders/Intervention Managers/SENCOs Phase of education: Primary Target audience and prior Primary Teachers, previously trained Reading Recovery/ECaR Intervention experience: Teachers, Literacy Co-ordinators, Intervention Managers, Special Needs Co- ordinators with a responsibility for literacy provision for the lowest ability children in school. Date/s 25.11.13 Times 13.00-16.00 Venue Future House No of 3 10.03.14 13.00-16.00 Future House sessions 09.06.14 13.00-16.00 Future House Cost £450 per person Tutor John Shute – External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 41 Uncontrolled when printed Title Course number Cover Supervisor Training CPD13P/05 Description of Course Intended outcomes for learners: Delegates will:  Have an increased awareness, knowledge and understanding of their roles and responsibilities in relation to key school and legal requirements as cover supervisors.  Be aware of the key factors that underpin effective learning and will have developed strategies to facilitate these in practice.  Initiate a self-review that will contribute to future continuing personal and professional development activity.

Intended outcomes for participants: To provide delegates with an initial course of training that explores some of the issues central to those engaged in a ‘cover supervisor’ role (as determined by current regulations). It will seek to provide individuals with strategies to perform their duties with greater effectiveness and develop a support network.

To explore the roles, responsibilities and framework for employment for cover supervisors including:  Key school policies and legal frameworks relevant to their role

To develop knowledge and understanding of key areas of work including:  The main approaches required to support a constructive environment  Issues for consideration in the effective management of behaviour (individuals, groups and classes)  How to provide formative feedback that informs teacher assessment and planning and supports the development of learners

To explore issues of personal and professional development including:  Team work and communication  Assertiveness and dealing with difficult situations  Reflective practice and improving ones own effectiveness

Content of the course: Course delegates will undertake a range of activities which include:  Tutor-led sessions  Group activities and discussions  Individual interpretation and evaluation of school documentation and procedures

The course will also be supported with self-reflective activity and investigation outside the workshop sessions.

Intended Participants Cover Supervisors/Teaching Assistants Phase of education: All Date/s 16.09.13 Times 09.00-15.30 Venue Future House No of 3 25.09.13 09.00-15.30 Future House sessions 07.10.13 09.00-15.30 Future House Cost £215 per person Tutor Angela Gelder – External Tutor

Title Course number Cover Supervisor Training CPD13P/06 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 42 Uncontrolled when printed Title Course number Cover Supervisor Training CPD13P/10 Description of Course As above.

Venue Change Course number Title IT013P/09 Creating an App with AppShed Academy (Primary) Description of Course Intended outcomes for learners: Create Apps for pupil and school use and underpin computer science skills.

Intended outcomes for participants: Improved subject knowledge and new skills that can be used in the classroom.

Content of the course: This one day course will provide an introduction to the underlying concepts and processes of creating an App for a Smartphone. This is a hands-on session that will teach you how to create Web Apps for all Smartphones and tablets (iOS, Android and Windows 8).

Intended Participants KS2 Teachers Phase of education: Primary Target audience and prior Teachers in KS2 who want to develop computer science skills with their pupils experience: Date/s 09.10.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Steve Dale - Internal Tutor

Venue Change Course number Title IT013P/11 Creating an App with AppShed Academy (Secondary) Description of Course Intended outcomes for learners: Create Apps for pupil and school use and underpin computer science skills.

Intended outcomes for participants: Improved subject knowledge and new skills that can be used in the classroom.

Content of the course: This one day course will provide an introduction to the underlying concepts and processes of creating an App for a Smartphone. This is a hands-on session that will teach you how to create Web Apps for all Smartphones and tablets (iOS, Android and Windows 8).

Intended Participants KS3 and KS4 Teachers Phase of education: Secondary Target audience and prior ICT and Computing Teachers in KS3 and KS4 who want to develop computer experience: science skills with their pupils Date/s 27.11.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Steve Dale - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 43 Uncontrolled when printed Title Course number Creative Approaches to Nurturing and Learning Q1013P/20 Description of Course Intended outcomes for participants:  Participants will be able to: Identify, track and manage anxiety states that lead to “acting out” behaviour Create emotionally safe and supportive classrooms and schools Enhance their own capacity to see and act upon creative options in the moment of “fire”/confrontation

Content of the course: Anxiety leads to poor behaviour and learning is compromised. Anxiety can lead children to become troubled and can create feelings of fear, worry, uneasiness and dread. Children can act out their anxiety through aggression and restlessness. They can also have poor concentration, low self-esteem and become disengaged in learning. Through creative approaches using dramatherapy skills, participants will learn how to identify and track anxiety. They will learn to create a “safe space,” both internally and externally. Through action methods, playful exercises and the use of metaphor and imagery, participants will learn how to facilitate change so that strong feelings of anxiety in children and adults are contained and managed skilfully. This enables participants to create emotionally healthy and safe classrooms and schools.

Any course follow up: The course may continue as a surgery option once a month depending on take up.

Intended Participants Teaching Assistants, SENCOs, Higher Level Teaching Assistants, Class Teachers, NQTs, Learning Mentors Phase of education: Primary Date/s 28.03.14 Times 09.00-12.30 Venue Future House No of 1 sessions Cost £75 per person Tutor Liz Merrick (SEBD Team) - Internal Tutor

Venue Change Course number Title IT013P/17 Deploying and Managing your Mobile Devices Description of Course Intended outcomes for learners: Pupils engagement and attainment will increase through access to personalised learning content and the ability to quickly communicate, collaborate and share learning with staff and their peers. Pupils take on more responsibility for their learning and develop independent learning skills.

Intended outcomes for participants: Understand a range of solutions for succesfully deploying and managing mobile devices in schools. Be able to access and use Apple's Volume Purchase Programme (VPP), configure devices using Apple configurator and manage devices wirelessly using a Mobile Device Manager (MDM).

Content of the course: This full day course will look at the processes of purchasing content, deploying it to devices and then managing the devices wirelessly so that they are appropriately configured for student / staff use. We will look at a variety of models for doing this effectively depending on the needs of your school.

Intended Participants Subject Managers for ICT and Technicians Phase of education: All Target audience and prior ICT Subject Leaders, staff with responsibility for managing and deploying mobile experience: devices and school ICT Technicians. Date/s 19.11.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Paul Scott, Tim Bleazard and Ben Chalcraft - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 44 Uncontrolled when printed Title Course number Developing 21st Century Teaching Assistants in English SEC13P/06 and Mathematics Description of Course Intended outcomes for learners:  Increase enjoyment and achievement in learning mathematics

Intended outcomes for participants:  Improve participants’ subject knowledge  Discuss aspects of pedagogy relevant to mathematics  Share examples of best practice and consider how the wealth of existing resources can be used effectively in supporting intervention programmes

Content of the course: Developing teaching and learning in mathematics through practical and intellectual exploration of:  Pedagogies and practice that impact on pupil achievement  Ways of teaching problem solving skills  Strategies that create independent learners  Strategies focusing on English as an Additional Language

Intended Participants Teaching Assistants Phase of education: Secondary Date/s 02.12.13 Times 09.00-15.00 Venue Future House No of 1 sessions Cost £180 per person Tutor Anita Dudgeon and Raj Kumar - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 45 Uncontrolled when printed Venue Change Course number Title IT013P/22 Developing an Appropriate Curriculum - Sound and *Special application form Music / Data Handling Description of Course Intended outcomes for learners: Pupils will have access to a relevant curriculum that links cohesively with your school's creative curriculum.

Intended outcomes for participants: The course will enable the participants to understand how the effective use of ICT can be used to drive whole school improvement. Attendees will have a good understanding of how the two strands of the Bradford ICT scheme of work can be integrated into your school's creative curriculum.

Content of the course: During this 'hands-on' course the delegates will have the opportunity to look at two strands of the Bradford ICT scheme of work in detail - 'Sound and Music' and 'Data Handling'. They will consider how both these strands can link with their school's creative curriculum. In the morning we will investigate examples of how the use of digital audio can motivate children by providing them with the opportunity to write purposefully for a real audience. We will examine how such resources can be easily incorporated into curriculum planning and how to utilise the technology effectively in a classroom setting. The afternoon session will involve looking at ways teachers have used a variety of data handling technologies to enhance their lessons and how pupils have used the same resources to problem solve 'real life scenarios' using a range of data.

Note - Delegates can either choose to attend this as a full day course or opt to attend either the morning or afternoon session at a cost of £90 per session.

PLEASE USE SPECIAL APPLICATION FORM TO APPLY FOR THIS COURSE

Intended Participants Teachers Phase of education: Primary Target audience and prior ICT Subject Leader. Experience of current technologies is helpful. experience: Date/s 18.03.14 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person for full day Tutor James Langley and Tim Bleazard - Internal Tutors £90 per person for either AM or PM

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 46 Uncontrolled when printed Venue Change Course number Title IT013P/06 Developing Powerful Presentations using Literacy and Technology Description of Course Intended outcomes for learners: N.B Two children should accompany the teacher on this course.

Children will learn how to combine effective speaking and listening skills, body language and technologies to deliver persuasive presentations in front of an audience.

Intended outcomes for participants: Teachers will learn how to deliver a program on Literacy, non verbal and technical skills to enable children to create powerful presentations for a specific audience.

Content of the course:  Examine a range of presentations (from the stunning to the appalling) to identify key criteria. Maximise effect using body language and tone of voice. Plan, refine and draft persuasive writing and condense them into prompts. Learn how to use a selection of free technologies to enhance a presentation. Locate and adapt copyright free images and sounds to impact upon the audience.

Intended Participants KS2 Teachers and two pupils from each school Phase of education: Primary Date/s 10.12.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Tim Bleazard - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 47 Uncontrolled when printed Venue Change Course number Title IT013P/28 Digital Professionalism Workshop Description of Course Intended outcomes for learners:  Learners will develop an overview of (e)Safeguarding trends including Ofsted recommendations Investigate approaches to strategic leadership of, and personal responsibility for, (e)Safeguarding Explore coordinated whole-school approaches to (e)Safeguarding issues

Intended outcomes for participants: Course participants will assess some pros, cons and possible risks of using the Internet and Social Media, and unpick some possible issues. We will discuss ‘Digital Footprint’, ‘Digital Professionalism’ and ‘Online Reputation’. We will explore a variety of tools, tips and tricks to encourage safe and responsible use of the Internet and Social Media and discuss how we might improve digital/media/online literacy.

Content of the course: e-Safety, Online Reputation, Information Security and curriculum development Empowering teachers and other school staff Cybervetting Digital Literacy and safe and responsible use of IT/Internet/Social Media Harnessing the skills of young people as Digital Leaders, Cybermentors and e-Safety ambassadors Supporting parental engagement Signposting useful resources and help Developing communities of practice to spread school innovation

As well as being a considerable networking opportunity for school staff, the event will also feature hands-on workshops with the very latest technologies, pedagogies and practices.

Intended Participants Teachers Phase of education: Secondary Date/s 03.12.13 Times 09.00-12.00 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £90 per person Tutor Robert Bashforth - Internal Tutor

Title Course number Drugs Education in the Context of the Government Drug PSH13P/18 Strategy Description of Course Intended outcomes for learners: The Drugs Strategy 2010 identifies that all young people need high quality drug and alcohol education so that they have the knowledge, skills and confidence to choose not to use drugs and alcohol.

Intended outcomes for participants:  To critically reflect on drugs of particular significance to children and young people  To receive appropriate guidance and support when faced with a drug related need

Content of the course: This course will help to answer some of the most common questions raised by school staff in this area. We aim to:  Explore how we can make drugs education a whole school approach, including managing drug incidents  Tackle problem behaviour in schools with wider powers of search and confiscation  Work with local organisations, to prevent drug and alcohol misuse  Understand the relevant powers and duties in relation to power to search and confiscate drugs and liaison with police and parents

Intended Participants PSHE Co-ordinators, Drug Co-ordinators, PSHE & CPD Programme Phase of education: Primary and Secondary Date/s 06.12.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Millie Clare and Mas Ahmed – Internal Tutors West Yorkshire Police

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 48 Uncontrolled when printed Venue, Date and Time Change Course number Title IT013P/24 (e)Safeguarding Curriculum - Primary Description of Course Intended outcomes for learners: Learners will develop an overview of national and regional IT / (e)Safeguarding trends including Ofsted, SWGfL, recommendations.

Intended outcomes for participants: Course participants will investigate how we can provide a progressive, age-related curriculum which promotes safe and responsible IT, Internet and Social Media use. We will discuss ‘Security and Safety’, ‘Digital Citizenship’ and ‘Information and Media Literacy’, research some suggested course content and modules in-depth, and share our knowledge and best practices to ensure that our IT / (e)Safeguarding curriculums become entirely fit-for-purpose

Content of the course: Overview of national and regional IT / (e)Safeguarding trends including Ofsted, SWGfL, recommendations E-Safety, cyber-bullying, digital citizenship and media literacy Development of an appropriate, balanced, age-related, continuous and progressive curriculum Third Millennium Learning Empowering teachers and other school staff Harnessing the skills of young people as Digital Leaders/Ambassadors Signposting useful resources Developing communities of practice to spread school innovation

Intended Participants KS1 and KS2 Teachers, Y6 Teachers Phase of education: Primary Target audience and prior Teachers experience: Date/s 08.10.13 Times 09.30-12.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £90 per person Tutor Paul Scott - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 49 Uncontrolled when printed Title Course number Early Literacy Support CPD13P/02 Description of Course Intended outcomes for learners: To generate accelerated learning back to age appropriate levels in reading and writing for Y1 pupils as a Wave 2 intervention or as part of a bespoke intervention for Y2 pupils.

Intended outcomes for participants: Teachers and teaching assistants will become familiar with the materials and lessons in the Early Literacy Support programme They will understand how to make links between the classroom and intervention programme delivery for selected pupils The teaching assistant will be confident to deliver the intervention programme The teacher and teaching assistant will be able to carry out the end of module assessments

Content of the course: Whole group information sharing; paired and group tasks; practical activities using programme materials; discussion; DVD clips of good practice.

Any course follow up: Screening the pupils and delivering the programme.

Please download a copy of both the Teacher’s Handbook and the 2007 Early Literacy Support folder and bring these with you to this session. This is essential to the training and to the working of the programme in school. They can be downloaded from: http://www.devonldp.org/v.asp? rootid=17&level2=391&level2id=391&level3=1522&folderid=1522&depth=3

It is vital that a teacher and a teacher assistant attend together to make the programme workable in school. A teaching assistant will only be charged £100 when accompanied by a teacher from the same school.

Intended Participants Teachers and Teaching Assistants Phase of education: Primary Date/s 11.10.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per teacher Tutor Jane Dallas – External Tutor £100 per teaching assistant if accompanied by teacher from their school

Title Course number Early Literacy Support CPD13P/18 Description of Course As above.

Intended Participants Teachers and Teaching Assistants Phase of education: Primary Date/s 19.11.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per teacher Tutor Jane Dallas – External Tutor £100 per teaching assistant if accompanied by teacher from their school

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 50 Uncontrolled when printed Title Course number ECC 1stClass@Number (v1) Light-Touch Intervention PD PRI13P/54 (Autumn 2013) Description of Course “Intervention strategies have to be carefully selected to ensure maximum impact on progress for each child. 1stClass@Number provides the teaching tools that enable monitoring of progress as well as the all important good quality learning. The Programme provides excellent value for money.” Mrs Eileen Fitzpatrick, Headteacher, Ashlands Primary School, Bradford

1stClass@Number (v1) is a successful, innovative, light touch intervention, usually delivered by a well-trained teaching assistant or sometimes by a teacher. It helps children to get back on track and catch up with their peers. It is for small groups of children who need a helping hand with mathematics. 1stClass@Number was created and developed in the classroom by the Every Child Counts team at Edge Hill University. 1stClass@Number is very easy to run – lessons and resources are all prepared. A Link Teacher from the school supports the 1stClass@Number Leader and will attend the first morning and the last half day of the professional development.

Intended outcomes for learners: 1stClass@Number (v1) is delivered by a trained teaching assistant or teacher. It is for groups of three or four children who are assessed at L1C at the start of the intervention with an aim of helping them catch up with their peers who are working within L2. The lessons directly address key barriers to learning in mathematics.

1stClass@Number Leaders provide small group work (24 x 30 minute lessons) which supports children to develop and secure their understanding of key early mathematical knowledge. Nationally over 8,000 children have taken part in 1stClass@Number since 2011, making average number age gains of 10 months in one term.

Intended outcomes for participants: 1stClass@Number Leaders start delivering the content to children in the first week after training session one. In each of the training sessions 1stClass@Number Leaders have the opportunity to explore and develop their mathematical subject knowledge. 1stClass@Number (v1) provides adaptable lesson plans, guidance and prepared resources for each of the 24 lessons.

Every training session provides the participants with time to engage in supported in-depth study of the lesson content and structure. 1stClass@Number Leaders learn how to make initial assessments in each topic and how to adapt the lesson plans for the children they are working with. Previous 1stClass@Number Leaders tell us that this professional development also helped them to support mathematics more effectively in class.

1stClass@Number has positive impact for 1stClass@Number Leaders and children because the Link Teachers and teaching assistants attend the first morning and last half day of training together. The Link Teachers attend two half days of training to familiarise them with the programme to enable them to provide light-touch support in school and, at the end of the first term, review the impact with the 1stClass@Number Leader. This PD time together ensures that the 1stClass@Number Leader’s input is maximised because Link Teachers can support the programme roll out with ease from the planning phase and throughout implementation.

Content of the course: For the 1stClass@Number Leader the programme provides:  Six half days of face to face training to deliver the programme (delivered as one whole day and four half days)  CPD sessions include key mathematical curriculum knowledge and pedagogy  Full plans and documentation for the programme  Resource pack with key teaching resources*  Website resources  Phone and e-mail support (during the academic year of training)  Opportunity for the teaching assistant to gain academic accreditation For the Link Teacher the programme provides:  Two half days of face to face training with the teaching assistant  Full management guidance and documentation for the Link Teacher  A data analysis and report service (*the school will need to add a small number of maths resources such as cubes, 100 square and money)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 51 Uncontrolled when printed Any course follow up: In school support and further professional development to build on this course, to provide mathematical language development or mathematics related to your school, department or LAP requirements can be provided by arrangement with the consultant. Please contact Sue Sutcliffe direct on [email protected] or by phone: 07582 109 318.

Intended Participants Teaching Assistants and Teachers, Numbers Count Teachers, Mathematics Subject Leaders, SENCO and/or Intervention Managers Phase of education: KS1, KS2 and KS3 Date/s 16.09.13 Times 09.00-12.30 Venue Future House No of 5 (Link Teachers) sessions 16.09.13 09.00-15.30 Future House (TA)

10.10.13 09.00-12.30 Future House (TA)

24.10.13 09.00-12.30 Future House (TA)

18.11.13 09.00-12.30 Future House (TA)

09.12.13 09.00-12.30 Future House (TA and Link Teachers) Cost Schools are charged £630 per Tutor Sue Sutcliffe - Internal Tutor Teaching Assistant attending CPD Mathematics and Every Child Counts Teacher (this price includes 3 days CPD for the TA Leader and 1 day of CPD for the Link Teacher and all key resources)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 52 Uncontrolled when printed Title Course number ECC 1stClass@Number (v1) Light-Touch Intervention PD PRI13P/55 (Spring 2014) Description of Course “Intervention strategies have to be carefully selected to ensure maximum impact on progress for each child. 1stClass@Number provides the teaching tools that enable monitoring of progress as well as the all important good quality learning. The Programme provides excellent value for money.” Mrs Eileen Fitzpatrick, Headteacher, Ashlands Primary School, Bradford

12.02.14 09.00-12.30 Future House (TA)

06.03.14 09.00-12.30 Future House (TA)

19.03.14 09.00-12.30 Future House (TA)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 54 Uncontrolled when printed CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 55 Uncontrolled when printed Title Course number ECC 1stClass@Number (v1) Light-Touch Intervention PD PRI13P/56 (Summer 2014) Description of Course “Intervention strategies have to be carefully selected to ensure maximum impact on progress for each child. 1stClass@Number provides the teaching tools that enable monitoring of progress as well as the all important good quality learning. The Programme provides excellent value for money.” Mrs Eileen Fitzpatrick, Headteacher, Ashlands Primary School, Bradford

22.05.14 09.00-12.30 Future House (TA)

19.06.14 09.00-12.30 Future House (TA)

03.07.14 09.00-12.30 Future House (TA)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 57 Uncontrolled when printed Title Course number ECC 1stClass@Number (v2) Light-Touch Intervention PD PRI13P/59 (Autumn 2013) Description of Course “Intervention strategies have to be carefully selected to ensure maximum impact on progress for each child. 1stClass@Number provides the teaching tools that enable monitoring of progress as well as the all important good quality learning. The Programme provides excellent value for money.” Mrs Eileen Fitzpatrick, Headteacher, Ashlands Primary School, Bradford

Intended outcomes for participants: Teaching assistants start delivering the content to children in the first week after training session one. In each of the training sessions 1stClass@Number Leaders have the opportunity to explore and develop their mathematical subject knowledge. 1stClass@Number (v2) provides adaptable lesson plans, guidance and prepared resources for each of the 30 lessons.

Every training session provides the participants with time to engage in supported in-depth study of the lesson content and structure. Participants learn how to make initial assessments in each topic and how to adapt the lesson plans for the children they are working with. Previous 1stClass@Number Leaders tells us that this professional development also helped them to support mathematics more effectively in class.

1stClass@Number has positive impact for 1stClass@Number Leaders and children because the Link Teachers and teaching assistants attend the first morning and last half day of training together. The Link Teachers attend two half days of training to familiarise them with the programme to enable them to provide light-touch support in school and, at the end of the first term, review the impact with the teaching assistant. This PD time together ensures that the 1stClass@Number Leader’s input is maximised because Link Teachers can support the programme roll out with ease from the planning phase and throughout implementation.

21.10.13 09.00-12.30 Future House (TA)

04.11.13 09.00-12.30 Future House (TA)

02.12.13 09.00-12.30 Future House (TA)

13.01.14 09.00-12.30 Future House (TA and Link Teachers) Cost Schools are charged £630 per Tutor Sue Sutcliffe – Internal Tutor Teaching Assistant attending CPD Mathematics and Every Child Counts Teacher (this price includes 3 days CPD for the TA Leader and 1 day of CPD for the Link Teacher and all key resources)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 59 Uncontrolled when printed Title Course number ECC 1stClass@Number (v2) Light-Touch Intervention PD PRI13P/60 (Spring 2014) Description of Course “Intervention strategies have to be carefully selected to ensure maximum impact on progress for each child. 1stClass@Number provides the teaching tools that enable monitoring of progress as well as the all important good quality learning. The Programme provides excellent value for money.” Mrs Eileen Fitzpatrick, Headteacher, Ashlands Primary School, Bradford

Intended outcomes for participants: Teaching assistants start delivering the content to children in the first week after training session one. In each of the training sessions 1stClass@Number Leaders have the opportunity to explore and develop their mathematical subject knowledge. 1stClass@Number (v2) provides adaptable lesson plans, guidance and prepared resources for each of the 30 lessons.

Every training session provides the participants with time to engage in supported in-depth study of the lesson content and structure. Participants learn how to make initial assessments in each topic and how to adapt the lesson plans for the children they are working with. Previous 1stClass@Number Leaders tells us that this professional development also helped them to support mathematics more effectively in class.

1stClass@Number has positive impact for 1stClass@Number Leaders and children because the Link Teachers and teaching assistants attend the first morning and last half day of training together. The Link Teachers attend two half days of training to familiarise them with the programme to enable them to provide light-touch support in school and, at the end of the first term, review the impact with the teaching assistant. This PD time together ensures that the 1stClass@Number Leader’s input is maximised because Link Teachers can support the programme roll out with ease from the planning phase and throughout implementation.

06.02.14 09.00-12.30 Future House (TA)

20.02.14 09.00-12.30 Future House (TA)

27.03.14 09.00-12.30 Future House (TA)

01.05.14 09.00-12.30 Future House (TA and Link Teachers) Cost Schools are charged £630 per Tutor Sue Sutcliffe – Internal Tutor Teaching Assistant attending CPD Mathematics and Every Child Counts Teacher (this price includes 3 days CPD for the TA Leader and 1 day of CPD for the Link Teacher and all key resources)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 61 Uncontrolled when printed Title Course number ECC Continuing Numbers Count PD for Accredited PRI13P/65 Numbers Count Teachers Description of Course Numbers Count is a highly effective intervention. It is delivered by a specially trained teacher to children who really struggle with mathematics. The accredited Numbers Count Teacher’s specialist knowledge is also a tool for school improvement, impacting on mathematical standards in all classes. This Continuing Numbers Count PD supports Accredited Numbers Count Teachers to hone their specialist knowledge and skills, develop and support lesson study in their schools and continue to grow as reflective practitioners.

Intended outcomes for learners: Children work with an accredited Numbers Count Teacher from three to five times each week. Lessons are fun, interactive and support the children to make connections between mathematical areas of learning. The aim of the intervention is to support children working at or below L1 in Y1, Y2 and Y3 to make accelerated rates of progress and catch up with their peers. Every child has a programme of at least 40 x half hour Numbers Count lessons over three or four months, while continuing to take part in their normal class mathematics lessons. Teachers decide whether to teach each lesson individually or to two or three children together. During the Autumn and Spring Terms in 2012-13 the average number age gain over the three month intervention for children in Bradford and Leeds has been 14 months.

Intended outcomes for participants: An accredited Numbers Count Teacher works with individual children as well as pairs and groups in three to five 30- 40 minute sessions each week. The intervention is time limited by the minimum number of lessons required by each child.

The Numbers Count Teacher is a specialist and their skills are used to make a detailed diagnostic assessment from which they plan a programme tailored to each child’s needs. The teacher will use individual and group lessons to develop the children’s maths skills, knowledge and confidence. They plan rigorous, active lessons with a focus on number and calculation. The personalised approach to the individual children's learning journey helps children to develop their mathematical reasoning, thinking, explanation skills and positive attitudes that ensure good progress in class mathematics lessons. The specialist teacher will liaise with parents and share their learning, teaching and mathematics knowledge with colleagues both informally and through structured INSET, helping to raise standards for all children.

“Numbers Count Professional Development has been excellent value for money and has had a high impact on the quality of mathematics across the school.” Shelia Bean, Headteacher, Tranmoor Primary School, Doncaster

Content of the course: Numbers Count is the original intensive teacher-led intervention for children in Y1 and Y2 who are not predicted to achieve L2 at the end of KS1. Numbers Count is also recommended for children in Y3 who are working below L1.  Re-accreditation for the Every Child Counts school  Re-accreditations for the Numbers Count Teachers  Three central face to face training days (CPD sessions include key mathematical curriculum knowledge and pedagogy)  A half day Teacher Leader school visit  E-mail and telephone support  Any new or amended teaching resources issued by Edge Hill University across the year  Website resources  A data analysis and report service

Intended Participants Numbers Count Teachers who were accredited in the previous two academic years (i.e. 2011/12 and/or 2012/13) Phase of education: Primary Date/s 12.11.13 Times 09.00-16.00 Venue Future House No of 3 11.03.14 09.00-16.00 Future House sessions 17.06.14 09.00-16.00 Future House Cost £750 per Numbers Count Teacher Tutor Sue Sutcliffe - Internal Tutor Mathematics and Every Child Counts Teacher Leader

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 62 Uncontrolled when printed Title Course number ECC Fast-Track to Numbers Count 2 for Accredited and PRI13P/64 Continuing Numbers Count 1 Teachers Description of Course For current Numbers Count Teachers in KS1 this is an extension to their training to enable them to deliver Numbers Count 2 in Y4 to Y6. Numbers Count 2 is a mathematics intervention for children in Y4 to Y6 who really struggle with mathematics and may not reach L3 by the end of KS2. It helps them to narrow the gap from their peers and it reinvigorates them as learners.

N.B. This course is open only to Numbers Count teachers who are participating in Continuing Numbers Count Teacher training 2012/13. (This includes continuing accredited Numbers Count teachers and Numbers Count teachers who are undertaking reaccreditation in 2012/13.)

Intended outcomes for learners: For children in Y4 to Y6 who really struggle with mathematics and may not reach L3 by the end of KS2. A detailed diagnostic assessment allows the teacher to plan a programme tailored to each child’s needs. Rigorous, active lessons focus on number and calculation, helping children to develop the skills and positive attitudes that will ensure good progress in class mathematics lessons. Children learn to review and plan their own learning.

Children in trials of Numbers Count 2 increased their average number age by over 14 months after only 42 lessons; they made huge gains in their confidence and willingness to ‘have a go’.

Intended outcomes for participants: Accredited teachers will attend two training days and participate in one visit from a Teacher Leader.

In both practical and reflective sessions the Numbers Count teachers will have opportunity to further develop their mathematical subject knowledge and assessment skills. A practical Numbers Count approach that will be familiar to participants will be developed to address the barriers to learning encountered by children in Y4 to Y6 in KS2. When implementing the intervention, teachers will continue to plan personalised, active lessons focused on number and calculation, helping children to develop the skills and positive attitudes that will ensure good progress in class mathematics lessons.

Content of the course: Support and training for Numbers Count 2 Comprehensive support includes:  Two days of local training by an ECC Teacher Leader  One school visit by the Teacher Leader  Two additional handbooks providing detailed guidance  Detailed analyses of children’s progress  National and local telephone and e-mail support  Online guidance and downloadable resources  Every Child Counts Numbers Count 2 accreditation for the continuing Numbers Count Teacher  The opportunity to participate in continuing training and visits every year

“Many headteachers took an interest in the training and reported that it was the best they had ever seen.” Independent Evaluation of ECC, DfE 2011

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 63 Uncontrolled when printed Any course follow up: Further Every Child Counts professional development will be available to build on this course in 2013/14. Schools that wish to find out more about the Every Child Counts mathematics interventions or work with their LAP partners to explore the possibility for groups (6 minimum) of teaching assistants to be trained in school by arrangement with the Every Child Count Teacher Leader should contact Sue Sutcliffe direct on [email protected] or by phone: 07582 109 318.

Intended Participants Numbers Count teachers who are participating in Continuing Numbers Count training in 2013/14 Phase of education: Primary Date/s 07.10.13 Times 09.00-16.00 Venue Future House No of 2 22.11.13 09.00-16.00 Future House sessions Cost £450 per person Tutor Sue Sutcliffe - Internal Tutor Mathematics and Every Child Counts Teacher Leader

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 64 Uncontrolled when printed Venue Change and Date Change Course number Title PRI13P/57 ECC New Numbers Count 1 Teacher (KS1) CPD Description of Course Numbers CountTM is a highly effective intervention. It is delivered by a specially trained teacher to children who find mathematics extremely difficult and may not reach L3 at the end of KS2. It helps them to get back on track and catch up with their peers. Over 35,000 children have taken part in Numbers Count since 2008, making average Number Age gains of 15 months in one term.

Intended outcomes for learners: The aim of the intervention is to support children working at or below L1 in Y1, Y2 and Y3 to make accelerated rates of progress and catch up with their peers. Every child has a programme of at least 40 x half hour Numbers Count lessons over three or four months, while continuing to take part in their normal class mathematics lessons. Teachers decide whether to teach each lesson individually or to two or three children together. During the Autumn and Spring Terms in 2012-13 the average number age gain over the three month intervention for children in Bradford and Leeds has been 14 months.

Lessons take place in a dedicated teaching area where children can use a wide variety of resources. The teacher begins by making a detailed diagnostic assessment of what each child knows and then plans an individualized programme to help each one to move forward. Lessons focus on number and calculation, follow a set routine and are rigorous and active. The teacher aims to help each child to become numerate and confident, to enjoy actively learning mathematics and to develop the skills and positive attitudes needed to continue to make good progress in normal class mathematics lessons after completing Numbers Count. Intended outcomes for participants: A Numbers Count teacher receives intensive training and support for two terms from a local ECC Teacher Leader, and ongoing support thereafter. While being trained, s/he normally teaches four children individually per term, every morning or afternoon. S/he liaises closely with the child’s class teacher to share information about and plan together for the child’s progress, and s/he sets regular homework and meets parents to discuss how they can support their children’s learning at home.

Content of the course: Seven days of face-to-face professional development to include:  Training to deliver the Numbers Count intervention  Mathematical curriculum and pedagogy  Supporting mathematics across the school  Two school visits by a Teacher Leader (up to half a day for each visit)  Accreditation as a Numbers Count Teacher if the teacher has met all Numbers Count Teacher Standards  Teacher Leader support to facilitate three peer visits  Local Teacher Leader telephone and e-mail support  Access and permission for the school to use the copyrighted Numbers Count Intervention  Fully documented management guidance for Numbers Count  A data collection, analysis and report service for Numbers Count  Online guidance and downloadable resources  National telephone and online support

“Numbers Count Professional Development has been excellent value for money and has had a high impact on the quality of mathematics across the school”

Sheila Bean, Headteacher, Tranmoor Primary School, Doncaster

Content of the course: Seven days of face-to-face professional development to include: CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 65 Uncontrolled when printed  Training to deliver the Numbers Count intervention  Mathematical curriculum and pedagogy  Supporting mathematics across the school  Two school visits by a Teacher Leader (up to half a day for each visit)  Accreditation as a Numbers Count Teacher if the teacher has met all Numbers Count Teacher Standards  Teacher Leader support to facilitate three peer visits  Local Teacher Leader telephone and e-mail support  Access and permission for the school to use the copyrighted Numbers Count Intervention  Fully documented management guidance for Numbers Count  A data collection, analysis and report service for Numbers Count  Online guidance and downloadable resources  National telephone and online support

Sheila Bean, Headteacher, Tranmoor Primary School, Doncaster Any course follow up: In school support and further professional development to build on this course, to provide mathematical language development or mathematics related to your school, department or LAP requirements can be provided by arrangement with the consultant. Please contact Sue Sutcliffe direct on [email protected] or by phone: 07582 109 318.

Intended Participants Qualified Teachers with at least one year's experience in KS1 Phase of education: Primary Target audience and prior Teachers who will be able to work with selected children from 3 to 5 times each experience: week until every child has had 40 (or more) lessons At least one year's KS1 teaching experience in the last 5 years Date/s 18.09.13 Times 09.00-16.00 Venue Future House No of 7 03.10.13 09.00-16.00 Bramley St Peters CE Primary sessions 05.11.13 09.00-16.00 Future House 12.12.13 09.00-16.00 Bramley St Peters CE Primary 13.02.14 09.00-16.00 Bramley St Peters CE Primary 25.03.14 09.00-16.00 Future House 12.06.14 09.00-16.00 Bramley St Peters CE Primary Cost £2100 per person Tutor Sue Sutcliffe - Internal Tutor Mathematics and Every Child Counts Teacher Leader

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 66 Uncontrolled when printed Venue Change and Date Change Course number Title PRI13P/58 ECC New Numbers Count 2 Teacher (KS2) CPD Description of Course Numbers CountTM is a highly effective intervention. It is delivered by a specially trained teacher to children who find mathematics extremely difficult and may not reach L3 at the end of KS2. It helps them to get back on track and catch up with their peers. Over 35,000 children have taken part in Numbers Count since 2008, making average Number Age gains of 15 months in one term.

Although Numbers Count was originally written for primary schools, an increasing number of secondary schools have also had staff trained to support pupils who have the greatest difficulties with mathematics. Numbers Count 2 has been used very successfully in KS3 to address the barriers to learning that prevents children assessed as working below L4 from making progress. Every Child Counts has been very successful in KS3. Intended outcomes for learners: The aim of the intervention is to support children currently working at L2 or L3 in Y4, Y5 and Y6 to make accelerated rates of progress and catch up with their peers. Every child has a programme of at least 40 x half hour Numbers Count lessons over three or four months, while continuing to take part in their normal class mathematics lessons. Trained teachers decide whether to teach each lesson individually or to two or three children together. During the Autumn and Spring Terms in 2012-13 the average number age gain over the three month intervention for children in Bradford and Leeds has been 14 months.

Lessons take place in a dedicated teaching area where children can use a wide variety of resources. The teacher begins by making a detailed diagnostic assessment of what each child knows and then plans an individualized programme to help each one to move forward. Lessons focus on number and calculation, follow a set routine and are rigorous and active. The teacher aims to help each child to become numerate and confident, to enjoy actively learning mathematics and to develop the skills and positive attitudes needed to continue to make good progress in normal class mathematics lessons after completing Numbers Count. There is a strong emphasis on engaging the child in their own learning journey, assessment for learning and personalisation throughout this intervention. Intended outcomes for participants: A Numbers Count teacher receives intensive training and support for two terms from a local ECC Teacher Leader, and ongoing support thereafter. While being trained, s/he normally teaches four children individually per term, every morning or afternoon. S/he liaises closely with the child’s class teacher to share information about and plan together for the child’s progress, and s/he sets regular homework and meets parents to discuss how they can support their children’s learning at home.

Content of the course: Seven days of face-to-face professional development to include:  Training to deliver the Numbers Count intervention  Mathematical curriculum and pedagogy  Supporting mathematics across the school  Two school visits by a Teacher Leader (up to half a day for each visit )  Accreditation as a Numbers Count Teacher if the teacher has met all Numbers Count Teacher Standards  Teacher Leader support to facilitate three peer visits  Local Teacher Leader telephone and e-mail support  Access and permission for the school to use the copyrighted Numbers Count Intervention  Fully documented management guidance for Numbers Count  A data collection, analysis and report service for Numbers Count  Online guidance and downloadable resources  National telephone and online support

Sheila Bean, Headteacher, Tranmoor Primary School, Doncaster

Any course follow up: In school support and further professional development to build on this course, to provide mathematical language

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 67 Uncontrolled when printed development or mathematics related to your school, department or LAP requirements can be provided by arrangement with the consultant. Please contact Sue Sutcliffe direct on [email protected] or by phone: 07582 109 318.

Intended Participants Qualified Teachers with at least one year's experience in Lower KS2 or in Lower Set Y7 in KS3 Phase of education: Primary Target audience and prior Teachers who will be able to work with selected children from 3 to 5 times each experience: week until every child has had 40 (or more) lessons At least 1 year's experience teaching Lower KS2 in the last 5 years or in Lower Set Y7 in KS3 Date/s 19.09.13 Times 09.00-16.00 Venue Bramley St Peter’s CE Primary No of 7 03.10.13 09.00-16.00 School, Hough Lane, Leeds, sessions 07.11.13 09.00-16.00 LS13 3NE 12.12.13 09.00-16.00 13.02.14 09.00-16.00 26.03.14 09.00-16.00 12.06.14 09.00-16.00 Cost £2100 per person Tutor Sue Sutcliffe - Internal Tutor Mathematics and Every Child Counts Teacher Leader

Title Course number Educational Visits Coordinator Training EDV13P/01 Description of Course Intended outcomes for learners: Enhanced understanding of the value of educational visits and the role of the Educational Visits Coordinator (EVC) in supporting the Headteacher and colleagues with the planning and management of visits.

Intended outcomes for participants: Participants will be confident they are carrying out their role in line with current guidance and best practice.

Content of the course: What the EVC needs to know, and what the EVC needs to do.

Any course follow up: Will be developed during the course.

Intended Participants Newly appointed or inexperienced Educational Visits Coordinators Phase of education: All Date/s 08.11.13 Times 09.00-15.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Jim Hughes - Internal Tutor FREE to schools who subscribe to the Educational Visits Advisory Service

Title Course number Educational Visits Coordinator Training EDV13P/02 Description of Course As above.

Intended Participants Newly appointed or inexperienced Educational Visits Coordinators Phase of education: All Date/s 29.11.13 Times 09.00-15.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Jim Hughes - Internal Tutor FREE to schools who subscribe to the Educational Visits Advisory Service

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 68 Uncontrolled when printed Venue Change Course number Title IT013P/12 Enhancing your Geography/History Curriculum using Effective ICT Description of Course Intended outcomes for learners: Pupils will be able to make safe and responsible use of appropriate technologies throughout the Geography and History curriculum.

Intended outcomes for participants: Attendees will be able to utilise new and emerging technologies to enhance learning in Geography/History. They will have the necessary skills and confidence to utilise these resources to enhance their teaching and support learners to use them appropriately to demonstrate their learning across the curriculum.

Content of the course: This course will enable practitioners to reflect upon and extend their thinking and practice around the use of ICT to support geographical/historical learning. This course will provide delegates with the skills and knowledge to be able to use ICT across Geography/History/creative curriculum effectively both inside and outside the classroom. We will use a range of technologies and techniques that will instantly engage children and adults alike. We will focus on enquiry based learning; questioning, gathering data and information, and presenting. Teachers will take stock of the use of hardware and relevant software, including mapping programs and other online resources, to develop exciting sequences of learning. This will be extended by an investigation of how mobile devices and other more recent, innovative ICT may inspire learners.

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Target audience and prior KS1 and KS2 Teachers. No experience of technologies is necessary. experience: Date/s 23.01.14 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor James Langley - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 69 Uncontrolled when printed Title Course number 'Excellence and Enjoyment' Guided Writing Materials for EMA13P/04 EAL Pupils Description of Course Intended outcomes for learners: Pupils will apply the aspect of grammar that is needed to write accurately in order to secure progression in their writing from L2 to L4 and onwards.

Intended outcomes for participants: Teachers will get specific knowledge and an awareness about the 'Excellence and Enjoyment' guided writing materials which can be used to close gaps in writing for EAL pupils. These materials were published by the National Strategies and known as the 'Grammar for EAL' materials.

Teachers will get ideas for addressing the grammatical errors some pupils may be making in their use of spoken and written English.

Teachers are asked to bring some writing from a group of pupils (of similar ability) in their classrooms to review and plan a guided writing session based on the above materials.

Planning time will be given in the training.

Content of the course: Input and practical activities linked to the course content.

Any course follow up: There is no course follow up, however, if a school taking part in this course requires further support, this will be negotiated after the training.

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Target audience and prior Teachers in Primary Schools experience: Date/s 04.10.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Rita Kumar - Internal Tutor

Title Course number 'Excellence and Enjoyment' Guided Writing Materials for EMA13P/05 EAL Pupils Description of Course As above.

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Target audience and prior Teachers in Primary Schools experience: Date/s 31.01.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Rita Kumar - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 70 Uncontrolled when printed Title Course number Foetal Alcohol Spectrum Disorder - Working with Children Q1013P/09 with Complex Learning Difficulties and Disabilities (CLDD) Description of Course FASD is an umbrella term used to describe the range of possible effects of prenatal exposure to alcohol. Teachers and teaching support staff will undoubtedly meet students with FASD in their classrooms. This course will explore how to respond to these children's learning needs effectively and enable them to maximise their potential in school.

Intended outcomes for participants:  By the end of the course you will have: Increased your understanding of FASD and how it impacts on learning and attainment Increased your knowledge of a range of strategies to manage children who have FASD Developed a structure in your school to support children with CLDD

Intended Participants Teachers or other adults working directly with children and young people in schools Phase of education: All Date/s 15.01.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Vickie Wilford, Educational Psychology Team - Internal Tutor

Title Course number Getting to Grips with the Revised National EYFSP Data ASS13P/09 for Self Evaluation and Prioritisation Description of Course This course has been designed in response to requests from Early Learning Leaders, who attended “Analysing the 2013 EYFSP Outcomes” in the summer term.

