Please see below for a list of St John Bosco English Hub sessions. Please use the book now button to reserve your place; include the name of the session you’d like to book and please note there’s a maximum of 2 places per school.
Programming is large part of the computing curriculum and one which is taught in each year group at primary school. This course will ensure subject leaders are confident in supporting colleagues to understand what primary programming entails; from developing simple algorithms to designing programs to meet specific goals and all the steps in-between.
Led by Tamsin Grimmer.
Children are arriving in our schools and settings with increasing levels of need, particularly in relation to Personal, Social and Emotional Development (PSED) and Communication and Language. As educators we seek to understand the many influences and factors that impact our children, in order to respond appropriately.
During this conference, Tamsin will explore how adopting a loving pedagogy and relational approach can address these needs through nurturing our children and promoting their wellbeing. Recognising all behaviour as communicating needs, this conference will help you to feel increasingly confident when interpreting children’s behaviour and supporting Social, Emotional and Mental Health (SEMH) and behaviour through positive relationships and mindful proactive responses and strategies. There will also be an opportunity to reflect on your own practice and identify strengths and areas for further development.
Led by Neill Cameron & Ben Payne.
Writing is a concern in many Primary Schools as children struggle to make-up for lost learning in an aspect of English which can be tricky at the best of times. Although mastering transcriptional accuracy is important, we also need writers in our classrooms who are engaged and have something to say.
At this year’s conference, leaders will have the opportunity to have fun and think deeply about how to truly immerse students in the writing process.
Led by Louisa McGivney, Lynn McCann and Laura Potter.
When children with complex needs who are autistic are in a class of many other children, it can be difficult for a mainstream teacher to know how best to support them, especially when they find it difficult to access what you may be doing with the whole class.
Our three guest speakers for the day will share insights, strategies, resources and examples of how to meet individual needs through effective communication, organisation and sensory support whilst having good curriculum provision, even for those who may not be ready for the National Curriculum. The day aims to increase confidence for SENCos in providing an appropriate, inclusive and communication friendly learning environment.
By attending this session you will:
Sign up for our termly newsletter to receive the latest CPD offers from our partners
Consider including a QR code to allow email recipients quick access (Parents, Local Community and Sixth Form students)
An example of an email footnote could look like this:
Do you know someone who is interested in training to teach? Send them this [insert QR code]
Include ‘Train to Teach’ signposting to local providers or DfE materials as an email footnote or signature strip.
Other practical and innovative approaches to recruitment
Use CEIAG lessons, events and articles to educate students and promote teaching as a career choice.
Put a banner on your school gates/perimeter fencing to show your community that they can access teacher training locally.
Develop a strong post-ITE training offer for staff considering career progression, ECF, NPQs, Curriculum Hubs, CPD for M3-M6 teachers, other CPD.
Share these myths and misconceptions-busters about teacher training and teaching to inform potential applicants about the profession.
Talent Spotting – Promote routes into teaching for suitably qualified staff (e.g. TAs, Technicians, Librarians, non-teaching pastoral or DSLs) via Salaried routes, Apprenticeships, Undergraduate or Post-graduate pathways.
Facilitate sessions for ITE providers on specialist areas and fundamental concepts in education (typically 1.5 – 6 hours).
Offer whole-year placements (e.g. to trainee A in Autumn & Summer Terms and Trainee B in the Spring term) with mentoring.
Offer longer ITE programme placements (typically 12-20 weeks) with mentoring of trainees.
Offer shorter ITE programme placements (typically 8-12 weeks) with mentoring of trainees.
Offer Intensive Training & Practice (ITAP) placements to ITE providers (typically 1-2 days) to allow trainees to observe practices and apply learning.
Offer enhanced placements (1-5 days) as part of an ITE programme, focussing on a phase, type, or specialist area of education (e.g. PRU, Special School, EYFS, Post-16).
Offer ‘School Experience’ tasters (typically 0.5 or 1 day) to potential applicants.
Register as a school on ‘DfE Apply’ as a ‘location’ for potential applicants to find/search train to teach providers in close proximity to their postcode.
Share positive stories, case studies and testimonials of colleagues and ex-trainees (associated with your school), showcasing career progression, opportunities and CPD.
Follow and share content on your school accounts from these below to reach your community:
ITE providers in the West Midlands
Connect with ITE providers in the West Midlands – click here to access a map of local and national Accredited providers.
Connect with ITE providers on social media from the districts covered by the John Taylor Teaching School Hub region or in the immediate surrounding districts:
Pre-populated posts:
Other:
Promote the Department for Education’s train to teach recruitment events
Follow and share content on your school accounts from these below to reach your community:
ITE providers in the West Midlands
Connect with ITE providers in the West Midlands – click here to access a map of local and national Accredited providers.
Connect with ITE providers on social media from the districts covered by the John Taylor Teaching School Hub region or in the immediate surrounding districts:
