Training modules
As a member of EduSuite you have access to all of the training modules we produce and there is no limit on the number of times you can view each one. Most training modules contain activities or downloadable resources which you’re encouraged to engage with, so having access to a pen and paper would be useful.
Behaviour Management
Behaviour management – part 2
In the second in our series on behaviour management we focus on introducing new routines to address ‘pinch points’, and the importance of setting and maintaining high expectations for all pupils. We explain why sanctions must be delivered swiftly and share Dreikurs’ strategies for dealing with misbehaviour. Finally, we explore the benefits of using restorative measures and share 5 restorative questions. This training modules is recommended for all teaching staff and is likely to take between 45 and 55 minutes to complete.
Load Module
Behaviour management – part 1
In behaviour management part 1 we begin by focusing upon behaviour theories and how these often influence the rewards and sanctions systems which school put in place. The types of rewards and sanctions used in school can impact upon the behaviour of pupils and we share the top 3 rewards children would choose. We consider the importance of building relationships with pupils and creating a climate of respect which then stands teaching staff in good stead when setting up rules and routines and delivering sanctions. This training module is suitable for school leaders and all teaching staff and we suggest you set aside between 50 and 60 minutes to complete it.
Load ModuleMemory and Learning
Memory and Long-Term Learning
This training module provides an overview of how thinking works and its relationship between working memory and long-term memory. Through practical activities we will explore the relationship between prior knowledge and problem solving. Using research from Daniel Willingham, Robert Bjork and Barak Rosenshine we will apply the principles of memory storage and retrieval to the primary classroom. This training module is suitable for teachers, teaching assistants and SENCOs and the session will last 50-60 minutes.
Load Module
Cognitive Load Theory in the Classroom
Professor Dylan Wiliam describes cognitive load theory as “… the single most important thing for teachers to know”. During this training module we will explain why that is and how we can help pupils deepen their understanding and retain information. We will explain the three types of cognitive load and how to use this information when creating resources and delivering lessons. This training module is suitable for teachers, teaching assistants and SENCOs and will take 50-60 minutes to complete.
Load Module
Why Metacognition Matters
In this training module we will reflect on our own metacognitive skills and then apply this knowledge in the context of primary school pupils. You will understand the importance of subject knowledge in metacognition, and we will share specific strategies you could apply immediately in the classroom to help pupils develop metacognition and self-regulated learning. This training module is suitable for teachers, teaching assistants and SENCOs and the session will last 45-55 minutes.
Load ModuleSelf-optimisation
Impactful appraisal
In our training module on impactful appraisal we review the appraisal process for teachers, highlighting the legislation for maintained schools and academies. The role of appraisee, appraiser and the school's systems are considered, along with the key features of productive appraisal meetings. After reviewing the 'golden triangle' of performance management, you will be equipped to review your current appraisal practices. The link between professional development and appraisal as well as using the 'research-informed' approach are discussed, giving you the opportunity to consider a new way to appraise teaching staff. This training module is suitable for school leaders and teachers. It should take about 45 minutes to complete.
Load Module
Managing people and building influence
It is vital that school leaders, at all levels, are able to effectively manage people in the organisation. During this training module we share the key components required to positively influence others. We consider why people are resistant to change and share techniques to overcome their negativity. Using a school-based scenario, we will take you through a 5 step process to successfully plan and undertake an important or potentially difficult conversation with a colleague. This training module is recommended for school leaders at all levels and will take approximately 1 hour to complete.
Load Module
Managing your workload
In this training module we share a range of strategies to assist teaching staff and school leaders to manage their workload effectively and efficiently. This will be supported by a range of activities, discussions and reflections to complete during the session, including an analysis of workload and how it impacts on stress levels. You will be encouraged to complete the wellbeing wheel and consider using the A B C of stress management to help you manage your workload and know when to ask for support. We recommend this training module for all school staff, particularly, leaders, teachers and support staff. It will take between 1 hour and 1 hour 40 minutes to complete.
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Utilising coaching in school
Coaching in schools take various forms and there are a range of models available which can assist the staff in implementing a coaching strategy. During this training module we share the attributes required to be a successful coach and provide an opportunity to undergo a short coaching session with a colleague. It will take approximately one hour to complete this training module, depending upon the time allocated for the coaching activity and discussions.
Load ModuleSubject Leadership
Subject Leadership: creating action plans
This training module will support subject leaders in creating effective, well constructed action plans for the subject they lead. We use the Education Endowment Foundation's implementation cycle to inform the process. The video explains the importance of exploring the root cause of the issues and finding evidence-informed solutions to resolve them. The component parts of an action plan are shared and you can use the criteria for judging an action plan to check how effective your action plan is. This training module is aimed at subject leaders, although the principles of writing an action plan relate directly to writing any type of school improvement plan, therefore it will also be valuable to senior leaders. This module is likely to take 45 - 55 minutes to complete, depending upon how much time you devote to carrying out the reflections and activities.
