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Primary CPD

 

Schools that have taken building better learning seriously have quickly realised the centrality of professional development (PD) in making it work.

Changing the habits of a professional lifetime is not simple. It involves un-learning and re-learning: unpicking, readjusting, trying things out and seeing what works. It’s about staff using their own learning power to effect changes in themselves. Becoming proficient, and then developing further so that the ‘new approach becomes second nature, takes time and effort

That is why we have structured our core programmes carefully to deliver slow, deep-rooted change, and long-lasting results. Our core programmes include:

Start-up learning

The start-up learning can be either face-to-face or online. Its purpose is to bring all staff on board with building pupils’ learning habits; what it means, why it’s important and how to make a start. There are also sessions or materials for senior leaders to help them tackle the strategic implications of  learning culture change, whilst sessions for potential learning team leaders enable effective school-wide engagement.

Online learning to support in-school team learning

After, but coupled to the initial training: the online courses extend teachers’ knowledge; the in-school learning teams turn this knowledge into practice. Within the courses, individual learning sessions cover topics in depth, whilst regular Professional Learning Team sessions offer staff time to discuss, share and plan learning enquiries on which to base changes in practice.

 

Book bundles

A selection of practical books to extend understanding of the approach amongst staff, governors and later, parents.

Free style learning

For schools wishing to tailor their journey, we can provide additional supporting programmes such as coaching visits or learning reviews. 

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

Supporting materials

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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