Participants requested further opportunities to review the school data set alongside the national data to support self evaluation. (Statistical First Release anticipated to be available in November).

This session will support Early Years leaders to make comparisons of this release with the schools 2013 outcomes. These comparisons will support an accurate self evaluation report; prepare the EYFS team for Ofsted inspection and support the school’s prioritisation processes.

Intended outcomes for participants: Confidence in presenting an accurate self evaluation of Early Years Foundation Stage for Ofsted through the secure understanding of data compared to the National outcomes.

Intended Participants Early Years Leaders Phase of education: Early Years/Foundation Stage Target audience and prior All Early Years leaders but will particularly support leaders new to the phase experience: Dates 25.11.13 Times 08.45-11.45 Venue Future House No of 1 sessions Cost £75 per person Tutor Dulcie Leach – Internal Tutor

Title Course number Getting to Grips with the Revised National EYFSP Data ASS13P/10 for Self Evaluation and Prioritisation Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 71 Uncontrolled when printed Title Course number Getting to Grips with the Revised National EYFSP Data ASS13P/11 for Self Evaluation and Prioritisation Description of Course As above.

Date Change Course number Title PRI13P/07 Grammar - A Whole School Approach Description of Course Intended outcomes for learners: Raising attainment and acclerating progress in writing.

Intended outcomes for participants: A whole school grammar policy and teaching plan.

Content of the course: What grammar do Y3 need to teach? Do children need a discrete grammar lesson each week? Do children still need to complete timed writing 'tests'? How do we ensure the development of sentence structure throughout school? On this course, we will help leadership teams develop a whole school approach to writing that answers all these questions and takes into account:

The new grammar test Teacher assessed writing at the end of KS2 The needs of your pupils

You will leave this course with a bespoke writing and grammar policy and plan for implementation from FS to Y6.

To create a bespoke policy and plan, participants will need to bring six literacy and curriculum (Creative Curriculum/Science/Topic etc) books, reflecting the range of ability, from each year group in school.

This course is linked with the morning course ‘Grammar – Preparing Children for the Test’ (PRI13P/03) and schools can attend both courses - ie if booking both courses on the same day the cost will be £170 with lunch included.

Intended Participants Leadership Team Members and Literacy Coordinators Phase of education: Primary Date/s 03.12.13 Times 13.00-15.30 Venue Future House No of 1 sessions Cost £90 per person Tutor Alison Philipson and Georgina Graham - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 72 Uncontrolled when printed Venue Change Course number Title PRI13P/08 Grammar - A Whole School Approach Description of Course As above.

This course is linked with the morning course ‘Grammar – Preparing Children for the Test’ (PRI13P/04) and schools can attend both courses - ie if booking both courses on the same day the cost will be £170 with lunch included. Intended Participants Leadership Team Members and Literacy Coordinators Phase of education: Primary Date/s 19.11.13 Times 13.00-15.30 Venue Future House No of 1 sessions Cost £90 per person Tutor Alison Philipson and Georgina Graham - Internal Tutors

Title Course number Grammar - A Whole School Approach PRI13P/09 Description of Course As above.

Venue Change Course number Title PRI13P/10 Grammar - A Whole School Approach Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 73 Uncontrolled when printed Date Change Course number Title PRI13P/03 Grammar - Preparing Children for the Test Description of Course Intended outcomes for learners: Raising attainment and acclerating progress in writing.

Intended outcomes for participants: Improved subject knowledge and new skills.

Content of the course: Based on the outcomes of the 2013 Grammar, Punctuation and Spelling Test and moderation of Y6 writing, this course will help teachers with subject knowledge and strategies for teaching grammar effectively. Including an analysis of the test and any updates from the Department for Education, we will look at the key teaching points for children to achieve on the test and improve their writing.

From full stops to fronted adverbials, you’ll find it all here!

This course is linked with the afternoon course ‘Grammar – A Whole School Approach’ (PRI13P/07) and schools can attend both courses - ie if booking both courses on the same day the cost will be £170 with lunch included.

Intended Participants KS2 Teachers Phase of education: Primary Target audience and prior Teachers in KS2 who want to develop they way they teach grammar to children experience: Date/s 01.10.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Alison Philipson and Georgina Graham - Internal Tutors

Title Course number Grammar - Preparing Children for the Test PRI13P/04 Description of Course As above.

Intended Participants KS2 Teachers Phase of education: Primary Target audience and prior Teachers in KS2 who want to develop they way they teach grammar to children experience: Date/s 19.11.13 Times 09.00-12.00 Venue The Innovation Centre, Keighley No of 1 (formerly Greenhead CLC) sessions Cost £90 per person Tutor Alison Philipson and Georgina Graham - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 74 Uncontrolled when printed Title Course number Grammar - Preparing Children for the Test PRI13P/05 Description of Course As above.

Intended Participants KS2 Teachers Phase of education: Primary Target audience and prior Teachers in KS2 who want to develop they way they teach grammar to children experience: Date/s 21.01.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Alison Philipson and Georgina Graham - Internal Tutors

Title Course number Grammar - Preparing Children for the Test PRI13P/06 Description of Course As above.

Intended Participants KS2 Teachers Phase of education: Primary Target audience and prior Teachers in KS2 who want to develop they way they teach grammar to children experience: Date/s 11.02.14 Times 09.00-12.00 Venue The Innovation Centre, Keighley No of 1 (formerly Greenhead CLC) sessions Cost £90 per person Tutor Alison Philipson and Georgina Graham - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 75 Uncontrolled when printed Venue Change Course number Title PRI13P/33 Guided Reading and Beyond Description of Course Intended outcomes for learners: Accelerated progress in reading.

Intended outcomes for participants:  Would you like to be able to: Refresh your practice in Shared and Guided Reading and use engaging activities in your sessions. Make accurate assessments of the needs of readers. Plan effectively to meet children’s needs using the Simple View of Reading and Assessment Focus fans. Plan creatively using a range of multi-modal texts including the use of film for pre-readers.

Do you need to: Develop an increased awareness of the importance of the seven Assessment Focuses at different levels. Improve your children’s comprehension. Develop subject knowledge and effective practices, particularly in relation to inference. Understand the implications for reading in the new Ofsted framework and the new National Curriculum.

Content of the course: A demonstration of how Guided Reading and other reading activities can be refreshed and refined to meet the needs of learners whilst effectively managing workload. Suitable for teachers in KS1 and KS2 and particularly suitable for those with management responsibility for reading.

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Date/s 22.11.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Philip Webb - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 76 Uncontrolled when printed Title Course number HLTA Status 3 Day Course WRD13P/01 Description of Course Intended outcomes for learners: The award of HLTA status enabling them to demonstrate their competence to undertake a number of roles in school including the covering of PPA time and the supervision of other support staff. In order to obtain the status, candidates must demonstrate they have sufficient knowledge and understanding to help pupils progress with their learning when in whole class, small group or one to one situations. An outline of the course is provided as follows:

Intended outcomes for participants: Confidence and effectiveness of support staff in schools allowing for more effective support for children and so improving outcomes.

Content of the course: Day 1: Focus of the day Introduction to the some of the HLTA standards Introduction to the assessment tasks Types of evidence Writing the tasks Day 2: Continuing to learn the standards Evidencing more difficult standards Claiming standards Day 3: Focus of the day Review work to date Portfolio building The assessment process

Please note that all prospective candidates must have a minimum of a Level 2 qualification in Numeracy and Literacy to access this programme and have submitted and have approved an HLTA Diagnostic form available from Bradford Schools Online.

Any course follow up: In school assessment by external assessor leading to award of HLTA status.

Intended Participants Support Staff Phase of education: All Target audience and prior Experienced Teaching Assistants able to meet all the HLTA standards experience: Date/s 24.09.131 Times 09.00-15.30 Venue Future House No of 3 1.10.1320 09.00-15.30 Future House sessions .11.13 09.00-15.30 Future House Cost £300 per person Tutor Evelyn Haigh and Julie Ioanna - Internal Tutors

Title Course number HLTA Status 3 Day Course WRD13P/03 Description of Course As above.

Intended Participants Support Staff Phase of education: All Target audience and prior Experienced Teaching Assistants able to meet all the HLTA standards experience: Date/s 29.01.141 Times 09.00-15.30 Venue Future House No of 3 4.02.1421 09.00-15.30 Future House sessions .03.14 09.00-15.30 Future House Cost £300 per person Tutor Evelyn Haigh and Julie Ioanna - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 77 Uncontrolled when printed Title Course number How Do I Demonstrate Progress in my Lessons? SEC13P/20 Description of Course Intended outcomes for learners: Increase engagement and enjoyment in their learning.

Intended outcomes for participants: Developing teachers’ skills and strategies to engage and enhance students’ learning.

Content of the course: The core aims of the session are to:  Bust some myths!  Share meaningful strategies to demonstrate progress  Develop application of strategies within my own lessons  Consider how to respond to the progress demonstrated (or lack thereof)

If your school would like to send a delegate to each of the seven courses in this group (detailed below), this will be charged at a total of £390, giving a £100 discount on the total course fees. A different delegate can attend each course.

Other courses in this group (all held from 13.00-15.00 at Future House, with the opportunity to bring lunch from 12.15 and network with colleagues):

SEC13P/18 – 01.10.2013 – How do I create the right climate for learning? (Victoria Weaver) SEC13P/19 – 18.10.2013 – How do I develop literacy in my lessons? (Anita Dudgeon) SEC13P/21 – 03.02.2014 – How do I use data to improve teaching and learning? (Victoria Weaver) SEC13P/22 – 11.03.2014 – How do I motivate, engage and challenge students in their learning? (Anita Dudgeon) SEC13P/23 – 08.04.2014 – How do I incorporate memory skills into my lessons? (Vanessa Wears) SEC13P/24 – 27.06.2014 – How do I develop effective talk and group work in my lessons? (Raj Kumar)

Registration and refreshments will be available from 12.15. Lunch is not provided but please feel free to bring your own lunch as there will an opportunity to network with colleagues from other schools.

If you would like further details about the content of this course, please contact Vanessa Wears (Secondary Mathematics Consultant) on 07582 109 320 or email [email protected].

Intended Participants KS3 and KS4 Teachers Phase of education: Secondary Date/s 21.11.13 Times 13.00-15.00 Venue Future House No of 1 sessions Cost £70 per person Tutor Vanessa Wears (Secondary Mathematics or £390 if your school sends a delegate to Consultant) - Internal Tutor all Seven courses (a different delegate can attend each separate course)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 78 Uncontrolled when printed Title Course number How Do I Develop Effective Talk and Group Work in my SEC13P/24 Lessons? Description of Course Intended outcomes for learners: Increase engagement and enjoyment in their learning.

Content of the course: The core aims of the session are to:  Clarify what is meant by effective talk and productive group work  Establish the benefits of developing talk in your subject area  Share strategies to develop students’ speaking and listening skills  Adapt strategies to use in your day to day lessons

SEC13P/18 – 01.10.2013 – How do I create the right climate for learning? (Victoria Weaver) SEC13P/19 – 18.10.2013 – How do I develop literacy in my lessons? (Anita Dudgeon) SEC13P/20 – 21.11.2013 – How do I demonstrate progress in my lessons? (Vanessa Wears) SEC13P/21 – 03.02.2014 – How do I use data to improve teaching and learning? (Victoria Weaver) SEC13P/22 – 11.03.2014 – How do I motivate, engage and challenge students in their learning? (Anita Dudgeon) SEC13P/23 – 08.04.2014 – How do I incorporate memory skills into my lessons? (Vanessa Wears)

If you would like further details about the content of this course, please contact Raj Kumar (Secondary Mathematics Consultant) on 07582 109 313 or email [email protected].

Intended Participants KS3 and KS4 Teachers Phase of education: Secondary Date/s 27.06.14 Times 13.00-15.00 Venue Future House No of 1 sessions Cost £70 per person Tutor Raj Kumar (Secondary Mathematics Consultant) - or £390 if your school sends a delegate to Internal Tutor all Seven courses (a different delegate can attend each separate course)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 79 Uncontrolled when printed Title Course number How Do I Develop Literacy in my Lessons? SEC13P/19 Description of Course Intended outcomes for learners: Increase engagement and enjoyment in their learning.

Content of the course: The core aims of the session are to:  Clarify what is meant by literacy  Establish the benefits of developing literacy in your subject area  Share strategies to develop students’ literacy skills  Adapt literacy strategies to use in your day to day lessons

SEC13P/18 – 01.10.2013 – How do I create the right climate for learning? (Victoria Weaver) SEC13P/20 – 21.11.2013 – How do I demonstrate progress in my lessons? (Vanessa Wears) SEC13P/21 – 03.02.2014 – How do I use data to improve teaching and learning? (Victoria Weaver) SEC13P/22 – 11.03.2014 – How do I motivate, engage and challenge students in their learning? (Anita Dudgeon) SEC13P/23 – 08.04.2014 – How do I incorporate memory skills into my lessons? (Vanessa Wears) SEC13P/24 – 27.06.2014 – How do I develop effective talk and group work in my lessons? (Raj Kumar)

If you would like further details about the content of this course, please contact Anita Dudgeon (Secondary Consultant Team Leader) on 07582 109 311 or email [email protected].

Intended Participants KS3 and KS4 Teachers Phase of education: Secondary Date/s 18.10.13 Times 13.00-15.00 Venue Future House No of 1 sessions Cost £70 per person Tutor Anita Dudgeon (Secondary Consultant Team or £390 if your school sends a delegate to Leader) - Internal Tutor all Seven courses (a different delegate can attend each separate course)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 80 Uncontrolled when printed Title Course number How Do I Incorporate Memory Skills into my Lessons? SEC13P/23 Description of Course Intended outcomes for learners: Increase engagement and enjoyment in their learning.

Content of the course: The core aims of the session are to:  Clarify the concept of a 'good' and 'bad' memory  Establish the benefits of teaching students memory techniques  Learn easy practical memory skills strategies to incorporate into lessons

SEC13P/18 – 01.10.2013 – How do I create the right climate for learning? (Victoria Weaver) SEC13P/19 – 18.10.2013 – How do I develop literacy in my lessons? (Anita Dudgeon) SEC13P/20 – 21.11.2013 – How do I demonstrate progress in my lessons? (Vanessa Wears) SEC13P/21 – 03.02.2014 – How do I use data to improve teaching and learning? (Victoria Weaver) SEC13P/22 – 11.03.2014 – How do I motivate, engage and challenge students in their learning? (Anita Dudgeon) SEC13P/24 – 27.06.2014 – How do I develop effective talk and group work in my lessons? (Raj Kumar)

If you would like further details about the content of this course, please contact Vanessa Wears (Secondary Mathematics Consultant) on 07582 109 320 or email [email protected].

Intended Participants KS3 and KS4 Teachers Phase of education: Secondary Date/s 08.04.14 Times 13.00-15.00 Venue Future House No of 1 sessions Cost £70 per person Tutor Vanessa Wears (Secondary Mathematics or £390 if your school sends a delegate to Consultant) - Internal Tutor all Seven courses (a different delegate can attend each separate course)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 81 Uncontrolled when printed Title Course number How Do I Motivate, Engage and Challenge Students in SEC13P/22 their Learning? Description of Course Intended outcomes for learners: Increase engagement and enjoyment in their learning.

Content of the course: The core aims of the session are to maximise opportunities for engagement and challenge through:  Proven challenge strategies to enable learners to make great progress  Explore motivating approaches to stimulate powerful learning experiences  Explore and adapt activities to use in your classroom

SEC13P/18 – 01.10.2013 – How do I create the right climate for learning? (Victoria Weaver) SEC13P/19 – 18.10.2013 – How do I develop literacy in my lessons? (Anita Dudgeon) SEC13P/20 – 21.11.2013 – How do I demonstrate progress in my lessons? (Vanessa Wears) SEC13P/21 – 03.02.2014 – How do I use data to improve teaching and learning? (Victoria Weaver) SEC13P/23 – 08.04.2014 – How do I incorporate memory skills into my lessons? (Vanessa Wears) SEC13P/24 – 27.06.2014 – How do I develop effective talk and group work in my lessons? (Raj Kumar)

If you would like further details about the content of this course, please contact Anita Dudgeon (Secondary Consultant Team Leader) on 07582 109 311 or email [email protected].

Intended Participants KS3 and KS4 Teachers Phase of education: Secondary Date/s 11.03.14 Times 13.00-15.00 Venue Future House No of 1 sessions Cost £70 per person Tutor Anita Dudgeon (Secondary Consultant Team or £390 if your school sends a delegate to Leader) - Internal Tutor all Seven courses (a different delegate can attend each separate course)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 82 Uncontrolled when printed Title Course number How Do I Use Data to Improve Teaching and Learning? SEC13P/21 Description of Course Intended outcomes for learners: Increase engagement and enjoyment in their learning.

Content of the course: The core aims of the session are to:  Identify the appropriate data to use as a basis for improving teaching and learning  Clarify key terminology  Establish key questions to ask in an effective 'data conversation'  Identify actions to accelerate progression

SEC13P/18 – 01.10.2013 – How do I create the right climate for learning? (Victoria Weaver) SEC13P/19 – 18.10.2013 – How do I develop literacy in my lessons? (Anita Dudgeon) SEC13P/20 – 21.11.2013 – How do I demonstrate progress in my lessons? (Vanessa Wears) SEC13P/22 – 11.03.2014 – How do I motivate, engage and challenge students in their learning? (Anita Dudgeon) SEC13P/23 – 08.04.2014 – How do I incorporate memory skills into my lessons? (Vanessa Wears) SEC13P/24 – 27.06.2014 – How do I develop effective talk and group work in my lessons? (Raj Kumar)

If you would like further details about the content of this course, please contact Victoria Weaver (Secondary Science Consultant) on 07961 515 304 or email [email protected].

Intended Participants KS3 and KS4 Teachers Phase of education: Secondary Date/s 03.02.14 Times 13.00-15.00 Venue Future House No of 1 sessions Cost £70 per person Tutor Victoria Weaver (Secondary Science Consultant) - or £390 if your school sends a delegate to Internal Tutor all Seven courses (a different delegate can attend each separate course)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 83 Uncontrolled when printed Title Course number How to Maximise Mathematical Potential in Early Years ASS13P/05 Foundation Stage Description of Course Intended outcomes for learners: Children will gain opportunities to experience mathematics in the EYFS environment and to use and apply their mathematical skills, knowledge and language in a range of contexts.

Intended outcomes for participants: Enhanced mathematical subject knowledge within the revised EYFS will support participants to develop the mathematical potential in their EYFS provision. Practitioners will gain a raised awareness of opportunities to enrich children’s mathematical experiences in both indoor and outdoor areas in their own settings.

Content of the course: This course will support participants to develop their professional skills and knowledge over two half days. There is a pre-course task and a gap task to be completed by participants.

The first half day session takes place in the Autumn term where participants will consider how to plan for developmentally appropriate mathematical learning for children, supporting adults and their learning spaces. The pre- course gap task will support practitioners to begin to analyse their mathematical environment in preparation for the gap task.

The second half day in the Spring term draws on the practitioners completed gap task to further develop mathematical language, skills and learning. Participants will also consider how to develop further opportunities for problem solving, including doubling, halving and sharing in practical contexts.

Intended Participants Foundation Stage Teachers Phase of education: Early Years/Foundation Stage Date/s 19.11.13 Times 09.00-12.00 Venue Future House No of 2 03.02.14 09.00-12.00 Future House sessions Cost £100 per person Tutor Andrea Nicholls and Susan Sutcliffe – Internal Tutors

Title Course number How to Maximise Mathematical Potential in Early Years ASS13P/06 Foundation Stage Description of Course As above.

Intended Participants Foundation Stage Teachers Phase of education: Early Years/ Foundation Stage Date/s 19.11.13 Times 13.15-16.15 Venue Future House No of 2 03.02.14 13.15-16.15 Future House sessions

Cost £100 per person Tutor Andrea Nicholls and Susan Sutcliffe – Internal Tutors

Title Course number How to Maximise Mathematical Potential in Early Years ASS13P/07 Foundation Stage Description of Course As above.

Intended Participants Foundation Stage Teachers Phase of education: Early Years/Foundation Stage Date/s 20.11.13 Times 09.00-12.00 Venue Future House No of 2 04.02.14 09.00-12.00 Future House sessions Cost £100 per person Tutor Andrea Nicholls and Susan Sutcliffe – Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 84 Uncontrolled when printed Title Course number How to Maximise Mathematical Potential in Early Years ASS13P/08 Foundation Stage Description of Course As above.

Intended Participants Foundation Stage Teachers Phase of education: Early Years/ Foundation Stage Date/s 20.11.13 Times 13.15-16.15 Venue Future House No of 2 04.02.14 13.15-16.15 Future House sessions Cost £100 per person Tutor Andrea Nicholls and Susan Sutcliffe – Internal Tutors

Title Course number Improving Skills to Capture Children's Learning ASS13P/02 Description of Course Intended outcomes for learners: Children’s learning is captured and supported to inform future needs and assessments

Intended outcomes for participants:  Improved quality interactions with children to support and extend learning possibilities  Participants will further understand ‘how’ children learn and approaches to capture learning

Content of the course: Recent Ofsted articles have identified that observations do not effectively capture children's unique learning, interests and recognise how they are learning. How can we redress this through the use of the following strategies?

Recording and analysing children's communications; capturing children's significant moments of learning Quality adult interactions Characteristics of effective learning

Intended Participants Support staff and teaching assistants working within Early Years Foundation Stage Phase of education: Early Years/Foundation Stage Date/s 02.10.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £100 per person Tutor Andrea Nicholls and Dulcie Leach – Internal Tutors

Title Course number Improving Skills to Capture Children's Learning ASS13P/04 Description of Course As above.

Intended Participants Support staff and teaching assistants working within Early Years Foundation Stage Phase of education: Early Years/Foundation Stage Date/s 06.02.14 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £100 per person Tutor Andrea Nicholls and Dulcie Leach – Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 85 Uncontrolled when printed Title Course number Induction Training for Pastoral Staff WRD13P/02 Description of Course Intended outcomes for learners: To assist schools in closing the gap in attainment by the provision of more effective pastoral support, giving learners the opportunity to make improved progress in both learning and behaviour.

Intended outcomes for participants: This training will equip staff with the skills they need to take on pastoral roles across all key stages. It acts as an induction programme for those beginning to work in such roles as Learning Mentor, Parental Involvement Worker and Behaviour Specialist where staff are expected to plan and deliver one-to-one and group sessions to remove barriers to learning of a variety of types.

Content of the course: It includes child development, communication skills, behaviour management, interagency working and professional approaches to work and includes coverage of underlying theories in these areas as well as practical approaches. There will be practical tasks to complete between the sessions to help participants develop their skills.

Intended Participants Learning Mentors, Parental Involvement Workers, Behaviour Workers and Pastoral Staff working at levels 3-4 Phase of education: All Target audience and prior Those intending or beginning to work in pastoral roles in schools and other settings. experience: Prior experience is not needed but the opportunity to practice some of the skills during the course would be an advantage. Date/s 14.11.13 Times 09.00-16.00 Venue Future House No of 5 28.11.13 09.00-16.00 Future House sessions 06.12.13 09.00-16.00 Future House 13.12.13 09.00-16.00 Future House 10.01.14 09.00-16.00 Future House Cost £300 per person Tutor Evelyn Haigh and Julie Ioanna - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 86 Uncontrolled when printed Venue Change Course number Title IT013P/26 Information Security for Schools Description of Course Intended outcomes for learners:  Overview of national and regional Information Security trends Understand HMG, Ofsted and ICO latest recommendations Investigate strategic leadership of Protective Security (of which Information Security is a sub-set)

Intended outcomes for participants: Participants will take a holistic view of formulating a whole-school approach to Information Security and establishing a safe, secure, professional and confident working environment. We will discuss roles and responsibilities, risk management, policy development and Data Protection Act compliance. We will explore a variety of tools, tips and tricks to encourage safe and responsible storage, use and transmission of sensitive data, and discuss how we might protect from vulnerabilities and improve working practices.

Content of the course: Overview of national and regional Information Security trends HMG, Ofsted and ICO latest recommendations Whole-school strategic leadership of Protective Security (of which Information Security is a sub-set) Risk analysis, and identification of assets, threats and vulnerabilities Empowering teachers and other school staff, and nurturing a culture of responsibility Policy development Self-assessment and Quality Assurance Building a compelling evidence portfolio Signposting useful resources and help Developing communities of practice to spread school innovation

Intended Participants Teachers and Teaching Assistants, ICT Coordinators Phase of education: All Date/s 06.11.13 Times 09.00-12.00 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £90 per person Tutor Paul Scott - Internal Tutor

Venue Change Course number Title IT013P/27 Information Security for Schools Description of Course As above.

Intended Participants Teachers and Teaching Assistants, ICT Coordinators Phase of education: All Date/s 29.01.14 Times 09.00-12.00 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £90 per person Tutor Paul Scott - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 87 Uncontrolled when printed Venue Change Course number Title IT013P/21 Innovative Approaches to Developing Speaking and Listening Description of Course Intended outcomes for learners: Pupils will be able to use a range of appropriate technologies to make speaking and listening activities fun and engaging.

Intended outcomes for participants: Participants will have a good knowledge and understanding of strategies and resources that can be used effectively to develop speaking and listening skills. They will be able to identify and utilise appropriate technologies and online resources safely to increase attainment within targeted groups of learners across the school.

Content of the course: Throughout the day you will be engaging with a variety of appropriate technologies to raise attainment in speaking and listening across the curriculum. We will use software freely available to most Bradford schools including Audacity and Podium and outline how these technologies can support the oral rehearsal of storytelling and the development of suitable vocabulary across the curriculum. We will investigate examples of how the use of digital audio can motivate children by providing them with the opportunity to write purposefully for a real audience. Finally we will examine how such resources can be easily incorporated into curriculum planning and how to utilise the technology effectively in a classroom setting. "If children have nothing to say, they have nothing to write." Sue Palmer

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Target audience and prior KS1 and KS2 teachers. No experience of technologies is necessary. experience: Date/s 16.01.14 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor James Langley - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 88 Uncontrolled when printed Venue Change Course number Title IT013P/10 Innovative Approaches to Increasing Attainment of Reluctant Readers Description of Course Intended outcomes for learners: Better engagement and increased attainment in reading from learners who have previously found it hard to engage effectively with aspects of reading.

Intended outcomes for participants: Participants will have a good knowledge and understanding of strategies and resources that can be used effectively to engage and motivate reluctant readers. They will be able to identify and utilise appropriate technologies and online resources safely to increase attainment within targeted groups of learners across the school.

Content of the course: How can you use innovative technologies to engage learners and increase enthusiasm in reading? This course will focus on how the effective use of technologies such as Kindles, iPods and iPads alongside free Web 2.0 tools can and does raise standards in reading. Technology is not a replacement for accessing texts but can be an alternative that enables certain groups of learners to accelerate their attainment compared to traditional methods. There will be opportunities to experience these technologies first hand and explore how such technologies can be deployed successfully in your school environment.

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Target audience and prior KS1 and KS2 Teachers. No experience of technologies is necessary. experience: Date/s 14.11.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor James Langley - Internal Tutor

Title Course number 'Inside Out' - Science and Outdoor Learning IT013P/13 Description of Course Intended outcomes for learners: Pupils will be able to make safe and responsible use of appropriate technologies throughout the Science curriculum.

Intended outcomes for participants: Attendees will be able to utilise new and emerging technologies to enhance enquiry based learning. They will have the necessary skills and confidence to utilise these resources to enhance their teaching and support learners to use them appropriately to demonstrate their learning in Science.

Content of the course: This course will provide delegates with the skills and knowledge to be able to use ICT across the Science/creative curriculum effectively both inside and outside the classroom. We will use a range of technologies and techniques that will instantly engage children and adults alike and spark their scientific curiosity. The course will cover the effective use of digital images, video, free software, data loggers, digital microscopes and visualisers. Delegates will also get the opportunity to see how a school's outdoor provision can be used to engage children in Science using GPS devices.

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Target audience and prior KS1 and KS2 Teachers. No experience of technologies is necessary. experience: Date/s 12.06.14 Times 09.00-15.30 Venue Nell Bank, Ilkley No of 1 sessions Cost £170 per person Tutor James Langley and Claire Holt - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 89 Uncontrolled when printed Title: Course number Introduction to Emergency Management and the School EMT13P/01 Emergency Management Team *Special Application Form Description of Course: This training package is designed to provide schools with a background knowledge of the role of the Emergency Management Team including historical school emergencies. It will develop participants’ knowledge of developing a School Emergency Management Team (SEMT) including roles and responsibilities such as coordination of the emergency, business continuity, log keeping, communications, media management, resources and welfare. It aims to further develop participants’ understanding of how to plan, respond and recover from a school emergency. There will be an evaluation process, which will inform future training for schools and further planning.

Included in the package is the production of a comprehensive guidance document, a school emergency plan template, delivery of this two hour session and evaluation of the session. There will be ongoing support from the Emergency Management Team throughout the school’s plan writing process and individual plan reviews and comments once developed by the school.

Please note that refreshments at this session are not included – however participants are welcome to purchase a drink from the café prior to the start of this training.

Intended Participants Headteachers, Deputy Headteachers, Assistant Headteachers, School Business Managers, Premises Leaders, Strategic Managers Phase of education: All Target audience and prior Should have the ability and influence to manage the development and progression experience: of a SEMT Date/s 09.10.13 Times 09.30-11:30 Venue Future House No of 1 (Register from 09.00) sessions Cost £200 per school Tutor Emergency Management Team Officer (with 2 places available per school)

Title: Course number Introduction to Emergency Management and the School EMT13P/02 Emergency Management Team *Special Application Form Description of Course: As above.

Intended Participants Headteachers, Deputy Headteachers, Assistant Headteachers, School Business Managers, Premises Leaders, Strategic Managers Phase of education: All Target audience and prior Should have the ability and influence to manage the development and progression experience: of a SEMT Date/s 13.11.13 Times 09.30-11:30 Venue Jacobs Well (Room 8A) No of 1 (Register from 09.00) sessions Cost £200 per school Tutor Emergency Management Team Officer (with 2 places available per school)

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 90 Uncontrolled when printed Title: Course number Introduction to Emergency Management and the School EMT13P/04 Emergency Management Team *Special Application Form Description of Course: As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 91 Uncontrolled when printed Title: Course number Introduction to Emergency Management and the School EMT13P/07 Emergency Management Team *Special Application Form Description of Course: As above.

Title Course number Introduction to Leadership for Support Staff CPD13P/07 Description of Course This one-day workshop is designed for support staff who are considering, or stepping into, a leadership position for the first time. The day will give participants the opportunity to analyse the leadership styles of others, their own leadership skills, and to establish an action plan to take back from the workshop to develop their skills in school.

At the end of the course, participants will have:

 Recognised the skills and behaviours that make good leaders  Analysed their strengths and areas for development in respect of their own leadership style  Created a leadership action plan to take back to school

Intended Participants Support Staff Phase of education: All Date/s 13.11.13 Times 09.15-15.15 Venue Future House No of 1 sessions Cost £125 per person Tutor Fiona Butt – External Tutor

Title Course number Introduction to Leadership for Teachers CPD13P/08 Description of Course This one-day workshop is designed for teachers who are considering, or stepping into, a leadership position for the first time. The day will give participants the opportunity to analyse the leadership styles of others, their own leadership skills, and to establish an action plan to take back from the workshop to develop their skills in school.

At the end of the course, participants will have:

 Recognised the skills and behaviours that make good leaders  Analysed their strengths and areas for development in respect of their own leadership style  Created a leadership action plan to take back to school

Intended Participants Teachers Phase of education: All Date/s 26.11.13 Times 09.15-15.15 Venue Future House No of 1 sessions Cost £170 per person Tutor Fiona Butt – External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 92 Uncontrolled when printed Price Change Course number Title NG2763 Introduction to Nurture Groups Description of Course A half day introductory course for both teaching and non-teaching staff who are interested in finding out more about the theory and practice of nurture groups and how they might be developed in their school.

“Nurture groups can make a considerable difference to the behaviour and social skills of children who might otherwise be at risk of exclusion” (Ofsted report, July 2011)

The development of quality nurture group provision allows a school to accurately identify and support vulnerable pupils whose social, emotional and behavioural development is delayed.

In a nurture group setting children’s needs are identified and carefully assessed, targets for improvement are determined and a cycle of assessment is established to support an improvement in both behavioural and learning targets.

You will learn about the origins of nurture groups and the theory that underpins them. You will begin to develop an understanding of how nurture group practice might be developed in your school/setting and how a nurture group would complement your existing provision around Social, Emotional and Behavioural Difficulties. You will begin to learn how to identify pupils who would benefit from nurture group provision and about how their needs can be assessed and how targets for improvement can be set.

Intended Participants Teaching Assistants, SENCOs, HLTAs, Teachers, NQTs Phase of education: All Date/s 10.10.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £75 per person Tutor Alison Smith - Internal Tutor

Title Course number KS1 and KS2 Assessment Overview for Senior Managers PRI13P/80 Description of Course Intended outcomes for learners: Improved attainment at end of KS1 and KS2

Intended outcomes for participants:  To update senior managers, particularly if they are new to role, on statutory guidance and requirements for assessment at end of KS1 and KS2 To ensure all senior managers are aware of how to apply for KS2 access arrangements for EAL and other pupils

Content of the course:  Identify key documents and how to use them Clarify 2014 changes Give an overview of access arrangements Discuss day to day organisation of tests Discuss unforeseen circumstances Give an overview of monitoring and moderation arrangements for 2013 Update you on other current assessment issues

Intended Participants Leadership Team Member Phase of education: Primary Date/s 10.12.13 Times 13.30-15.00 Venue Future House No of 1 sessions Cost £45 per person Tutor Alison Philipson - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 93 Uncontrolled when printed Title Course number KS1 and KS2 Assessment Overview for Senior Managers PRI13P/81 Description of Course As above.

Intended Participants Leadership Team Member Phase of education: Primary Date/s 11.12.13 Times 13.30-15.00 Venue Future House No of 1 sessions Cost £45 per person Tutor Alison Philipson - Internal Tutor

Title Course number Leading and Managing PSHE Education PSH13P/16 Description of Course Intended outcomes for learners:  To improve the knowledge, understanding and skills of children and young people to enable improved health and well-being  To demonstrate exceptional independence, confidence and commitment

Intended outcomes for participants:  To improve the confidence and competence of those delivering PSHE education  To effect positive change in PSHE curriculum planning and leadership, delivery and development within schools and other settings  To inform the judgements for Spiritual, Moral, Social and Cultural Behaviour and safety of pupils made by Ofsted when carrying out whole school inspections

Content of the course: This course will provide an overview of the subject to new PSHE and Citizenship co-ordinators and address how it contributes to wider government initiatives. There will be a focus on whole school planning and delivery including drugs and relationships and sex education.

Intended Participants Teachers, PSHE Co-ordinators Phase of education: Primary and Secondary Target audience and prior New to PSHE Co-ordinators role, managing PSHE for subject specific Ofsted experience: Date/s 07.11.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Millie Clare - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 94 Uncontrolled when printed Date Change Course number Title CPD13P/01 Leading Learning from the Middle Description of Course A four-day programme for middle managers in primary, secondary and special schools currently responsible for co- ordinating or managing a subject or aspect of school provision (eg SENCO, Assessment, Key Stage, Year Group, Department, Faculty etc).

Objectives  To deepen middle managers’ understanding of themselves and their leadership behaviours  To extend middle managers’ knowledge and understanding about leadership  To develop leadership skills

The programme will focus on the following key areas:

 The role of the middle leader/manager  Our current educational agenda  An emotionally intelligent leader  Effective professional development  Working with teams  Giving feedback  Coaching for improvement  Improving teaching and learning in your area  Presentation skills

This programme provides the opportunity for middle managers to improve their leadership behaviours and develop the skills required to make real changes to standards in their area of responsibility. Previous participants have found the programme inspirational and life changing. Some schools in the UK use the programme to develop all their middle leaders in turn. Many schools in the UK use this professional development opportunity for groups of middle managers, sending three or four participants together to a programme.

Intended Participants Middle Managers in Primary, Secondary and Special Schools Phase of education: Primary, Secondary and Special Schools Date/s 05.12.13 Times 09.15-15.15 Venue Future House No of 4 06.12.13 09.15-15.15 Future House sessions 20.01.14 09.15-15.15 Future House 11.02.14 09.15-15.15 Future House Cost £595 per person Tutor Maurice Graham - Karen Ardley Associates - External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 95 Uncontrolled when printed Date and Venue Change Course number Title PRI13P/45 Literacy and Mathematics Co-ordinator Networks Description of Course Intended outcomes for learners: Quality first teaching and assessment facilitated and monitored by the subject manager.

Intended outcomes for participants:  Manage change Quality assure your area of leadership Develop your coaching skills Monitor and evaluate

Content of the course: This year, the network meetings will focus upon preparing for the new national curriculum for Literacy and Mathematics. The exact content will be decided closer to the date of the meetings and will be based upon local and national priorities and feedback, and suggestions from previous meetings.

Intended Participants Literacy Co-ordinators, Numeracy Co-ordinators Phase of education: Primary Date/s 18.10.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Alison Philipson or Philip Webb, Mark Hattersley and Philipa Varley - Internal Tutors

Date and Venue Change Course number Title PRI13P/47 Literacy and Mathematics Co-ordinator Networks Description of Course As above.

Title Course number Literacy and Mathematics Co-ordinator Networks PRI13P/46 Description of Course As above.

Intended Participants Literacy Co-ordinators, Numeracy Co-ordinators Phase of education: Primary

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 96 Uncontrolled when printed Date/s 12.02.14 Times 09.00-15.30 Venue The Innovation Centre, Bradford No of 1 (formerly Challenge CLC) sessions Cost £170 per person Tutor Alison Philipson or Philip Webb, Mark Hattersley and Philipa Varley - Internal Tutors

Intended Participants Literacy Co-ordinators, Numeracy Co-ordinators Phase of education: Primary Date/s 13.02.14 Times 09.00-15.30 Venue The Innovation Centre, Bradford No of 1 (formerly Challenge CLC) sessions Cost £170 per person Tutor Alison Philipson or Philip Webb, Mark Hattersley and Philipa Varley - Internal Tutors

Intended Participants Literacy Co-ordinators, Numeracy Co-ordinators Phase of education: Primary Date/s 14.02.14 Times 09.00-15.30 Venue The Innovation Centre, Keighley No of 1 (formerly Greenhead CLC) sessions Cost £170 per person Tutor Alison Philipson or Philip Webb, Mark Hattersley and Philipa Varley - Internal Tutors

Intended Participants Literacy Co-ordinators, Numeracy Co-ordinators Phase of education: Primary Date/s 19.06.14 Times 09.00-15.30 Venue The Innovation Centre, Keighley No of 1 (formerly Greenhead CLC) sessions CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 97 Uncontrolled when printed Cost £170 per person Tutor Alison Philipson or Philip Webb, Mark Hattersley and Philipa Varley - Internal Tutors

Title Course number Lunchtime Supervisors - How to Manage a Successful PSH13P/14 Lunchtime/Playground Experience Description of Course Intended outcomes for learners: Participants will explore the diverse and challenging role of being a lunchtime/playtime supervisor, including settling disputes; gaining an understanding of child protection and reporting channels; learning the rules to basic games and to organise these in a safe, productive manner.

Intended outcomes for participants:  To understand the demands of the role To understand basic child protection and reporting channels Learn how to settle disputes Understand how to support isolated or upset children Learn how to organise basic games Ensure children enjoy and get the most out of their lunchtimes and breaks

Content of the course: This full day course will explore the above topics and include group work, role plays and discussion

Intended Participants Any staff member who is involved in supporting breaks and lunchtimes Phase of education: Primary Date/s 28.11.13 Times 09.00-16.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Julia Pomeroy - Internal Tutor

Title Course number Lunchtime Supervisors - How to Manage a Successful PSH13P/15 Lunchtime/Playground Experience Description of Course As above.

Intended Participants Any staff member who is involved in supporting breaks and lunchtimes Phase of education: Primary Date/s 26.03.14 Times 09.00-16.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Julia Pomeroy - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 98 Uncontrolled when printed Venue Change Course number Title IT013P/01 Managing ICT in a Primary School Description of Course Intended outcomes for learners: Pupils will have access to appropriate third millennium learning technologies and be able to utilise them in a safe and responsible manner. They will have the necessary skills and knowledge to make appropriate judgements about the technologies they use and explain the reasons for their choices.

Intended outcomes for participants: The course will enable the participants to understand how the effective use of ICT can be used to drive whole school improvement. Attendees will have a good understanding of how to use new and emerging technologies effectively to raise attainment across the school and so develop a purposeful and relevant ICT curriculum.

Content of the course: This course is particularly relevant to new ICT subject managers who require guidance on managing their subject. The ICT manager's role is a vast and ever changing one which can seem quite daunting to even the most experienced subject manager. This two-day course will enable you to get a clear vision of how your school can use ICT effectively to support whole school improvement and meet the needs of third millennium learners.

The course content is based around the 'NAACE Self Review Framework' to help review your present use of technology in a structured way and inform your overall school improvement strategy and plans. The course content includes leadership and management, planning, learning, professional development, assessment of ICT capability and resources. The course will also provide you with practical advice around successfully developing a Primary ICT curriculum in the light of recent policy changes.

Intended Participants Subject Managers Phase of education: Primary Target audience and prior ICT Subject Leader. Experience of current technologies is helpful. experience: Date/s 24.09.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 2 (TICB) - Bradford Design sessions 12.11.13 09.00-15.30 Exchange The Innovation Centre Bradford (TICB) - Bradford Design Exchange Cost £320 per person Tutor James Langley - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 99 Uncontrolled when printed Title Course number Maths Talk – Developing Mathematical Dialogue in PRI13P/70 Learning and Teaching Description of Course Intended outcomes for learners: Learners will be supported to think mathematically and to communicate their thinking.

Intended outcomes for participants: Participants will consider the role of talk in learning, explore how to develop talk in children’s learning and their planning for learning, think about using the environment to support Maths Talk and engage in a range of learning and practical talk activities.

Content of the course: This practical course supports teachers by letting them:  Experience a range of Maths talk activities  Consider the significance of Maths Talk in learning  Engage with Maths Talk activities in their day to day practice

Any course follow up: Further Mathematics CPD to build on this course or provide mathematical language development in-school sessions can be provided for LAPs, families of schools, individual schools or departments by arrangement with the consultant. Please contact Sue Sutcliffe directly on [email protected] or by phone: 07582 109 318.

Intended Participants Teachers in KS1, KS2 or KS3 Phase of education: Primary and KS3 Target audience and prior Teachers who will deliver mathematics to whole classes or to groups experience: Date/s 13.11.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Sue Sutcliffe – Internal Tutor Mathematics and Every Child Counts Teacher Leader

Title Course number Maths Talk – Developing Mathematical Dialogue in PRI13P/71 Learning and Teaching Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 100 Uncontrolled when printed Title Course number Maths Talk – Developing Mathematical Dialogue in PRI13P/72 Learning and Teaching Description of Course As above.

Title Course number Maths Talk – Developing Mathematical Dialogue in PRI13P/73 Learning and Teaching Description of Course As above.

Title Course number Maximising the Progress of Pupils with SEN PRI13P/74 Description of Course Intended outcomes for learners:  Barriers to learning are removed Pupils receive quality first teaching from teaching staff who understand their needs

Intended outcomes for participants: To understand what good and outstanding practice regarding supporting pupils with SEN looks like and have a clear understanding of what their role is in developing this.

Content of the course:  Quality First Teaching and SEN - what good and outstanding practice looks like and how can SENCos support teaching staff Assessment and showing impact on pupil progress - what to use, how, when and why (attendees are asked to bring data tracking showing progress of pupils with SEN). How to prepare for the new Code of Practice and ensure continuity for supporting pupils wiht SEN to maximise the impact in pupil progress

Intended Participants SENCOs Phase of education: All Date/s 07.11.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Amanda Armstrong - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 101 Uncontrolled when printed Title Course number Maximising the Progress of Pupils with SEN PRI13P/75 Description of Course As above.

Intended Participants SENCOs Phase of education: All Date/s 11.03.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Amanda Armstrong - Internal Tutor

Title Course number Meeting the Needs of New Arrivals (Pupils New to EMA13P/06 English) in Primary Schools Description of Course Intended outcomes for learners: New arrivals will feel settled and quickly adjust to their new learning environment. New arrivals will have purposeful activities to quickly accelerate the acquisition of their English language skills.

Intended outcomes for participants: Participants will receive suggestions of resources to take back into their own school in assisting provision for new arrivals. Suggestions will be about:

 The assessment of new arrival  Induction and transition procedures for new arrivals  Teaching and learning strategies/resources (CD format) for new arrivals  Good practice websites

Content of the course: Input and practical activities to support schools to further enhance their provision for new arrivals.

Any course follow up: There is no course follow up, however, any further support required can be negotiated with the course tutor following the training.

Intended Participants Teachers and Teaching Assistants Phase of education: Primary Date/s 19.09.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Rita Kumar - Internal Tutor

Title Course number Meeting the Needs of New Arrivals (Pupils New to EMA13P/07 English) in Primary Schools Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 102 Uncontrolled when printed Title Course number Meeting the Needs of New Arrivals (Pupils New to EMA13P/08 English) in Primary Schools Description of Course As above.

Title Course number Mental Health - Everyone's Business Q1013P/06 Description of Course Recent research indicates that up to one in 10 children have mental health difficulties. These can impact in school, affecting children's learning, behaviour and overall progress.

This course will give an overview of mental health issues for children and young people and explore practical strategies that can be implemented by existing school staff to promote good mental health.

Intended outcomes for participants:  By the end of the course you will have: Increased your understanding of what mental health is and how it can impact on children's progress Increased your knowledge of a range of strategies to promote good mental health at an individual, group and whole school level Developed a structure to develop this aspect of provision in your school or setting

Intended Participants Teachers or other adults working directly with children and young people Phase of education: All Date/s 18.11.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Philippa Grace, Educational Psychology Team - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 103 Uncontrolled when printed Title Course number Moving on with SRE: Exploring the 'R' in Sex and PSH13P/20 Relationships including Domestic Abuse Description of Course Intended outcomes for learners:  Identifying and learning about mutually supportive relationships in their own and others' lives and how these relationships can change Identifying when they feel comfortable/uncomfortable in relationships and how to manage own safety and personal boundaries

Intended outcomes for participants:  To apply the skills necessary to deliver SRE to a classroom/school/teaching and learning situation To be able to deliver an effective and sustainable whole school approach To be able to identify and gain understanding of Domestic Abuse To highlight Safeguarding To reflect on a range of values and how these can be interpreted in schools

Content of the course: This course explores the importance of teaching about positive relationships and respect for difference and diversity. It aims to support and improve the health and well-being of the whole school by understanding and tackling issues.

Intended Participants PSHE Coordinators and Support Staff Phase of education: Primary and Secondary Date/s 13.12.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Millie Clare and Diane Cokewright - Internal Tutors

Title Course number New Maths Curriculum for KS1 Teachers PRI13P/34 Description of Course Intended outcomes for learners: KS1 children can access the content of the New Mathematics Curriculum.

Intended outcomes for participants: Would you like an understanding of the content and progression of the New Mathematics Curriculum? Do you need ideas for teaching some of the new content? Do you need guidance in how to break down the new programmes of study?

If so, then this is the course for you.

Content of the course: This practical course will give KS1 teachers the opportunity to be made aware of the content and progression of the New Mathematics Curriculum and how it relates to the Foundation Stage Curriculum.

Intended Participants KS1 Teachers, Phase Leaders Phase of education: Primary – KS1 Date/s 08.01.14 Times 09.30-15.30 Venue The Innovation Centre, Bradford No of 1 (formerly Challenge CLC) sessions Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 104 Uncontrolled when printed Title Course number New Maths Curriculum for KS1 Teachers PRI13P/39 Description of Course Intended outcomes for learners: KS1 children can access the content of the New Mathematics Curriculum.

Intended outcomes for participants: Will you be in KS1 next year and would you like an understanding of the content and progression of the New Mathematics Curriculum? Do you need ideas for teaching some of the new content? Do you need guidance in how to break down the new programmes of study?

Content of the course: This practical course will give KS1 teachers the opportunity to be made aware of the content and progression of the New Mathematics Curriculum and how it relates to the Foundation Stage Curriculum.

Intended Participants KS1 Teachers, Phase Leaders Phase of education: Primary – KS1 Date/s 24.06.14 Times 09.30-15.30 Venue The Innovation Centre, Bradford No of 1 (formerly Challenge CLC) sessions Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Title Course number New Maths Curriculum for Y3 Teachers PRI13P/35 Description of Course Intended outcomes for learners: Y3 children can access the content of the New Mathematics Curriculum.

Content of the course: This practical course, run over two half-days, will give Y3 teachers the opportunity to be made aware of the content and progression of the New Mathematics Curriculum and a chance to practise some of the new content. NB: This course is also being run as a one-day course in the summer term.

Any course follow up: There will be a gap task set to be carried out in between the two half-days of the course.

Intended Participants Y3 Teachers, Phase Leaders Phase of education: Primary – KS2 Date/s 22.01.14 Times 09.00-12.00 Venue The Innovation Centre, Keighley No of 2 (formerly Greenhead CLC) sessions 05.03.14 09.00-12.00 The Innovation Centre, Keighley (formerly Greenhead CLC) Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 105 Uncontrolled when printed Title Course number New Maths Curriculum for Y3 Teachers PRI13P/40 Description of Course Intended outcomes for learners: Y3 children can access the content of the New Mathematics Curriculum.

Intended outcomes for participants: Will you be in Y3 next year and would you like an understanding of the content and progression of the New Mathematics Curriculum? Do you need ideas for teaching some of the new content? Do you need guidance in how to break down the new programmes of study?

Content of the course: This practical course will give Y3 teachers the opportunity to be made aware of the content and progression of the New Mathematics Curriculum and a chance to practise some of the new content. NB: This is a re-run of the course which took place in the spring term over two half-days.

Intended Participants Y3 Teachers, Phase Leaders Phase of education: Primary – KS2 Date/s 26.06.14 Times 09.30-15.30 Venue The Innovation Centre, Bradford No of 1 (formerly Challenge CLC) sessions Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Content of the course: This practical course, run over two half-days, will give Y4 teachers the opportunity to be made aware of the content and progression of the New Mathematics Curriculum and a chance to practise some of the new content. NB: This course is also being run as a one-day course in the summer term.

Any course follow up: There will be a gap task set to be carried out in between the two half-days of the course

Intended Participants Y4 Teachers, Phase Leaders Phase of education: Primary – KS2 Date/s 22.01.14 Times 13.00-16.00 Venue The Innovation Centre, Keighley No of 2 (formerly Greenhead CLC) sessions 05.03.14 13.00-16.00 The Innovation Centre, Keighley (formerly Greenhead CLC) Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Intended outcomes for participants: Will you be in Y4 next year and would you like an understanding of the content and progression of the New Mathematics Curriculum? Do you need ideas for teaching some of the new content? Do you need guidance in how to break down the new programmes of study?

Content of the course: This practical course will give Y4 teachers the opportunity to be made aware of the content and progression of the New Mathematics Curriculum and a chance to practise some of the new content. NB: This is a re-run of the course which took place in the spring term over two half-days.

Intended Participants Leadership Team Members, Y4 Teachers, Phase Leaders Phase of education: Primary – KS2 Date/s 01.07.14 Times 09.30-15.30 Venue The Innovation Centre, Bradford No of 1 (formerly Challenge CLC) sessions Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Intended outcomes for participants: Would you like an understanding of the new content and progression of the New Mathematics Curriculum? Do you need ideas for teaching some of the new and challenging content? Do you need guidance in how to break down the new programmes of study?

Content of the course: This practical course, run over two half-days, will give Y5 teachers the opportunity to be made aware of the challenging content and progression of the New Mathematics Curriculum and a chance to practise some of this new content. NB: This course is also being run as a one-day course in the summer term.

Intended Participants Y5 Teachers, Phase Leaders Phase of education: Primary – KS2 Date/s 05.02.14 Times 09.00-12.00 Venue The Innovation Centre, Bradford No of 2 (formerly Challenge CLC) sessions 26.03.14 09.00-12.00 The Innovation Centre, Bradford (formerly Challenge CLC) Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Intended outcomes for participants: Will you be in Y5 next year and would you like an understanding of the challenging content and progression of the New Mathematics Curriculum? Do you need ideas for teaching some of the new challenging content? Do you need guidance in how to break down the new programmes of study?

Content of the course: This practical course will give Y5 teachers the opportunity to be made aware of the content and progression of the New Mathematics Curriculum and a chance to practise some of the new challenging content. NB: This is a re-run of the course which took place in the spring term over two half-days.

Intended Participants Y5 Teachers, Phase Leaders Phase of education: Primary – KS2 Date/s 08.07.14 Times 09.30-15.30 Venue The Innovation Centre, Keighley No of 1 (formerly Greenhead CLC) sessions Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Intended outcomes for participants: Would you like an understanding of the new content and progression of the New Mathematics Curriculum? Do you need ideas for teaching some of the new and challenging content? Do you need guidance in how to break down the new programmes of study?

Content of the course: This practical course, run over two half-days, will give Y6 teachers the opportunity to be made aware of the challenging content and progression of the New Mathematics Curriculum and a chance to practise some of this new content. NB: This course is also being run as a one-day course in the summer term.

Intended Participants Y6 Teachers, Phase Leaders Phase of education: Primary – KS2 Date/s 05.02.14 Times 13.00-16.00 Venue The Innovation Centre, Bradford No of 2 (formerly Challenge CLC) sessions 26.03.14 13.00-16.00 The Innovation Centre, Bradford (formerly Challenge CLC) Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Intended outcomes for participants: Will you be in Y6 next year and would you like an understanding of the challenging content and progression of the New Mathematics Curriculum? Do you need ideas for teaching some of the new challenging content? Do you need guidance in how to break down the new programmes of study?

Content of the course: This practical course will give Y6 teachers the opportunity to be made aware of the content and progression of the New Mathematics Curriculum and a chance to practise some of the new challenging content. NB: This is a re-run of the course which took place in the spring term over two half-days.

Intended Participants Y6 Teachers, Phase Leaders Phase of education: Primary – KS2 Date/s 10.07.14 Times 09.30-15.30 Venue The Innovation Centre, Keighley No of 1 (formerly Greenhead CLC) sessions Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 109 Uncontrolled when printed Title Course number New Named Person Training ESW13P/01 Description of Course Intended outcomes for learners: Children and young people will feel confident that their school is able to support them in respect of child abuse and neglect and will safeguard and promote their welfare.

Intended outcomes for participants: To develop the knowledge and understanding of child abuse and neglect and to understand the role of the Named Person in school. Participants will be able to recognise the need for a child protection referral and to follow locally agreed procedures. Participants will understand the role that school plays in child protection and will be equipped to take a lead role within school.

Content of the course:  The course programme covers: Understanding child abuse, signs symptoms and indicators Child protection procedures and how to follow them Legislation Record keeping and sharing information Managing disclosures of abuse Internet safety Understanding the short and long term effects of abuse on children and their learning

Any course follow up: Named Persons are required to refresh their training every two years, usually by attending a multi agency course run through Bradford Safeguarding Children Board.

Intended Participants This course is for new Child Protection Named Persons in schools and from Education Services. Where places are available this course can be offered to other education staff. Phase of education: All Target audience and prior New Named Persons for Child Protection experience: Date/s 10.09.131 Times 09.30-16.00 Venue Future House No of 2 1.09.13 09.30-16.00 Future House sessions Cost £50 per person from Maintained Bradford Tutor Jenni Whitehead - Internal Tutor Schools £300 per person from Independent Schools, Free Schools and Academies in Bradford £300 per person for non-Bradford Schools

Title Course number New Named Person Training ESW13P/02 Description of Course As above.

Intended Participants This course is for new Child Protection Named Persons in schools and from Education Services. Where places are available this course can be offered to other education staff. Phase of education: All Target audience and prior New Named Persons for Child Protection experience: Date/s 07.10.130 Times 09.30-16.00 Venue Future House No of 2 8.10.13 09.30-16.00 Future House sessions

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 110 Uncontrolled when printed Cost £50 per person from Maintained Bradford Tutor Jenni Whitehead - Internal Tutor Schools £300 per person from Independent Schools, Free Schools and Academies in Bradford £300 per person for non-Bradford Schools

Intended Participants This course is for new Child Protection Named Persons in schools and from Education Services. Where places are available this course can be offered to other education staff. Phase of education: All Target audience and prior New Named Persons for Child Protection experience: Date/s 16.01.141 Times 09.30-16.00 Venue Future House No of 2 7.01.14 09.30-16.00 Future House sessions

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 111 Uncontrolled when printed Cost £50 per person from Maintained Bradford Tutor Jenni Whitehead - Internal Tutor Schools £300 per person from Independent Schools, Free Schools and Academies in Bradford £300 per person for non-Bradford Schools

Venue Change Course number Title PRI13P/23 No Pressure: A Literacy and Maths Course for Teachers New to Y6 Description of Course Intended outcomes for learners: Accelerated progress in Y6.

Intended outcomes for participants:  Would you like to: Be able to use effective assessment, teaching and learning strategies to enable all pupils in Y6 to make good progress? Be introduced to ARA guidelines and assessment procedures? Be introduced to the proposed new curriculum and the implications for Y6? Be able to plan effectively to meet the needs of all Y6 pupils?

Do you need: Practical, engaging and easy to implement ideas to improve reading and writing? Practical, engaging and easy to implement ideas for using and applying mathematics?

Content of the course:  Whole group information sharing Paired and group tasks Practical activities Discussion

Intended Participants Y6 Teachers Phase of education: Primary - KS2 Target audience and prior New to Y6 experience: Date/s 12.09.13 Times 09.00-15.30 Venue Future House No of 2 09.01.14 09.00-15.30 Future House sessions Cost £320 per person Tutor Philip Webb and Mark Hattersley - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 112 Uncontrolled when printed Title Course number NQT Child Protection Training NQT13P/03 Description of Course Intended outcomes for participants: A full understanding of the national and local requirements with regards to child protection.

Content of the course: Participants will:  Be informed of the legal aspects of child protection  Understand how the Teachers’ Standards relate to child protection  Be given practical advice on identifying and addressing child protection issues in their own setting

Intended Participants Newly Qualified Teachers Phase of education: All Date/s 09.10.13 Times 09.30-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Jenni Whitehead - Internal Tutor

Title Course number NQT Child Protection Training NQT13P/10 Description of Course As above.

Intended Participants Newly Qualified Teachers Phase of education: All Date/s 06.03.14 Times 09.30-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Jenni Whitehead - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 113 Uncontrolled when printed Title Course number NQT Conference NQT13P/19 *Special Application Form Description of Course This conference welcomes to Bradford those teachers in their first year of teaching and provides a briefing on the key issues, systems, opportunities and people within Bradford's extensive education community. Information will be provided for NQTs regarding arrangements for induction and professional development. There will be representation from the professional associations and the opportunity to meet other relevant stakeholders along with personnel from Bradford Council.

The chief presenter in the morning will be Jason Bangbala, an Education Consultant specialising in Positive Behaviour Management, who will be running a session on practical Behaviour Management techniques. Jason has spoken at the last six NQT conferences and his ideas and strategies are always well received.

Delegates will then be given the opportunity to attend two workshops, one from each group as follows:

Workshop 1: A. Grammar, Punctuation and Spelling - Primary B. Maths KS1 - Primary C. Overcoming Barriers to Learning - Secondary D. Working with Children with Special Needs in your Classroom - cross phase

Workshop 2: A. Grammar, Punctuation and Spelling - Primary B. Maths KS2 - Primary C. Sharing, Showing and Accelerating Progress - Secondary D. Early Learning: Birth to 7 - Nursery/Primary

Please indicate your first and second choice for workshops on the special application form. Workshop places will be allocated on a first come first served basis.

Please note that it is essential you book your place at this event to secure your choice of workshops. If you do not book, you will be allocated places on the workshops with places available only.

Intended Participants Newly Qualified Teachers Phase of education: All Date/s 27.09.13 Times 09.00-15.30 Venue Bradford City Football Club No of 1 (Valley Parade) sessions Cost £135 per person Tutor Facilitated by Michael Garside – Internal Tutor

Title Course number NQT CPD – Behaviour Management NQT13P/05 Description of Course Intended outcomes for participants: Participants will be more confident in behaviour management techniques and have a wider repertoire of skills to use.

Content of the course: Practical advice, ideas and techniques to improve behaviour management in the classroom.

Intended Participants Newly Qualified Teachers Phase of education: All Date/s 03.12.13 Times 13.30-16.00 Venue Future House No of 1 sessions

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 114 Uncontrolled when printed Cost £90 per person Tutor TBA

Title Course number NQT CPD – Behaviour Management NQT13P/12 Description of Course As above.

Intended Participants Newly Qualified Teachers Phase of education: All Date/s 02.04.14 Times 13.30-16.00 Venue Future House No of 1 sessions Cost £90 per person Tutor TBA

Title Course number NQT CPD - Moving from Induction to Appraisal NQT13P/07 Description of Course Intended outcomes for participants: A clear understanding of the process of appraisal and how it differs from induction Expectations of teachers in appraisal meetings

Content of the course:  Explanation about appraisal - what it is and isn't Statutory regulations about appraisal The differences and similarities between induction and appraisal CPD and appraisal

Intended Participants Newly Qualified Teachers Phase of education: All Date/s 02.07.14 Times 13.30-16.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Michael Garside - Internal Tutor

Title Course number NQT CPD - Planning for SEN Pupils in the Classroom NQT13P/16 Description of Course Intended outcomes for learners: Pupils' needs will be understood and appropriate learning opportunities available for development and success.

Intended outcomes for participants: Participants will:  Be able to recognise SEN  Know how to build and use skills and strategies to remove barriers to learning for pupils in your classroom

Content of the course:  Introduction to the code of practice and details regarding the new Code of Practice Guidance and tools for assessment of SEN How to work with your SENCo Understanding how to work with outside agencies and implement multi-agency advice Effective use of classroom support to enable pupil progress

Intended Participants Newly Qualified Teachers Phase of education: All Date/s 14.11.13 Times 13.30-16.00 Venue Future House No of 1 sessions CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 115 Uncontrolled when printed Cost £90 per person Tutor Amanda Armstrong - Internal Tutor

Title Course number NQT CPD - Planning for SEN Pupils in the Classroom NQT13P/17 Description of Course As above.

Intended Participants Newly Qualified Teachers Phase of education: All Date/s 10.06.14 Times 13.30-16.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Amanda Armstrong - Internal Tutor

Title Course number NQT CPD - Professional Values and Practice for First NQT13P/04 Term NQTs (Autumn 2013) Description of Course Intended outcomes for participants: NQTs in their first term of induction will have a clear understanding of the requirements and expectations of them through their year of induction.

Content of the course: Statutory regulations about induction Teachers' Standards Assessment procedures How to use NQT time What to do in case of difficulties

Intended Participants Newly Qualified Teachers in their first term of induction Phase of education: All Date/s 22.10.13 Times 13.30-16.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Michael Garside - Internal Tutor

Title Course number NQT CPD - Professional Values and Practice for First NQT13P/09 Term NQTs (Spring 2014) Description of Course Intended outcomes for participants: NQTs in their first term of induction will have a clear understanding of the requirements and expectations of them through their year of induction.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 116 Uncontrolled when printed Title Course number NQT CPD - Professional Values and Practice for First NQT13P/13 Term NQTs (Summer 2014) Description of Course Intended outcomes for participants: NQTs in their first term of induction will have a clear understanding of the requirements and expectations of them through their year of induction.

Title Course number NQT CPD - Understanding Data for Use in the Classroom NQT13P/18 Description of Course Intended outcomes for participants: Participants will be more confident and sure about how to use data to plan for the needs of individual children in their classes.

Content of the course:  Practical advice on using national, regional and local data to understand the context of the school How to use data to inform planning Understanding of the range of data available to schools Understanding of the significance of using data with regards to the Teachers' Standards

Intended Participants Newly Qualified Teachers Phase of education: All Date/s 04.02.14 Times 13.30-16.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Michael Garside/Georgina Graham - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 117 Uncontrolled when printed Title Course number NQT Mentor Training (Autumn 2013) NQT13P/02 Description of Course Intended outcomes for participants: Participants will understand the statutory regulations regarding NQT induction and the roles and responsibilities of NQT mentorship.

