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Primary CPD

The finding out phase

In this phase the training and/or resources will help leaders and teachers explore the principles, background research, and impact of building  powerful learners. They will help you explore questions such as:

  • What is learning power all about?
  • Why should schools bother about building powerful learners
  • What do learning powered pupils, teachers and schools do differently?
  • How might schools introduce more learning friendly cultures?

Phase 1: Making a start

In this first phase the training programmes, both online or face to face, and the practical resources are designed to help leaders and teachers to explore questions such as:

  • Where do we start in making learning power a practical reality in the school?
  • What are the key learning behaviours  really about; how might we explain them to students; how do we help them to progress?
  • What’s the best way to get a learning language going across the school?
  • How can we create learning friendly classrooms where learning behaviours can be surfaced and developed? 

Core programmes

Phase 2: Beyond the basics

In this second phase the training programmes, both online or face to face, and the practical resources are designed to help leaders and teachers to explore questions such as:

  1. Now that we have the most important learning behaviours embedded how do we do a similar job with the rest?
  2. How might we confidently infuse more learning behaviours into the way we teach, and stretch them?
  3. How will we know whether pupils are becoming more skilled in their learning behaviours?
  4. What are the deeper cultural issues we need to address?

Phase 3: Broadening the scope

In this third phase the training programmes, both online or face to face, and the practical resources are designed to help leaders and teachers to explore questions such as:

  1. How might we keep parents informed about their child’s progress in developing learning habits?
  2. How might we adapt relevant school policies to reflect and support our beliefs and values about learning?
  3. How do we keep all staff, governors, trainee teachers and new staff up to date and/or skilled in the approach?
  4. How might observe for learning in classrooms?
  5. How do we track the progression of learning power in our students?
 
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