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Consultancy, Training & CPD Courses

  • English & Literacy
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  • Secondary Support & Training
  • CPD Courses

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Feedback
School staff who have recently attended training by the English & Literacy team have commented:

Primary

"I will implement lots of the ideas in school from today!"

Primary

"Great course, very informative & engaging."

Secondary

"Thank you for a really useful meeting yesterday. I am really impressed with the quality of the material and the vast range of resources you have provided for us. What a fantastic service."
Head of English

Secondary

"Thank you so much for the support that you offered in so many ways!  I am acutely aware that your support has made all the difference to our GCSE English results this year. "
Head of English

 

Hertfordshire English and Literacy Team:
Improving, inspiring and supporting English teaching and learning.

With a superb team of highly experienced English specialists, our Hertfordshire English Team of Advisers has an inspiring, supportive and practical approach to improving English and literacy for all students.   With consistent high quality training, inspiring solutions and resources, the team has a local, national and international reputation via training courses, bespoke training and work with senior and middle leaders as well as individual teachers and, of course, with students! 

Our support work not only covers bespoke training with individual teachers, departments, middle and senior leaders but also whole school training and work across the curriculum. 

Our motivation and goal is to inspire and improve the learning experience and attainment of all students. 

Please remember to look out for the termly brochure of CPD courses published by Herts for Learning. The brochure is received in school each term and outlines much of the central training on offer. Please click the CPD tab for our latest training days, dates, costs and availability and use the primary and secondary tabs to view all our offers.

To discuss your needs and arrange support please contact Herts for Learning on 01438 845111 or email: training@hertsforlearning.co.uk

 

Liz Shapland

Liz Shapland
Lead Teaching & Learning English Adviser (Secondary)
Herts for Learning

Tel: 01438 844005
Email: liz.shapland@hertsforlearning.co.uk

Kerry Godsman

Kerry Godsman
Lead Teaching & Learning English Adviser (Primary)
Herts for Learning

Tel: 01438 844139
Email: kerry.godsman@hertsforlearning.co.uk

 

 

 

 

 

 

 

 

Early Reading & Writing (Phonic Development)

To discuss your needs and arrange support please contact Herts for Learning on 01438 845111 or email: training@hertsforlearning.co.uk

Popular sessions include:

Title
Summary
Time

Developing a rich early reading curriculum

How do young children learn to read? This INSET explores the skills and processes involved within the “Simple View of Reading” and challenges staff to consider how best to address these through a rich reading curriculum and an inspiring learning environment.

INSET 3 hours

Progression and pace in phonics teaching: an overview of ‘Letters and Sounds’

Phonics plays a central part in children’s reading and writing development. This session provides an overview of the progression within the 6 phases of “Letters and Sounds”, together with guidance on assessment and practical application in the classroom.

2 or 3 hours

The application of phonics within early reading and writing

Encouraging pupils to apply their phonic knowledge within their reading and writing is key to ensuring successful literacy outcomes at the end of Key Stage 1. This course provides Foundation Stage and Year 1 teachers with a range of strategies to use during shared, guided and independent work, aimed at making the links between phonics, reading and writing explicit. Practical suggestions for tailoring the learning environment to promote independent application of phonics during adult-directed and child-initiated play are also given.

2 or 3 hours

Additional topics include:

• Planning and delivering the discrete phonic teaching sequence
• Delivering and modelling guided reading and guided writing
• Delivering and modelling shared reading and shared writing
• Developing the application of literacy skills in the environment, both inside and out
• Promoting the use of quality texts
• Developing a rich literacy environment
• Role play area development
• Scaffolding and co-constructing early writing
• Scaffolding one-to-one reading
• Delivering the Year 1 phonics screening check
• 360° early literacy assessment
• Miscue analysis and running records
• Developing a consistent approach to the assessment and tracking of pupils’ progress
• Deepening the understanding of the principles behind phonic acquisition

Reading: Key Stage 1 & 2

Popular sessions include:

Title
Summary
Time

Developing guided reading PDM

Identifying good practice in Guided Reading from Foundation Stage through to Key Stage 2. The session will examine organisation, grouping, planning for progression, scaffolding reading strategies and a wide range of practical ideas for children’s independent activities.

2 hours

Teaching and learning of reading comprehension

Content: An exploration of whole school approaches to the teaching of reading comprehension, including Shared and Guided Reading and identifying strategies to be taught to develop an understanding of inference and deduction. Practical examples of teaching approaches including speaking and listening, drama and role play will be included. Guidance will be given around how these approaches can provide evidence for assessment.