Content of the course:  Statutory regulations Day to day running of induction programmes Roles and responsibilities of schools and mentors Assessment procedures Content of induction programmes What to do in case of difficulties

Intended Participants Any teachers new to mentorship of NQTs or those requiring updates Phase of education: All Date/s 11.09.13 Times 09.30-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Michael Garside - Internal Tutor

Title Course number NQT Mentor Training (Spring 2014) NQT13P/08 Description of Course Intended outcomes for participants: Participants will understand the statutory regulations regarding NQT induction and the roles and responsibilities of NQT mentorship.

Title Course number NQT Mentor Training (Summer 2014) NQT13P/15 Description of Course Intended outcomes for participants: Participants will understand the statutory regulations regarding NQT induction and the roles and responsibilities of NQT mentorship.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 118 Uncontrolled when printed Title Course number NQT Mentors' Network Meeting (Autumn 2013) NQT13P/06 Description of Course Intended outcomes for participants: Updates and further knowledge on NQT induction issues.

Content of the course: Participants will:  Be updated on changes or amendments to statutory regulations  Review policies and procedures of high quality mentorship  Be able to share ideas and methods of successful induction programmes

Intended Participants NQT Mentors and Co-ordinators Phase of education: All Date/s 12.12.13 Times 14.00-16.00 Venue Future House No of 1 sessions Cost FREE for schools selecting Bradford Council Tutor Michael Garside - Internal Tutor as the Appropriate Body for 2013-14

£90 for all other participants

Title Course number NQT Mentors' Network Meeting (Spring 2014) NQT13P/11 Description of Course Intended outcomes for participants: Updates and further knowledge on NQT induction issues.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 119 Uncontrolled when printed Title Course number NQT Mentors' Network Meeting (Summer 2014) NQT13P/14 Description of Course Intended outcomes for participants: Updates and further knowledge on NQT induction issues.

Title Course number Numicon – Using Numicon in KS1 PRI13P/76 Description of Course Intended outcomes for learners: Numicon resources can support learners to express their mathematical thinking visually. The Numicon approach to learning builds a sound understanding of numbers and Number relationships.

Intended outcomes for participants: Each participant will receive a resources bag containing:  Numicon shapes (20)  Extra 10 shapes (10)  Numicon large format table top number line (1)  Numicon coloured counters (60)  Numicon feely bag (1)  Numicon dice (3 different dice)  Numicon 0 – 21 numeral cards (1 set)

During the half day course participants will use their resources engaging in activities to introduce the resources to their pupils, and explore ways of developing children’s understanding of number, pattern, counting place value and calculation.

Content of the course: This practical course supports teachers by letting them:  Experience a range of Numicon activities  Consider the significance of resources in accelerating and consolidating learning  Engage with Numicon activities they can use in their day to day practice

Any course follow up: Further Mathematics and Numicon CPD to build on this course or provide mathematical development in-school sessions can be provided for LAPs, families of schools, individual schools or departments by arrangement with the consultant. Please contact Sue Sutcliffe directly on [email protected] or by phone: 07582 109 318.

Intended Participants Teachers in KS1 Phase of education: Primary Target audience and prior Teachers who will deliver mathematics to whole classes or to groups experience: Date/s 09.10.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £115 per person Tutor Sue Sutcliffe – Internal tutor (includes resources bag) Mathematics and Every Child Counts Teacher Leader CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 120 Uncontrolled when printed Title Course number Numicon – Using Numicon in KS2 PRI13P/77 Description of Course Intended outcomes for learners: Numicon resources can support learners to express their mathematical thinking visually. The Numicon approach to learning builds a sound understanding of numbers and Number relationships.

Intended outcomes for participants: Each participant will receive a resources bag containing:  Numicon shapes (20)  Extra 10 shapes (10)  Numicon large format table top number line (1)  Numicon coloured counters (60)  Numicon feely bag (1)  Numicon dice (3 different dice)  Numicon 0 – 21 numeral cards (1 set)

During the half day course participants will use their resources engaging in activities to introduce the resources to their pupils, and explore ways of developing children’s understanding of number, pattern, counting place value and calculation.

Content of the course: This practical course supports teachers by letting them:  Experience a range of Numicon activities  Consider the significance of resources in accelerating and consolidating learning  Engage with Numicon activities they can use in their day to day practice

Any course follow up: Further Mathematics and Numicon CPD to build on this course or provide mathematical development in-school sessions can be provided for LAPs, families of schools, individual schools or departments by arrangement with the consultant. Please contact Sue Sutcliffe directly on [email protected] or by phone: 07582 109 318.

Intended Participants Teachers in KS2 Phase of education: Primary Target audience and prior Teachers who will deliver mathematics to whole classes or to groups experience: Date/s 09.10.13 Times 13.00-16.00 Venue Future House No of 1 sessions Cost £115 per person Tutor Sue Sutcliffe - Internal Tutor (including resources bag) Mathematics and Every Child Counts Teacher Leader CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 121 Uncontrolled when printed Title Course number Pathological Demand Avoidance (PDA) and its Q1013P/05 Management Description of Course Intended outcomes for learners: Pathological demand avoidance is emerging as a possible sub-group within the broad category of autism spectrum conditions. Children with PDA may be verbally and cognitively able, but obsessively avoid any demands made upon them. They require specialist interventions in order to make progress in school.

Intended outcomes for participants:  By the end of the course, participants will:

Have a greater understanding of PDA and the diagnostic characteristics Be aware of the latest research regarding PDA Have had opportunities to consider strategies that will help children with PDA both at home and at school

Intended Participants Teachers, Support Staff and Services Phase of education: All Date/s 11.11.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Education Psychologist - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 122 Uncontrolled when printed Title Course number Positive Change through Pupil Voice - Effective PSH13P/06 Meetings and Communication Description of Course Intended outcomes for learners:  Will understand structure and roles within the school council team Will understand how collective democratic decision making impacts on the wider community Will feel encouraged to become more confident individuals and enhance their speaking and listening skills

Intended outcomes for participants:  This course will provide opportunity to reflect on the role and impact of their own school councils Participants will understand how they can encourage and promote confidence of the individual within the school council team Participants will understand how they can ensure there is effective communication between key parties in order to achieve positive outcomes for the school council

Content of the course:  Following the recent Bradford School Council Review, this course aims to: Provide opportunity to examine reasons for encouraging school councils as one way of promoting pupil voice Contextualise school councils within the Ofsted Framework Explore the meaning of an effective school council Disseminate good practice and encourage development of school councils

Intended Participants Teachers and Teaching Assistants - School Council Coordinators Phase of education: Primary Date/s 24.10.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Gail Sudall - Peripatetic Teacher (Internal)

Title Course number Positive Change through Pupil Voice - Effective PSH13P/01 Meetings and Communication Description of Course As above.

Intended Participants Teachers and Teaching Assistants - School Council Coordinators Phase of education: Primary Date/s 30.01.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Gail Sudall - Peripatetic Teacher (Internal)

Title Course number Positive Change through Pupil Voice - Effective PSH13P/02 Meetings and Communication Description of Course As above.

Intended Participants Teachers and Teaching Assistants - School Council Coordinators Phase of education: Primary

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 123 Uncontrolled when printed Date/s 22.05.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Gail Sudall - Peripatetic Teacher (Internal)

Title Course number Preparing Children for L6 Reading and Writing PRI13P/21 Description of Course Intended outcomes for learners: Y6 children will be able to reach their full potential by the end of the year.

Intended outcomes for participants: Y6 teachers will have the confidence and subject knowledge to teach children what they need to know to achieve L6 in reading and writing and will be able to identify gaps in learning in order to accelerate progress towards this goal.

Content of the course: Input from both a primary and secondary consultant on what L6 in reading and writing looks like then group moderation using published exemplification and writing from Bradford schools. Teachers will then have the opportunity to work both together and with KS2 moderators to moderate their own children's writing to identify children's next steps towards achieving L6.

Intended Participants Y6 Teachers Phase of education: Primary Date/s 03.10.13 Times 09.30-15.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Alison Philipson and Anita Dudgeon- Internal Tutors

Venue Change Course number Title PRI13P/29 Preparing Children for Mathematics at L5 and L6 Description of Course Intended outcomes for learners: More able children in Y6 are challenged to reach L5 and L6 in the end of KS2 Mathematics tests.

Intended outcomes for participants: Would you like a greater understanding of the areas covered by L5 and L6 mathematics? Do you need ideas for teaching the more able children to reach L5 and L6 mathematics? Do you need help in directing your teaching assistants on running mathematics booster groups?

Content of the course: This practical course will explore a variety of areas of L5 and L6 mathematics and is aimed at building the confidence of the teachers dealing with the more challenging mathematical content.

Intended Participants Y6 Teachers, Phase Leaders Phase of education: Primary – KS2

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 124 Uncontrolled when printed Date/s 11.10.13 Times 09.30-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Venue Change Course number Title PRI13P/30 Preparing Children for Mathematics at L5 and L6 Description of Course As above.

Intended Participants Y6 Teachers, Phase Leaders Phase of education: Primary – KS2 Date/s 17.10.13 Times 09.30-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Philipa Varley and Mark Hattersley - Internal Tutors

Title Course number Professional Development of Sex and Relationships PSH13P/17 Education Across all Key Stages Description of Course Intended outcomes for learners:  Provide opportunities to confront and discuss sensitive issues related to sexual health Raise awareness of services and agencies available to support young people

Intended outcomes for participants:  To raise confidence in the planning and delivery of SRE across all key stages  To understand the input of schools into the Bradford Children and Young Peoples Plan

Content of the course: This course focuses on the importance of SRE and its place within schools. It will provide opportunities to review schools current practice and offer support for future development.

Intended Participants Teachers, PSHE Co-ordinators Phase of education: Primary and Secondary Date/s 27.11.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Millie Clare and Diane Cokewright - Internal Tutors

Title Course number Progress for Children with Complex Needs Q1013P/11 Description of Course Children with complex needs and statements of SEN are increasingly educated in mainstream classrooms. This often challenges teachers both in terms of planning for these children and demonstrating progress. This course will support teaching staff to explore best practice in this area and gain valuable skills.

Intended outcomes for participants: At the end of the course, participants will: Have a shared understanding of children with complex needs Feel confident in using a variety of tools to show progress Be able to record progress effectively and set appropriate targets

Intended Participants Teachers, SENCos, Teaching Assistants in mainstream primary or secondary working with children who have identified complex needs Phase of education: All Date/s 13.02.14 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Education Psychologist - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 125 Uncontrolled when printed Title Course number Promoting Whole School Positive Emotional Health and PSH13P/21 Well-Being Description of Course Intended outcomes for learners: To provide strategies to support children and young people with emotional literacy, resilience and dealing with risk in safe relationships

Intended outcomes for participants:  To help develop skills to recognise, understand and explore feelings and emotions  Learn about bullying behaviour, the impact on people involved and anti-bullying strategies in line with school policy  Recognise and manage stress, including how to ask for help  Explore the role of the media in relation to attitudes towards mental health, eg advertising and body image

Intended Participants PSHE Coordinators, Healthy Schools Coordinators, HLTAs and Teaching Assistants Phase of education: Primary, Secondary and Special Date/s 13.02.14 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Millie Clare and Diane Cokewright - Internal Tutors

Title Course number Pupil Premium - How to Achieve Maximum Impact PP0103 Description of Course A number of schools are now benefiting from funding via the Pupil Premium. This money is intended to improve outcomes for vulnerable groups and monitored by Ofsted.

This course will explore a range of interventions that have been put in place using Pupil Premium and help identify those which represent best outcomes and value for money.

By the end of the course you will have: Explored a range of uses of Pupil Premium Identified examples of best practice Identified ways of measuring and demonstrating the impact of Pupil Premium

Intended Participants Leadership Team Member and SENCOs Phase of education: All Date/s 22.10.13 Times 09.00-12.00 Venue Future House No of 1 sessions

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 126 Uncontrolled when printed Cost £75 per person to Bradford schools Tutor Linda Chavasse - Internal Tutor £110 per person to non-Bradford schools

Title Course number Rules of Engagement - Creating Confident Cover CPD13P/11 Supervisors Description of Course The role of the cover supervisor is a vital one in the day to day running of a school. Although official guidelines state that cover supervisors are not teachers, try telling that to the thirty children sitting in front of them. This programme offers vital skills and techniques backed up with cutting edge theory that will enable the cover supervisor to do their job with enthusiasm and confidence.

Objectives:  To explore and clarify the role of cover supervisor  To identify key strategies for the positive management of behaviour  To provide proven and practical ideas and techniques for engagement

The programme will focus on the following key areas:  Making the role credible – building a team  Understanding and coping with challenging behaviour  Getting it covered: the learning classroom  Creativity with confidence and control  Engagement strategies  Building an armoury of quality teaching skills  Next steps for cover supervisors

All participants will receive real strategies and resources that they will be able to use to inform and evolve their practice immediately.

Intended Participants Cover Supervisors Phase of education: All Date/s 28.01.14 Times 09.15-15.15 Venue Future House No of 2 29.01.14 09.15-15.15 Future House sessions Cost £295 per person Tutor Jane Walton (from Karen Ardley Associates) – External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 127 Uncontrolled when printed Title Course number Safer Recruitment HR013P/01 Description of Course Intended outcomes for learners: Safer recruitment training became mandatory for the recruitment of school staff from 1 January 2010. This means a recruitment panel must have at least one member who has completed the training; or where an individual is in charge of recruitment, that individual must have completed the training. It is the responsibility of schools to comply. The training was commissioned to support the understanding and implementation of DfE’s guidance ‘Safeguarding Children & Safer Recruitment in Education', which includes best practice and mandatory requirements (measured by Ofsted).

Intended outcomes for participants: This full-day workshop is aimed at staff who actively recruit within schools and will help delegates to: Develop an awareness and understanding of offender behaviour Identify the key features of recruitment that help deter or prevent the appointment of unsuitable people Consider policies and practices that minimise opportunities for abuse/offences or ensure its prompt reporting Review their recruitment and induction policies and practices within school with a view to making them safer

Content of the course: The training looks at best practice that should be adopted when recruiting and selecting adults to work with children in schools. It sets out procedures and strategies to help those involved in the recruitment process to deter, identify and reject applicants who are unsuitable to work with children. It also seeks to strengthen safeguards for children in schools by helping to deter and prevent abuse, with the aim of creating an environment where concerns can be raised on poor or unsafe practice. The workshop is a classroom based, participative alternative to the DfE online Safer Recruitment in Education Training. We encourage schools to forecast how many places you will need throughout the rest of the academic year.

Any course follow up: The course incorporates a written assessment which must be completed at the end of the workshop. Learners must attend for the full day workshop and successfully pass the assessment to be "trained in safer recruitment". Learners that do not achieve a pass will be required to undertake further training online and retake the assessment online to achieve a passable grade.

Intended Participants All/any adults (aimed at all staff who actively recruit in schools ) Phase of education: All Date/s 22.11.13 Times 09.00-17.00 Venue Future House No of 1 sessions Cost £50 to School Governors Tutor Member of Human Resources and Member of £75 to HR Advisory Service Subscribers Child Protection £100 to Non Subscribers

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 128 Uncontrolled when printed Venue Change Course number Title ST0303 SCERTS - An Assessment and Planning Framework for Children with Social Communication Needs/Autism Description of Course Schools and settings are required to make reasonable adjustments for children with additional needs (Equality Act 2010). This course will: Develop an understanding of the different learning styles and range of needs of C&YP on the Autism Spectrum or who have Social Communication Needs Give the theory behind why some children with these needs are not able to learn effectively Provide information and support on how to use the SCERTS framework to support assessment and planning

Participants will develop: A robust understanding of why C&YP on the Autism Spectrum/Social Communication Needs may not be available for learning and what factors need to be addressed to support progress An understanding of the theory behind the SCERTS framework and how this helps assessment and planning for children with Autism/Social Communication Needs Knowledge of the practical components of the SCERTS framework and how these might be used in practice

Intended Participants SENCOs, Inclusion Managers, Curriculum Managers, Specialist Communication and Interaction Professionals, Professionals involved in planning and assessment for children with Autism Phase of education: All Date/s 18.09.13 Times 09.00-16.00 Venue Cedar Court Hotel Bradford No of 2 19.09.13 09.00-16.00 Cedar Court Hotel Bradford sessions Cost £250 per person Tutor Carol Shiret and Emily Rubins - Internal Tutors

Title Course number School Building Project Training Workshop CPD13P/17 Description of Course This workshop will include everything schools need to know about how to fund, manage and control their school building projects. Information will include:

Key Principles:  How to fund, manage and control school building projects  Help schools to understand the need for proper project planning  Understand school’s financial, legal and H&S obligations  Help schools to avoid taking unnecessary risks and avoid making costly mistakes  Consider how buildings can improve behaviour, attainment, achievement and enhance the school’s reputation through improved facilities  Sign posting to the right experts and professionals to support project development

The workshop will include a series of brief presentations by construction experts with some exercises and time for Q&A, meet the experts and a walk round the new school between 5(ish) and 6pm.

Places are limited so please book early to secure your place. This workshop will be repeated in November – further details will follow in the Autumn term.

Intended Participants Headteachers, Deputy Headteachers, Assistant Headteachers, Business Managers, Bursars, Facility Managers Phase of education: All Date/s 10.10.13 Times 15.00-18.00 Venue Appleton Academy No of 1 Woodside Road, Wyke, BD12 8AL sessions Cost FREE to Bradford schools Tutor Facilitated by Darren Starkey – Bradford Council Education Buildings Team

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 129 Uncontrolled when printed Title Course number School Building Project Training Workshop CPD13P/20 Description of Course This workshop will include everything schools need to know about how to fund, manage and control their school building projects. Information will include:

Key Principles:  How to manage and control school building projects  Help schools to understand the need for proper project planning  Understand school’s financial, legal and H&S obligations  Help schools to avoid taking unnecessary risks and avoid making costly mistakes  Sign posting to the right experts and professionals to support project development  Consider how design can improve behaviour, attainment, achievement and enhance the school’s reputation through improved facilities

Timing:  The workshop will be a series of brief presentations by experts with some activity and Q&A as well as time to reflect on how to improve practice in school  It will briefly explain how the process works, what can go wrong and how to avoid this  The main workshop is planned to begin at 15.00 and to end around 17.30  Time will be allowed for Q&A, meet the experts and walk round the new school between 17.30 and 18.00

Places are limited so please book early to secure your place.

Intended Participants Headteachers, Deputy Headteachers, Assistant Headteachers, Business Managers, Bursars, Facility Managers Phase of education: All Date/s 13.11.13 Times 15.00-18.00 Venue Beckfoot School No of 1 Wagon Lane, Bingley, BD16 1EE sessions Cost FREE to Bradford schools Tutor Facilitated by Darren Starkey – Bradford Council Education Buildings Team

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 130 Uncontrolled when printed Venue Confirmed Course number Title PRI13P/66 Science Coordinator Network (Autumn 2013) Description of Course Intended outcomes for learners: Clearly focused, engaging science teaching and learning that matches the needs of the pupils.

Intended outcomes for participants: Would you like a clearer understanding of the strengths and areas for development of science within your school? Do you need time to develop your action plan for science with the support of consultants, whilst sharing good practice with other colleagues? Would you like to broaden primary science experiences by using resources/facilities outside the classroom?

If so, then this is the course for you! Do come along and participate in this full-day course, which begins our series of three courses that, over the year, will allow you to develop and work through your science action plan in a supportive environment.

Content of the course:  An audit of science in your school - based on planning, pupil books, learning walks, lesson observations, pupil interviews etc that you have carried out. An opportunity to identify the strengths, areas for development and gaps within your school. Support from consultants and colleagues to write your action plan. Input from colleagues in the district about opportunities for learning beyond the classroom.

Intended Participants Subject Managers Phase of education: Primary Date/s 08.10.13 Times 09.15-15.30 Venue Nell Bank, Ilkley No of 1 sessions Cost £170 per person Tutor Claire Holt and Victoria Weaver - Internal Tutors

Title Course number Science Coordinator Network (Spring 2014) PRI13P/67 Description of Course Intended outcomes for learners: Clearly focused, engaging science teaching and learning that matches the needs of the pupils.

Intended outcomes for participants: Would you like up-to-date ideas and information around primary science? Do you need time to review your action plan for science with the support of consultants, whilst sharing good practice with other colleagues? Would you like to discuss how changes in science could affect your school?

If so, then this is the course for you! Do come along and participate in this half-day course, which is the second in our series of three courses that, over the year, will allow you to develop and work through your science action plan in a supportive environment.

Content of the course: An extensive review of the impact of your science action plan to date. Support from consultants and colleagues to update your action plan. Open forum examining the latest developments in primary science.

Intended Participants Subject Managers Phase of education: Primary Date/s 14.02.14 Times 13.00-16.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Claire Holt and Victoria Weaver - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 131 Uncontrolled when printed Title Course number Science Coordinator Network (Summer 2014) PRI13P/68 Description of Course Intended outcomes for learners: Clearly focused, engaging science teaching and learning that matches the needs of the pupils.

Intended outcomes for participants: Would you like time to complete an end of year review of your action plan for science with the support of consultants, whilst sharing good practice with other colleagues? Do you need support to identify the gaps in science practice within your school and to begin to draft out your action plan for the forthcoming year? Would you like up-to-date ideas and information around primary science?

If so, then this is the course for you! Do come along and participate in this full-day course, which is the final in our series of three courses that, over the year, will allow you to develop and work through your science action plan in a supportive environment.

Content of the course: An extensive review of the impact of your science action plan. Support from consultants and colleagues to draft your action plan for 2014/5. Open forum examining the latest developments in primary science.

Intended Participants Subject Managers Phase of education: Primary Date/s 10.06.14 Times 09.15-15.30 Venue TBC No of 1 sessions Cost £170 per person Tutor Claire Holt and Victoria Weaver - Internal Tutors

Venue Change Course number Title PRI13P/31 Securing L3 in Mathematics at KS1 Description of Course Intended outcomes for learners: KS1 pupils extend their mathematical learning to L3.

Intended outcomes for participants:  Y2 teachers : Are aware of the progression to L3 Have practical ideas for extending pupils' understanding to L3

Content of the course: To provide opportunities for teachers to develop a better understanding of L3 mathematics and how to extend their children's understanding of mathematics to L3.

Intended Participants Y2 Teachers Phase of education: Primary – KS1 Date/s 05.11.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Philipa Varley - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 132 Uncontrolled when printed Date Change Course number Title Q1013P/01 SENCO Induction Course - a Three Day Course for Newly Appointed SENCOs Description of Course Intended outcomes for learners: Improved outcomes for pupils with SEN

Intended outcomes for participants: An increase in the skills and understanding necessary to be an effective SENCO

Content of the course:  The implications of the new SEN legislation in the Childrens and Families Act and the new Code of Practice The organisation and management of the SENCO role The statutory assessment process and carrying out an Annual Review Provision Management An overview of assessments resources for identifying a pupil's SEN Effective intervention programmes and resources for pupils with SEN Meeting the needs of pupils with Speech and Language difficulties Meeting the needs of pupils with Autistic Spectrum Disorder Meeting the needs of pupils with SEN in the Early Years Behaviour Management Strategies

Intended Participants Special Educational Needs Coordinators Phase of education: All Target audience and prior Newly Appointed SENCOs experience: Date/s 07.11.131 Times 09.00-16.00 Venue Future House No of 3 5.01.1418 09.00-16.00 Future House sessions .06.14 09.00-16.00 Future House Cost £495 per person Tutor Beth Roberts - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 133 Uncontrolled when printed Title Course number Six Stages of a Crisis: De-escalating and Diffusing, Q1013P/15 Repairing and Reflecting Description of Course Intended outcomes for participants:  Participants will be shown ways to plan for behaviour crises within their classrooms They will have a clear understanding of strategies at all six stages of crisis They will take away useful documents that will enable reflection and inform their practice They will learn how to implement procedures for individuals within their class The nurturing principles of practice will underpin the training

Content of the course:  Understanding the six stages of crisis and the interventions that can be used at each stage Reflecting upon practice and informing procedures and policies Practical paperwork: documents that inform practice for the individual pupil

Any course follow up:  Participants will be given a reading list and encouraged to develop their CPD by doing further reading An evaluation of the course will be done Participants will be encouraged to link via email to share ideas and resources regarding effectively planning for explosive behaviour and the management of it

Intended Participants Teachers, Teaching Assistants, Learning Mentors, SLT, NQTs and SENCOs Phase of education: Primary, Secondary and Behaviour Specialist Provisions (PRU, Centres) Target audience and prior Individuals who feel that they now need to develop their tool box further so that they experience: are more equipped to deal positively with behaviour management within their settings Date/s 08.11.13 Times 09.00-16.00 Venue Future House No of 1 sessions Cost £150 per person Tutor Sara Burgess and Anna Robinson - Internal Tutors

Title Course number Six Stages of a Crisis: De-escalating and Diffusing, Q1013P/21 Repairing and Reflecting Description of Course As above.

Intended Participants Teachers, Teaching Assistants, Learning Mentors, SLT, NQTs and SENCOs Phase of education: Primary, Secondary and Behaviour Specialist Provisions (PRU, Centres) Target audience and prior Individuals who feel that they now need to develop their tool box further so that they experience: are more equipped to deal positively with behaviour management within their settings Date/s 08.05.14 Times 09.00-16.00 Venue Future House No of 1 sessions Cost £150 per person Tutor Sara Burgess and Anna Robinson - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 134 Uncontrolled when printed Title Course number Social Media - Keeping Children Safer in School Q1013P/08 Description of Course Most children engage with Facebook or other sources of social media on a daily basis. Whilst this can be positive and affirming, there can also be negative consequences which cross boundaries between home and school. This course will explore the safe use of social media and how schools can contribute to keeping children safe.

Intended outcomes for participants:  By the end of the course participants will have: Explored recent research into the effects of social media on children and young people Explored gender difference in the use of social media Discussed a range of approaches to keep children safer

Intended Participants Pastoral Staff - KS2-KS4 Phase of education: All Date/s 04.12.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Education Psychologist - Internal Tutor

Venue Change Course number Title PRI13P/25 Sound it Out: New to Letters and Sounds Description of Course Intended outcomes for learners: Improved provision for the teaching of reading across school.

Content of the course: Do you want to know how to teach phonics effectively? Do you want a greater understanding of the Letters and Sounds programme, including planning, assessment and the teaching sequence? Do you want to network with other teachers and teaching assistants who are new to the teaching of phonics and consultants who have also experienced this learning curve?

Then this course is for you!

Intended outcomes for participants:  Increased teachers' subject knowledge of the principles of phonics. Understanding of the Letters and Sounds programme, including the phonics phases and the four-part lesson. A clearer understanding of the planning, teaching and assessment of phonics.

Intended Participants KS1 Teachers, KS2 Teachers, Teaching Assistants Phase of education: Primary Target audience and prior This course is suitable for all teachers and teaching and assistants who are new to experience: teaching phonics. Date/s 16.09.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Philip Webb - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 135 Uncontrolled when printed Title Course number Spelling Instruction That Makes Sense PRI13P/01 Description of Course Intended outcomes for learners: This course will demonstrate the logical way to teach spelling through an understanding of pattern and meaning in words. The course will also highlight how to bring words to life, and make spelling interesting for both students and teachers. Teachers will develop a repertoire of strategies to meet the needs of all children.

Intended outcomes for participants: Jo Phenix has taught for over 30 years in both England and Canada, in both primary and secondary schools. For the past 25 years she has led courses and workshops for teachers in Canada, the United States, Britain and Singapore. She is the author of many professional books for teachers and classroom materials for children, with a focus on literacy - reading, writing and spelling.

"English spelling does not have to be a bewildering maze of illogic; it is an interesting subject with a fascinating history, and learning to spell should not be a boring memory game of drills, tests and scores. Understanding how and why words are constructed the way they are is essential for learning how to spell them, and also for devising effective ways to teach them. Children who are confident spellers, who recognise where spelling fits in the writing process typically increase their vocabularies, and become more proficient and willing writers." (Jo Phenix, Writer and Educator 2013)

Content of the course: The presentation will be a combination of information and examples provided by the course leader, group participation in activities and question-and-answer.

Intended Participants English Subject Leaders and Literacy Coordinators Phase of education: All Target audience and prior English Subject Leaders - Cross Phase experience: Date/s 17.02.14 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Jo Phenix - Ontario, Canada - External Tutor

Title Course number Spelling Instruction That Makes Sense PRI13P/02 Description of Course As above.

Intended Participants English Subject Leaders and Literacy Coordinators Phase of education: All Target audience and prior English Subject Leaders - Cross Phase experience: Date/s 19.02.14 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Jo Phenix - Ontario, Canada - External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 136 Uncontrolled when printed Title Course number Starting out in Early Years Foundation Stage ASS13P/01 (What you need to know, when you need to know it) Description of Course Intended outcomes for learners: Children will receive appropriate planned learning opportunities across all areas of provision.

Intended outcomes for participants: Participants will: Understand the statutory requirements of the 2012 EYFS Set the scene for children to become lifelong learners Capture children's learning and progress throughout Foundation Stage

Content of the course: Three sessions planned to support what you need to know at various points throughout the year. This will include: Understanding the framework The characteristics of effective learning Building a child's development pathway Securing judgments at summative points throughout the year Preparing for the final end of year assessments (EYFSP - FS2/Reception and Nursery exits - FS1/Nursery)

Any course follow up: Gap task between session one and two

Intended Participants Foundation Stage Teachers, Teachers new to revised EYFS 2012 and NQTs Phase of education: Early Years/Foundation Stage Target audience and prior Teachers moving from other phases/key stages who have no/very little EYFS experience: experience and those who are returning to EYFS since September 2012 changes Date/s 25.09.13 Times 09.00-15.30 Venue Future House No of 3 05.12.13 09.00-15.30 Future House sessions 05.03.14 09.00-15.30 Future House Cost £250 per person Tutor Andrea Nicholls and Dulcie Leach – Internal Tutors

Venue Change and Date Change Course number Title CPD13P/12 Stepping Up into Senior Leadership (for Business Managers and Support Staff Leaders) Description of Course Many schools now recognise the value of having Business Managers and Support Staff Leaders as members of the Senior Leadership Team of the school. This programme enables participants to develop a whole-school view and approach.

This two day programme is full of practical tools and strategies to enable aspiring, recently appointed and experienced senior leaders to make a valuable contribution to the success and effectiveness of their school.

The programme will explore leadership skills relevant to the context of Business Managers and Support Staff Leaders by personalising and contextualising the activities for each group of participants.

Intended Participants School Business Managers and Support Staff Leaders Phase of education: All Target audience and prior Aspiring, recently appointed and experienced school business managers and experience: support staff leaders Date/s 26.11.13 Times 09.15-15.15 Venue The Innovation Centre Bradford No of 2 (TICB) – Bradford Design sessions Exchange 04.12.13 09.15-15.15 The Innovation Centre Bradford (TICB) – Bradford Design Exchange Cost £295 per person Tutor Karen Ardley – External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 137 Uncontrolled when printed Title Course number Talking Maths – A Light Touch Intervention for Pupils in PRI13P/61 KS1, KS2 and KS3 Description of Course Talking Maths is an effective intervention that enables children to access learning by providing mathematically meaningful opportunity for dialogue amongst children and between child and educator.

This 10/12 week intervention can be administered by a teacher or a teaching assistant to groups of three children in 3 forty minute sessions each week.

In order to maximise the opportunities for impact in each school we advise schools to appoint a Talking Maths Link Teacher. The Link Teacher should be responsible for management of pupil selection, timetabling and decisions about entry and exit assessment.

To encourage schools to appoint a Talking Maths Link Teacher a discount is offered for teaching assistants attending with a teacher.

Intended outcomes for learners: In the three times a week sessions children have the opportunity to learn how to talk in mathematical terms about their work, how to explain their strategies, and to confidently respond to questions and challenges by engaging in dialogue with others. Practical and purposeful learning experiences will provide children with the situations in which to use mathematical language meaningfully. Consequently their mathematical reasoning, generalisation, prediction and recognition of patterns and relationships will be refined and developed.

Intended outcomes for participants: Participants will receive a programme handbook that contains guidance on the structure of the intervention and the entry and exit assessment procedures. There is minimal planning and preparation involved in administering the programme and many resources will also be provided on a CD, however the school will need to add a few resources which are generally available in most primary schools. During the course practical ideas for learning activities are shared and the stages of learning and teaching identified in the programme are unpicked.

Bradford Teaching Assistant comment on Talking Maths training: “The Talking Maths Training Day was fantastic. The trainer was enthusiastic, clear and concise in her delivery of the materials and left me wanting to get the programme up and running in my school. “

Content of the course: Information about pupil selection, setting up a timetable for the Talking Maths TA and information about resources the school may wish to gather together prior to implementing the training.  One day of face-to-face professional development for a teacher and a teaching assistant to include: o An overview of the Talking Maths materials and the structures of the intervention o An understanding of the Talking Maths entry and exit assessments o Practical strategies to support the teaching assistant in implementing the intervention with a group of three pupils The Talking Maths Handbook and a CD containing the Talking Maths materials will be provided (N.B. schools will need to provide some generally available concrete resources).

Intended Participants Teaching Assistants or Teachers who will deliver the Talking Maths intervention to children and Teachers who will support and monitor the implementation of the Talking Maths intervention in school Phase of education: KS1, KS2 and KS3 Date/s 26.09.13 Times 09.00-16.00 Venue Future House No of 1 sessions Cost £190 for Teachers or Teaching Assistants Tutor Sue Sutcliffe - Internal Tutor attending alone or Mathematics and Every Child Counts Teacher £170 for Teaching Assistants Leader accompanied by a Teacher

Title Course number Talking Maths – A Light Touch Intervention for Pupils in PRI13P/62 KS1, KS2 and KS3 Description of Course As above.

Title Course number Talking Maths – A Light Touch Intervention for Pupils in PRI13P/63 KS1, KS2 and KS3 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 139 Uncontrolled when printed Title Course number Teaching Assistants Induction Training (Primary) CPD13P/03 Description of Course The role of the Teaching Assistant (TA) in helping to develop independent learners is essential and this four-day course introduces new TA’s to some theories and strategies and helps more experienced TA’s revisit their own practice.

This programme is based upon the Induction Programme for Teaching Assistants designed by the TDA (Training and Development Agency for Schools) to support the knowledge and understanding of support staff working with learners in the classroom.

The aim of the course is to provide induction training for newly recruited TA’s, and TA’s wanting to update their knowledge and skills, enabling them to assist teachers in raising the standards of pupil performance.

The course consists of six modules: Role and Context, Promoting Positive Behaviour, Inclusion, Literacy including Foundation Stage Literacy, Mathematics, including Foundation Stage Mathematics, and Understanding How Children Learn

Each module has very defined objectives including up to date developments and good classroom practice which:

 Foster the participation of pupils in the academic and social processes of the school  Support the development of independent learners through high level questioning  Help to raise standards of learning for pupils

Delivery of each module will be through tutor led topics, group discussions, video material and group activities. There will be clearly defined school based tasks, which will be completed prior to each session.

During the course TA’s will become aware of progression routes and the Induction Programme will be mapped to the National Occupational Standards for Teaching Assistants.

Intended Participants Teaching Assistants Phase of education: Primary Date/s 20.09.13 Times 09.00-15.30 Venue Future House No of 4 26.09.13 09.00-15.30 Future House sessions 03.10.13 09.00-15.30 Future House 10.10.13 09.00-15.30 Future House Cost £275 per person Tutor Barbara Rose – External Tutor

Title Course number Teaching Assistants Induction Training (Primary) CPD13P/04 Description of Course As above.

Intended Participants Teaching Assistants Phase of education: Primary Date/s 14.01.14 Times 09.00-15.30 Venue Future House No of 4 28.01.14 09.00-15.30 Future House sessions 05.02.14 09.00-15.30 Future House 13.02.14 09.00-15.30 Future House Cost £275 per person Tutor Barbara Rose – External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 140 Uncontrolled when printed Title Course number The 21st Century Classroom - A Dynamic Centre of CPD13P/14 Learning Description of Course A one day programme for all classroom teachers interested in updating their knowledge, skills and understanding about practical ways to improve the learning and excite all pupils.

Objectives:  To share information from recent research into 21st Century pedagogy  To consider how research into and knowledge about learning can be used practically in the classroom to improve engagement and attainment  To reinforce the links between learning, creativity and self-esteem  To identify how to make learning exciting for all learners

The programme will focus on the following key areas:  Learning styles, preferences and intelligences  Technologies for learning  The emotional classroom climate  Assessing for learning approaches  Ideas for questioning and thinking skills  Cutting edge pedagogy  Practical ways of developing creativity  Ways of engaging and challenging all learners

This programme provides the opportunity for teachers to explore ways of improving the climate for learning in their classroom. Drawing on excellent, practical and realistic approaches it will inspire and motivate teachers to engage their learners creatively and improve attainment.

Intended Participants Teachers Phase of education: All Date/s 18.03.14 Times 09.15-15.15 Venue Future House No of 1 sessions Cost £170 per person Tutor Karen Ardley – External Tutor

Venue Change Course number Title IT013P/03 The Computing Curriculum - Programming in KS1 Description of Course Intended outcomes for learners: Pupils will learn how to create and test simple programs using computers, tablets, floor robots and 'written methods'. They will be able to predict outcomes by developing logical reasoning skills.

Content of the course: Learn how to write, test and predict actions in simple programs both digitally and using pen and paper! Find out how to incorporate programming into your curriculum to make it challenging and exciting.

Intended Participants KS1 Teachers Phase of education: Primary Date/s 08.10.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Tim Bleazard - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 141 Uncontrolled when printed Venue Change Course number Title IT013P/05 The Computing Curriculum - Programming in KS2 Description of Course Intended outcomes for learners: Pupils will learn how to create their own programmes suited to both purpose and audience. They will be able to use techniques such as sequencing, repetition and variables to create code to control real and virtual devices. They will predict effects as well as running code and learning to correct mistakes.

Content of the course: The programming elements of the draft Computing Curriculum are challenging and most teachers will need training support to deliver them. Attendees will learn about these elements and how they can be taught in an engaging manner through KS2. We will examine the central programming concepts and how these can be taught through free and paid resources on computers, tablets and through non digital methods.

Intended Participants KS2 Teachers, ICT Subject Managers Phase of education: Primary Date/s 26.11.13 Times 09.00-15.00 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Tim Bleazard - Internal Tutor

Title Course number The Dyslexia Friendly Classroom Q1013P/03 Description of Course Intended outcomes for learners: Improved provision and increased levels of achievement for pupils with dyslexia

Intended outcomes for participants:  A greater understanding of dyslexia and its impact on learning To be able to put into place in the classroom a range of strategies that will support the learning of pupils with dyslexia

Content of the course:  An overview of dyslexia To look at a range of multisensory strategies that are effective in supporting the learning of pupils with dyslexia

Intended Participants Teachers and SENCOs Phase of education: All Date/s 08.11.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Fiona Whitaker - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 142 Uncontrolled when printed Venue Change Course number Title IT013P/14 The Evolving Primary ICT Curriculum Description of Course Intended outcomes for learners: Pupils will have access to a relevant curriculum that links cohesively with your school's creative curriculum.

Intended outcomes for participants: The course will enable the participants to understand how the effective use of ICT can be used to drive whole school improvement. Attendees will have a good understanding of how to use new and emerging technologies effectively to raise attainment across the school and so develop a purposeful and relevant ICT curriculum.

Content of the course: Following a full public consultation the Secretary of State confirmed that on 11 June 2012 he would disapply the programmes of study and attainment targets for ICT from September 2012. It is expected that a new curriculum structure will be introduced in 2014. Obviously schools should continue to use technologies effectively to enhance lessons and impact upon standards. The latest Bradford ICT scheme of work will provide a pathway of progression through KS1/2. During this course the Curriculum ICT team will share their modifications to the Bradford ICT scheme of work. There will be time to reflect on the modifications and suggest alterations based on delegate experience. In the afternoon there will be a 'hands-on' session where the delegates will have the opportunity to look at the 'Programming and Games Creation' strand in more detail.

Intended Participants Subject Managers Phase of education: Primary Target audience and prior ICT Subject Leader. Experience of current technologies is helpful. experience: Date/s 24.10.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor James Langley and Tim Bleazard - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 143 Uncontrolled when printed Title Course number The Exciting Classroom CPD13P/15 Description of Course A one day programme for all classroom teachers interested in updating their knowledge, skills and understanding about practical ways to improve the learning and excite all pupils.

Objectives:  To share information from recent research into 21st Century pedagogy  To consider how research into and knowledge about learning can be used practically in the classroom to improve engagement and attainment  To reinforce the links between learning, creativity and self-esteem  To identify how to make learning exciting for all learners

The programme will focus on the following key areas:  Learning styles, preferences and intelligences  Technologies for learning  The emotional classroom climate  Assessing for learning approaches  Ideas for questioning and thinking skills  Cutting edge pedagogy  Practical ways of developing creativity  Ways of engaging and challenging all learners

This programme provides the opportunity for teachers to explore ways of improving the climate for learning in their classroom. Drawing on excellent, practical and realistic approaches it will inspire and motivate teachers to engage their learners creatively and improve attainment.

Intended Participants Teachers Phase of education: All Date/s 19.03.14 Times 09.15-15.15 Venue Future House No of 1 sessions Cost £170 per person Tutor Hywel Roberts (from Karen Ardley Associates) – External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 144 Uncontrolled when printed Title Course number The National Nurture Group Network Accredited Training Q1013P/16 Description of Course Intended outcomes for participants:  You will learn about the origins of Nurture Groups and the theory that underpins them. You will have an opportunity to develop a greater depth of understanding of Attachment Theory and of how developments in neuro-science have furthered our understanding of how a child’s social/emotional development might be delayed. You will develop an understanding of how Nurture Group practice might be developed in your school/setting and how a Nurture Group would complement your existing provision around Social, Emotional and Behavioural Difficulties. You will learn how to identify pupils who would benefit from Nurture Group provision, how to fully assess their needs, set targets for improvement and develop a cycle of assessment and target setting.

Content of the course: “Nurture groups can make a considerable difference to the behaviour and social skills of children who might otherwise be at risk of exclusion” (Ofsted report, July 2011).

The development of quality nurture group provision allows a school to accurately identify and support vulnerable pupils whose social, emotional and behavioural development is delayed.

In a nurture group setting children’s needs are identified and carefully assessed, targets for improvement are determined and a cycle of assessment is established to support an improvement in both behavioural and learning targets.

This is the National Nurture Group Network three Day accredited course for both teaching and non-teaching staff who are currently working in, or hoping to work in, a nurture group setting in the future and is essential staff training for schools with nurture groups who are seeking to achieve the National Nurture Group Network Quality Mark – a recommendation for all Bradford schools with nurture group provision.