INSET (3 Hours)

Developing leadership of reading

Session 1: Working jointly with the Subject Leader to co-write and co-deliver a PDM around an identified aspect of the teaching of reading, such as assessment, progression, planning, strategy use, questioning, modelling etc.

Session 2: Following the PDM, the adviser will then work with teachers directly in class, observing and providing feedback, modelling strategies, and putting the new learning from the PDM into real contexts.

6 hours over 2 sessions

Additional topics include:

• Establishing and strengthening shared and guided reading
• Assessment of reading and focusing progression through assessment for learning
• Use of picture books to develop comprehension
• Developing reading environments (classroom and library)
• Strategies to engage and engender a love of reading
• Multi-modal reading
• Effective provision mapping to support all learners
• Wave 2 and 3 literacy support including Early Literacy Support, Sir Kits Quest and Further Literacy Support
• Miscue analysis and running records
• Developing diversity through the use of every day texts
• Establishing a phonics culture in Key Stage 2
• Group discussion techniques to develop reading comprehension
• Improving reading for vulnerable learners (boys, EAL learners)
• Raising expectations through appropriate challenge

Writing: Key Stage 1 & 2

Popular sessions include:

Title
Summary
Time

Moving on from emergent writing

Session 1: Lead a staff meeting to support self-evaluation, develop effectiveness of approaches to the scaffolding of writing skills towards independence and identification of next steps.

Session 2: Joint monitoring to support the subject leader in evaluating the teaching of writing across Key Stage 1; examine the impact of previous actions and plan subsequent steps in professional development.

5 hours over 2 sessions

Shared writing

Lead teaching staff through the principles of shared writing, followed by a practical session where teachers participate in the writing process to give them an opportunity to turn theory into practice.

3 hours

Talk for writing

Session 1: Work in collaboration with the subject leader to plan and deliver a Professional Development Meeting focused on selected elements of Talk for Writing relevant to your school and your children (for example, oral story telling), followed by action planning in order to support implementation.

Session 1: A workshop session to support individual teachers to implement actions identified.

6 hours across one or two sessions

Additional topics include:

• Teaching approaches to support you in developing identified aspects of grammar (sentence structure, text structure, punctuation)
• Securing approaches to the teaching of phonics and spelling
• Embedding the teaching sequence for writing
• Identifying and using quality texts as a stimulus for writing
• Assessment of writing
• Approaches to shared and guided writing
• Talk for writing (fiction and non-fiction)
• Improving writing for vulnerable learners (e.g. boys, EAL learners)
• Visual literacy and the use of film
• Writing across the curriculum
• Effective use of success criteria to support independent writing skills
• Writing for a purpose
• Supporting the more able to manipulate the reader
• Developing creative teachers
• Wave 2 and 3 literacy support including Early Literacy Support, Sir Kits Quest and Further Literacy Support

Secondary Support & Training

To discuss your needs and arrange support please contact Herts for Learning on 01438 845111 or email: training@hertsforlearning.co.uk

Title
Summary
Time

Good practice cluster meetings

Two twilight meetings held once in the spring term and once in the summer term.

Your chance to get your hands on and discuss some of the newest, freshest and most creative ideas for teaching the most relevant aspects of English at each particular time of year. The famous cluster packs have been referred to as 'a goody bag' of english teaching materials which have included: schemes if work, teaching ideas, revision guides and snazzy ideas to 'try out tomorrow' and lots more!

Free to attend but a charge is made for the cluster pack which includes a memory stick containing all resources to take away with you. These meetings are hosted locally in 'clusters' based on school areas in the north, south, east and west of the county making them easily accessible to all and an excellent opportunity for networking and sharing ideas in your area.

We welcome those attending from out of county but all attendees must book in advance. Please contact us for dates and venues and pre order your cluster pack to receive a discount.

Twilight session 1.5 hours

Choosing a new GCSE specification – departmental guidance and training

A presentation of a summary of the new GCSE English, GCSE English Language and GCSE English Literature specifications. This training will present an objective view of the strengths and challenges of each specification and support departments to make informed choices for students and schools for effective implementation from September 2010.

Approx. time required:
1.5 hours

Planning for the effective implementation of chosen new GCSE specification

This training can be a ‘follow-up’ to the ‘choosing a new specification’ training or a‘stand-alone’ session. In this session, departments will be supported in the curriculum planning of their chosen GCSE course to suit the needs of their students.

Approx. time required:
1.5 hours

From Good to Outstanding teaching and learning in English

This workshop will examine the features of an outstanding lesson and look at how we can plan for this and deliver outstanding teaching and learning in the English classroom. Choose from KS3, KS4 or Post-16.

Approx. time required:
3 hours

Moving beyond satisfactory teaching and learning in English

A session looking at the quality of teaching and making learning in English more challenging and relevant to pupils. Choose from KS3, KS4 or Post-16.

Approx. time required:
3 hours

Effective differentiation in English

This workshop will examine a range of ways to differentiate and how to build this into lesson planning to ensure all students’ needs are catered for.

Approx. time required:
1.5 hours

Supporting moderation of English at Key Stage 3

This session will examine a range of work at Key Stage 3 and use APP to establish levels of attainment. The outcome will be a folder of assessed work, relevant to departments that can be used as a standardising tool for the future.

Approx. time required:
1.5 hours

Supporting moderation of English / English Literature coursework at GCSE

This session will support schools in the process the moderation of GCSE coursework – particularly useful for departments where teachers are less familiar with the standards expected at GCSE or the internal procedures necessary. It will also support the assessment of the quality and range of coursework tasks.

Approx. time required:
1.5 hours

Moving beyond satisfactory teaching and learning in English

A session looking at the quality of teaching and making learning in English more challenging and relevant to pupils. Choose from KS3, KS4 or Post-16.

Approx. time required:
3 hours

Effective differentiation in English

This workshop will examine a range of ways to differentiate and how to build this into lesson planning to ensure all students’ needs are catered for.

Approx. time required:
1.5 hours

Supporting moderation of English at Key Stage 3

This session will examine a range of work at Key Stage 3 and use APP to establish levels of attainment. The outcome will be a folder of assessed work, relevant to departments that can be used as a standardising tool for the future.

Approx. time required:
1.5 hours

Supporting moderation of English / English Literature coursework at GCSE

This session will support schools in the process the moderation of GCSE coursework – particularly useful for departments where teachers are less familiar with the standards expected at GCSE or the internal procedures necessary. It will also support the
assessment of the quality and range of coursework tasks.

Approx. time required:
1.5 hours

Supporting moderation of English Literature coursework at A/S and A2

This session will provide an objective viewpoint on students’ work, supporting the school to make informed judgements on levels of attainment and assess the quality and range of coursework tasks.

Approx. time required:
1.5 hours

Writing an English SEF

A session for the whole English department examining how to complete a subject SEF, where to find the evidence to support judgements and how this should lead into action planning.

Approx. time required:
1.5 hours

Writing an English development plan

An opportunity to take a fresh look at / prioritise a school's English needs in the light of Ofsted, a school audit, etc and to use prepared materials to help subject leaders develop the objectives and strategies for an action plan that will move English forward.

Approx. time required:
3 hours

Writing an intervention plan for Key Stage 3 and 4 to ensure accelerated progress

An opportunity to take a fresh look at / prioritise elements of a school's intervention programme across Key Stage 3 and 4 in the light of school data.

Approx. time required:
1.5 hours

Developing an intervention programme for Key Stage 3 and 4 to ensure accelerated
progress

This session will examine materials to help subject and senior leaders develop the objectives, strategies and materials for intervention that will move key groups of students forward in English. Choose from Key Stage 3 or 4.

Approx. time required:
3 hours – 1 day

Developing the leadership role of the head of English

A session for one or more heads of English to establish expectations of leadership at this level and to examine how to use monitoring and support to bring about genuine and sustained improvements in the teaching and learning of English. An extended version of this could include joint observations and feedback.

Approx. time required:
1.5 hours – 3 hours

English subject review

A detailed review of teaching and learning in English, leadership and management, pupil perceptions and standards. This will be followed by a detailed written report with key points for action.

Approx. time required:
1 - 2 days

Co-observations

With the agreement of colleagues in the department, an opportunity for heads or aspiring heads of English to carry out joint observations and feedback with the English Adviser. This will help moderate judgements and provide support with giving effective feedback.

Approx. time required:

A minimum of 2 hours to include 1 observation,
post-observation discussion and feedback

Review of schemes of work

A review questionnaire to all English teachers and a selection of student consultations will be followed by a session with the department to review the strengths and areas for development of schemes of work.

Approx. time required:
Each session will require 3 hours

Planning schemes of work to include PLTs or cross curricular themes

Assistance and advice on how to plan schemes bringing in the overarching cross-curricular themes and PLTs . This session will also support departments in developing resources and approaches for effective cross curricular working.

Approx. time required:
Between 3 hours and 1 day depending on requirements

How to deliver effective booster sessions

This workshop can be with a mixture of staff and students to design and model the key elements for students to develop to ‘boost’ their grade.

 

 

English CPD Courses

The list of courses below are all the English courses, you can select to view a list of Primary or Secondary courses.

Please be aware that the BACK button at the bottom of each course outline will take you back to full list of courses run by SSE. To get back to just the English courses, use your browser back button at the top of your screen.