Intended Participants Teaching Assistants, SENCos, Higher level Teaching Assistants, Class Teachers, and NQTs Phase of education: All Target audience and prior Teaching and non-teaching staff currently working in or planning to work in nurture experience: group settings Date/s 18.11.131 Times 09.00-16.00 Venue Future House No of 3 9.11.1320 09.00-16.00 Future House sessions .01.14 09.00-16.00 Future House Cost £450 per person Tutor Alison Smith (Head of SEBD Team) - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 145 Uncontrolled when printed Title Course number The Thinking Classroom CPD13P/13 Description of Course A one day programme for all classroom teachers in primary schools interested in developing thinking and independent learning skills for their learners.

Objectives:  To identify practical strategies to develop thinking skills  To explore current best practice in providing a thinking classroom  To interact and experience activities to promote thinking and questioning

The programme will focus on the following key areas:  Why learners need to develop thinking and independent learning skills  Creativity – what is it, and how can we promote it?  Bloom’s Taxonomy  Thinking hats and other approaches  Philosophy for young learners  Asking good questions  Pedagogy for thinking

This programme provides practical ideas for teachers to promote and develop the thinking classroom. Drawing on practical and proven approaches it will model the thinking classroom, giving inspiration and confidence to teachers to develop their own practice.

Intended Participants Teachers Phase of education: Primary Date/s 19.02.14 Times 09.15-15.15 Venue Future House No of 1 sessions Cost £170 per person Tutor Hywel Roberts (from Karen Ardley Associates) – External Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 146 Uncontrolled when printed Title Course number Understanding Behaviour in Order to Manage it Well – Q1013P/23 Nurturing Approaches Description of Course Intended outcomes for participants:  Learn the impact of very early experiences on development and how this presents in the behaviour of Secondary aged pupils Learn the latest neuroscience theories behind attachment and its link with learning and behaviour and why this matters in your school Understand the need for developing an emotionally aware, nurturing school and its potential impact on your results

Understand the underlying reasons why children go into crisis and find it hard to engage with learning and make progress Learn how relational traumas might impact on children's abilities to work alongside adults and their peers Learn the importance of the impact of emotions on executive functioning (our rational and intellectual mind) – eg The Rider and The Elephant Think collaboratively about next steps including how to lead training, support and development of your staff to help manage and include challenging children well and allow them to make progress and succeed

Content of the course: A lively, relevant, hands-on course aimed at the Secondary BACs, Secondary Headteachers, Senior Leadership and Heads of Inclusion Departments.

Ever heard yourself say “It’s such a shame. She’s such a clever girl when she settles down and puts her mind to it”? Ever been on one of the latest courses about the impact of Nurture Groups and Nurturing Schools and thought ‘how can we adapt that for Secondary’?

A number of schools are tasked with the challenge of including very vulnerable children who often present with disruptive, agitated, violent, confrontational behaviour which has a paralysing impact on their ability to make progress and learn.

This course will support you in understanding that children come to Secondary school at varied stages of development. Indeed much of the understanding and strategies you will learn are being used very successfully with adult offenders in prisons with extremely positive results.

If we consider for a moment the possibility, as Margot Sunderland put it, that even “some adults remain stuck with the emotional development of a toddler’ then we can attempt to meet Secondary pupils at their ‘Stage not Age’ and support them in feeling secure and making progress.

Intended Participants Secondary BACs (Behaviour and Attendance Collaboratives), Secondary Headteachers, Senior Leadership and Heads of Inclusion Departments Phase of education: Secondary Date/s 25.10.13 Times 08.30-15.30 Venue Future House No of 1 sessions Cost £150 per person Tutor Alison Smith/Martina Walsh - Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 147 Uncontrolled when printed Title Course number Understanding the Needs of Pupils with Motor Q1013P/04 Coordination Difficulties Description of Course Intended outcomes for learners: Improved provision and outcomes for pupils with fine and gross motor skills difficulties

Intended outcomes for participants: A greater understanding of the difficulties faced by pupils with motor coordination difficulties and the impact this has on their learning To be able to run an intervention programme for pupils with motor coordination difficulties

Content of the course:  How to assess pupils' gross and fine motor skills How to implement an intervention programme to improve pupils' gross and fine motor skills

Intended Participants Teachers, Teaching Assistants and SENCOs Phase of education: All Date/s 24.10.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Paula Derry - Internal Tutor

Venue Change Course number Title IT013P/07 Using Free Google Tools in your School Description of Course Intended outcomes for learners: Pupils will be able to use Google Maps, Earth, Drive and Sites to collaborate, create and share content online.

Intended outcomes for participants: Teachers will be able to make the most of the stunning, free range of Google tools to support learning across the curriculum.

Content of the course:  This half day course will explore how to set up and use the free Google Apps for Education and the range of free Google Tools available to schools and show examples of them at work. Google Apps for Education will cover: What can Google Apps for Education do for your school? Free, personalised Cloud Storage, email, web site building, document creation and integration with iPads, iPods and other tablets through Google Drive.

We will also spend time looking at Google Tools without signing up for Google Apps for Education. This will cover: Pupils and Teachers creating Google Maps for Maths, History, Literacy and Geography. Using collaborative writing, spreadsheets, forms and web site building. Making YouTube work for teachers using Channels, subscriptions and favourites. Google Earth to create tours, and making the most of layers to explore immersive panoramas, historical layers and timelines around the world.

Intended Participants KS2 Teachers Phase of education: Primary Date/s 04.02.14 Times 09.00-12.00 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £90 per person Tutor Tim Bleazard - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 148 Uncontrolled when printed Venue Change Course number Title IT013P/18 Using iPads to Change the Class Dynamic Description of Course Intended outcomes for learners: Learners will be able to access resources to support a personalised learning approach, thereby helping to develop independence and initiative. They will collaborate with others to improve the standards of their work in Literacy and Maths.

Intended outcomes for participants: Attendees will be able to use mobile devices to build collaborative networks across classes and schools. They will be able to create resources allowing children to support their learning independently.

Content of the course: This half day course will explore how the way teachers and pupils work can be adapted, developed or completely changed through the use of iPads and iPod Touches in and out of the classroom. We will examine: How teachers and children can create personalised content to be accessed at different times. How to use iPads and iPod Touches and other tablets to work collaboratively with other children who may or may not be in the same class, school, or country. How children can reflect on their learning and access extra resources to support understanding. How a number of creative skills can be learnt and used again and again for different skills in different subjects. Gain instant feedback by turning iPads and iPods into a free interactive voting system.

There will be the chance to sign up for free online accounts to enable teachers to begin using these strategies upon returning to school.

Intended Participants Subject Managers and School Technicians Phase of education: Primary Target audience and prior ICT Subject Managers, School Technicians experience: Date/s 25.03.14 Times 09.00-12.00 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £90 per person Tutor Tim Bleazard - Internal Tutor

Venue Change Course number Title IT013P/04 Using Technologies to Raise Attainment in Maths Description of Course Intended outcomes for learners: Children will be able to use a range of sites, apps and software to reinforce mathematical knowledge and practise skills. They will create audio visual resources to demonstrate understanding.

Intended outcomes for participants: Teachers will find out about the range of free and paid apps, sites, software and resources and learn how to use them to greatest effect.

Content of the course:  See how pupils can use apps and software to explain problem solving techniques. Explore ways to use video and audio to enhance understanding of calculation strategies. Look at the most effective apps and software for practising number work, data handling and problem solving. Try the range of free and paid sites that support learning in Maths both at school and at home. Use innovative ways to collect and process data in and out of the classroom.

Intended Participants KS1 and KS2 Teachers and Numeracy Coordinators Phase of education: Primary Date/s 20.11.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Tim Bleazard - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 149 Uncontrolled when printed Venue Change Course number Title IT013P/02 Using Technologies to Raise Attainment in Writing Description of Course Intended outcomes for learners: Children will be able to use a range of programs on a number of devices to support their use of spelling, punctuation and grammar as well as writing at word, sentence and text level.

Intended outcomes for participants: Teachers will use a range free and paid software, interactive web sites and innovative apps for tablet devices to learn how to create quick activities and polished, finished products to add purpose to writing tasks.

Content of the course:  Work collaboratively to uplevel writing Create spelling and grammar games Quizzes and activities Video as a stimulus and end product Convert writing to beautiful iBooks or Kindle texts Have fun with speaking and listening

Intended Participants KS1 Teachers, KS2 Teachers and Literacy Coordinators Phase of education: Primary Date/s 26.09.13 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Tim Bleazard - Internal Tutor

Title Course number Using the Portage Early Education Programme to Q1013P/24 Support Children to Make Good Progress in the EYFS Description of Course Intended outcomes for learners: How to use the Portage programme to set targets and make learning successful for children with additional needs.

Intended outcomes for participants: The ability to apply the small step Portage Early Education programme in your work place.

Content of the course:  Knowledge and understanding of: Setting targets The importance of using clear language Task analysis Small steps to learning

Any course follow up: Three day Portage Basic Workshop for practitioners who want to Portage home visit

Intended Participants SEN Support Staff, SENCO's, EYFS Teachers, Nursery Nurses Phase of education: Early Years/Foundation Stage Date/s 29.01.14 Times 09.30-15.00 Venue Future House No of 1 sessions Cost £170 per person Tutor Janice McKinley (Portage Coordinator) and Janine Wood (Senior Portage Home Visitor)- Internal Tutors

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 150 Uncontrolled when printed Venue Change Course number Title IT013P/08 Visual Media / Multimedia Masterclass Description of Course Intended outcomes for learners: Pupils will be able to use technologies to create posters, pictures, presentations, and video in almost any curricular area.

Intended outcomes for participants: This course will enable teachers to deliver the Visual Media and Multimedia Strands of the Bradford ICT Scheme of Work. Teachers from KS1 and KS2 will have the chance to get to grips with key elements of the Bradford ICT Scheme of Work and embed these skills into almost every curricular area.

Content of the course: Look at strategies to enable younger pupils to produce content. Examine design criteria for presentations, posters and web sites. Find and use copyright free sounds and images. Explore the free and paid sites and software available to create animation, video, graphics and posters. Create short videos and audio recordings.

There will be the chance to sign up for free online accounts to store digital content produced by pupils and we will explore the best ways to share this with a wider audience.

Intended Participants KS1 and KS2 Teachers and ICT Subject Managers Phase of education: Primary Date/s 11.03.14 Times 09.00-15.30 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £170 per person Tutor Tim Bleazard - Internal Tutor

Title Course number Visual Thinking - A New Practical Approach to Dyslexia VT2653 Description of Course This practical approach to working with children and adults with dyslexia draws on the visual thinking work of Oliver West. You will explore how thinking of dyslexic children differs from that of other children and how visual thinking can be used to facilitate learning.

This will be a practical session, where you have the opportunity to explore the theory and apply it to children you know, in order to enhance educational progress.

By the end of the course you will have: Developed your understanding of the theory relating to visual thinking and dyslexia Learnt about the basic visual thinking techniques Developed a draft visual thinking plan to use in your school

Intended Participants Teaching Assistants, SENCOs, HLTAs, Teachers, Headteachers, School Leadership, NQTs, Inclusion Managers, Home School Liaison Officers, Learning Mentors, Nursery Nurses Phase of education: All Date/s 25.09.13 Times 09.00-12.00 Venue Future House No of 1 sessions Cost £75 per person Tutor Sue Smith - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 151 Uncontrolled when printed Title Course number 'We're not Allowed to Touch Them, Are We?' Q1013P/13 How to Create a Risk Management Plan Around a Child with BESD Description of Course Intended outcomes for learners: We often see children in schools whose behaviour is driven by emotional issues resulting in crisis behaviour. Sometimes staff are unclear in the role they are legally permitted to take to support that child, whether their behaviour is withdrawn and emotional or violent and aggressive. This course covers the principles that underlie this behaviour, what the law says about physical contact, and how to draw up a robust plan to manage the behaviour and how to record incidents. Please note this is NOT a course about how to restrain.

Intended outcomes for participants:  Participants will have an up to date and clear understanding of what the law permits in the area of physical contact with a pupil. Participants will be able to create an effective plan for managing children whose behaviour presents a physical risk either to themselves, someone else, or school property. Participants will understand what information is necessary in a record of a serious incident.

Content of the course:  Why do they behave like that? A revision of the key principles driving this behaviour. The principle of foreseeable risk. What the law says about the use of force. Case histories in law - 'there but for the grace of….'. What should a risk assessment contain? How to plan for the behaviour you expect to see. Afterwards - how to record effectively; how can the action be justified in the event of a complaint?

Any course follow up: An evaluation of the course will be done.

Intended Participants Teachers, Teaching Assistants, Learning Mentors, SLT, NQTs and SENCOs Phase of education: Primary, Secondary and Behaviour Specialist Provisions Target audience and prior Colleagues who have children who need to be held or supported through emotional experience: trauma Date/s 02.10.13 Times 08.45-12.15 Venue Future House No of 1 sessions Cost £75 per person Tutor Sara Burgess - Internal Tutor

Title Course number 'We're not Allowed to Touch Them, Are We?' Q1013P/18 How to Create a Risk Management Plan Around a Child with BESD Description of Course As above.

Intended Participants Teachers, Teaching Assistants, Learning Mentors, SLT, NQTs and SENCOs Phase of education: Primary, Secondary and Behaviour Specialist Provisions Target audience and prior Colleagues who have children who need to be held or supported through emotional experience: trauma Date/s 29.01.14 Times 08.45-12.15 Venue Future House No of 1 sessions Cost £75 per person Tutor Sara Burgess - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 152 Uncontrolled when printed Venue Change Course number Title IT013P/15 Why Mobile Learning? Description of Course Intended outcomes for learners: Pupils engagement and attainment will increase through access to personalised learning content and the ability to quickly communicate, collaborate and share learning with staff and their peers. Pupils take on more responsibility for their learning and develop independent learning skills.

Intended outcomes for participants: Understanding of what mobile learning is, the impact it can have on learners and attainment, how to make informed choices with regard to selecting appropriate technologies and understanding all the issues to be addressed when adopting a mobile learning solution in their school.

Content of the course: This half day course will focus on understanding how mobile learning can impact positively on students and staff if deployed effectively. We will look at some case studies of effective practice using mobile devices and examine a range of devices and the pros and cons of each in a school setting. We will discuss the implications for your network, wireless infrastructure and broadband provision and successful solutions for deploying and managing your devices and content/apps on the devices. Finally we will have a 'hands-on' session modelling the effective use of some apps.

Intended Participants Teachers and Curriculum Managers Phase of education: All Target audience and prior Teachers, Curriculum Managers and Senior Leaders. No prior experience is experience: necessary. Date/s 05.11.13 Times 09.00-12.00 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £90 per person Tutor Paul Scott - Internal Tutor

Venue Change Course number Title IT013P/16 Why Mobile Learning? Description of Course As above.

Intended Participants Teachers and Curriculum Managers Phase of education: All Target audience and prior Teachers, Curriculum Managers and Senior Leaders. No prior experience is experience: necessary. Date/s 22.01.14 Times 09.00-12.00 Venue The Innovation Centre Bradford No of 1 (TICB) - Bradford Design sessions Exchange Cost £90 per person Tutor Paul Scott - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 153 Uncontrolled when printed Title Course number Working with Children who Live in a Domestic Abusive PSH13P/22 Environment Description of Course Introduction: Domestic abuse are any incidences of threatening behaviour, violence or abuse (psychological, physical, sexual, financial or emotional) between adults who are, or who have been, intimate partners or family members regardless of gender or sexuality. 1 in 4 women and 1 in 6 men will experience Domestic Abuse. It was reported that in 2002, 750,000 children witness domestic violence in the UK.

Intended outcomes for learners: How schools support a child living in a Domestic Abusive environment The importance of safeguarding children and the school's role Supporting staff who may be experiencing Domestic Abuse

Intended outcomes for participants:  To be able to identify and gain understanding of Domestic Abuse Understanding the impact on a child's learning, development and emotional wellbeing living in a home where there is Domestic Abuse The role of schools and pastoral staff with regards to safeguarding How the Government plans to tackle Domestic Abuse To highlight safeguarding What support is in the Bradford District

Content of the course: This course aims to support and improve the health and emotional wellbeing of whole school by understanding and tackling Domestic Abuse.

Any course follow up: The Legal Remedy of Domestic Abuse by Lindsay Bridge - Domestic Abuse Development Officer

Intended Participants PSHE Co-ordinator, Support Staff, Named Person-Safeguarding, HLTAs Phase of education: Cross Phase (Primary and Secondary) Target audience and prior Pastoral and Welfare Staff experience: Date/s 18.10.13 Times 09.00-15.30 Venue Future House No of 1 sessions Cost £170 per person Tutor Diane Cokewright - Internal Tutor

Title Course number Working with Children which live in a Domestic Abusive PSH13P/23 Environment Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 154 Uncontrolled when printed Title Course number Working with Children which live in a Domestic Abusive PSH13P/24 Environment Description of Course As above.

Title Course number Y1 and Y2 Moderation Workshop PRI13P/69 Description of Course Intended outcomes for learners: Children will be accurately assessed in Y1 and Y2 and gaps in learning will be identified and addressed by both present and future teachers.

Intended outcomes for participants: Y1 and Y2 teachers will be able to work together to moderate reading, writing and maths in order to build confidence and accuracy in assessing children's work. Teachers will also be able to accurately identify gaps in learning with a view to accelerating children's progress.

Content of the course: Brief consultant input on gathering evidence in reading, writing and maths, some group moderation then teachers working both together and with KS1 moderators to moderate their own children's writing.

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Date/s 19.05.14 Times 13.00-15.30 Venue Future House No of 1 sessions Cost £90 per person Tutor Alison Philipson - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 155 Uncontrolled when printed Title Course number Y2 and Y3 Moderation Workshop PRI13P/13 Description of Course Intended outcomes for learners: Children will be accurately assessed in Y2 and Y3 and gaps in learning will be identified and addressed by both present and future teachers.

Please note that this workshop will include a session on moderating P levels, covering the following -

 P level assessments and who they are for  How we can break these assessments down  The stages of development through the P levels  How to use the stages to inform targets for moving pupil progress forward

THIS IS THE ONLY Y2/Y3 MODERATION WORKSHOP THIS YEAR WHICH WILL INCLUDE THIS SESSION.

Title Course number Y2 and Y3 Moderation Workshop PRI13P/14 Description of Course Intended outcomes for learners: Children will be accurately assessed in Y2 and Y3 and gaps in learning will be identified and addressed by both present and future teachers.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 156 Uncontrolled when printed Title Course number Y2 and Y3 Moderation Workshop PRI13P/15 Description of Course As above.

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Date/s 18.03.14 Times 09.30-12.00 Venue The Innovation Centre, Keighley No of 1 (formerly Greenhead CLC) sessions Cost £90 per person Tutor Alison Philipson - Internal Tutor

Title Course number Y2 and Y3 Moderation Workshop PRI13P/16 Description of Course As above.

Intended Participants KS1 and KS2 Teachers Phase of education: Primary Date/s 20.05.14 Times 13.00-15.30 Venue The Innovation Centre, Keighley No of 1 (formerly Greenhead CLC) sessions Cost £90 per person Tutor Alison Philipson - Internal Tutor

Title Course number Y2 and Y3 Moderation Workshop PRI13P/44 Description of Course As above.

Title Change Course number Title PRI13P/17 Y4 and Y5 Writing Moderation Workshop Description of Course Intended outcomes for learners: Children will be accurately assessed in Y4 and Y5 and gaps in learning will be identified and addressed by both present and future teachers.

Intended Participants KS2 Teachers Phase of education: Primary Date/s 03.04.14 Times 09.30-12.00 Venue Future House No of 1 sessions Cost £90 per person Tutor Alison Philipson - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 157 Uncontrolled when printed Title Course number Y6 Writing Moderation Workshop PRI13P/83 Description of Course Intended outcomes for learners: Children will be accurately assessed in Y6 and gaps in learning will be identified and addressed.

Intended outcomes for participants: Y6 teachers will be able to work together to moderate reading, writing and maths in order to build confidence and accuracy in assessing children's work. Teachers will also be able to accurately identify gaps in learning with a view to accelerating children's progress.

Content of the course: Brief consultant input, some group moderation then teachers working both together and with KS2 moderators to moderate their own children's writing.

Intended Participants Y6 Teachers Phase of education: Primary Date/s 31.01.14 Times 13.00-15.30 Venue Future House No of 1 sessions Cost £90 per person Tutor Alison Philipson - Internal Tutor

Title Course number Y6 Writing Moderation Workshop PRI13P/19 Description of Course As above.

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 158 Uncontrolled when printed Title Course number Y7 and Y8 Gifted and Talented Workshop SEC13P/07 Description of Course Intended outcomes for learners:  Develop pupils’ reasoning and communication skills  Develop confidence and work on tasks that involve using the same mathematics in increasingly difficult or unfamiliar contexts  Work collaboratively as well as independently

Intended outcomes for participants: To disseminate the activities to their department so that G&T pupils make the expected level of progress

Content of the course: Mathletics Workshops and presentations by pupils

Intended Participants KS3 and KS4 Teachers Phase of education: Secondary Target audience and prior Secondary Teachers experience: Date/s 03.12.13 Times 09.00-15.00 Venue Future House No of 1 sessions Cost £12 per student Tutor Raj Kumar - Internal Tutor

Title Course number Y7 and Y8 Gifted and Talented Workshop SEC13P/08 Description of Course As above.

Intended Participants KS3 and KS4 Teachers Phase of education: Secondary Target audience and prior Secondary Teachers experience: Date/s 11.07.14 Times 09.00-15.00 Venue Future House No of 1 sessions Cost £12 per student Tutor Raj Kumar - Internal Tutor

CPD Brochure 2013-2014 – Issue 12 – Published 02.10.2013 159 Uncontrolled when printed