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Subject Leadership: Roles and Responsibilities
In this training module we shall explore the roles and responsibilities of subject leaders. Using an audit, you will be given the opportunity to identify your strengths and areas for development pertaining to your role as a subject leader. This will lead to you being able to create an action plan to address your areas for development, importantly, share your strengths with colleagues. This training module would be valuable for new and experienced subject leaders and it will take 50-60 minutes to complete
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Subject Leadership: monitoring techniques
In this training module we explain how the school improvement process works and where monitoring sits within the cycle. We share a number of strategies for monitoring, focus on the techniques for work sampling, discussions with teachers and pupils as well as lesson drop-ins. We recommend this training module for subject leaders, middle and senior leaders. This module contains a number of activities and you might want to set aside 50-60 minutes to complete it.
Load ModuleSubject Research Reviews
History – Learning from Ofsted’s research review
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review into history. In the video we focus on how to prioritise the content of your history curriculum. We also explore the meaning of substantive concepts in history, and the importance of developing a secure chronological understanding. This video would be useful for primary history leaders as well as any members of staff who teach history.
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Geography – Learning from Ofsted’s research review
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review into geography. In the video we focus on the importance of place knowledge, geographical skills, and fieldwork in developing pupils' understanding of the subject. This video would be useful for primary geography leaders as well as any members of staff who teach geography.
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Mathematics – Learning from Ofsted’s research review
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review into mathematics. In the video we focus on three types of mathematical knowledge - declarative, procedural and conditional knowledge - and key features of progression in maths. This video would be useful for primary mathematics leaders as well as any members of staff who teach maths.
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MFL – Learning from Ofsted’s research review
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review into Modern Foreign Languages. In the video we focus on the three pillars of progression - phonics, vocabulary, grammar - and why is is important to carefully sequence curriculum content. This video would be useful for primary MFL leaders as well as any members of staff who teach MFL.
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English – learning from Ofsted’s research review: writing & spoken language focus
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review into English, specifically the aspects relating to writing and spoken language. The review explains why fluent transcription skills are crucial in enabling pupils to focus on organising and communicating their ideas. This video would be useful for primary reading/English leaders as well as any members of staff who teach reading.
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Music – learning from Ofsted’s research review
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review on music. During the video we share the key elements from the music research review including curriculum planning and the pillars of progression - technical, constructive and expressive. We share information about the classes of knowledge and how they link to learning. This video would be useful for music leaders as well as those who teach music.
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Reading – Learning from Ofsted’s research review into English
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review into English, specifically the aspects relating to reading. This module covers text complexity and progression in comprehension, effective pedagogy and the importance of literary knowledge. This video would be useful for primary reading/English leaders as well as any members of staff who teach reading.
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PE – Learning from Ofsted’s research review
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review into PE. During the video we share the key elements from the PE research review including the pillars of progression; the importance of vocabulary; the difference between declarative knowledge and procedural knowledge; and the organisation of the PE curriculum. This video would be useful for primary PE leaders as well as those who teach PE.
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Science – learning from Ofsted’s research review
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review on science. During the video we share the key elements from the science research review including what it means to get better at science; the products, practices, uses and significance of science; curriculum progression of substantive and disciplinary knowledge; and the development of practical work. This video would be useful for science leaders as well as those who teach science.
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Religious Education – learning from Ofsted’s research review
This video is a recording of the content delivered during an EduLive event where we take you through Ofsted's research review on religious education. During the video we share the key elements from the RE research review including developments in RE, curriculum progression and organisation, RE at different stages of education, and pedagogy including 'ways of knowing' and 'personal knowledge' in RE. This video would be useful for RE leaders as well as those who teach religious education.
Load ModuleTeaching Strategies
Adaptive teaching
Adaptive teaching is a fundamental part of any educator's practice. In this training module we explain what adaptive teaching is and why it matters. We take you through a range of strategies teaching staff can use to adapt their teaching to ensure pupils understand and learn the concepts being taught and we explain how to anticipate barriers to learning. We share some 'in-the-moment' adaptations you can consider and we explain the importance of using technology and flexible grouping to respond to pupils' needs. This training module is recommended for all teaching staff and will take about 45 to 55 minutes to complete.
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Rehearsal, retrieval, spacing and interleaving
In this training module, we explain the research and rationale behind the techniques of rehearsal, retrieval practice, spaced practice and interleaving. Understanding these techniques and how to utilise them in the classroom will help all pupils to learn, retain and recall information. We demonstrate the techniques using examples from across the curriculum, including history, geography and science. We recommend this training module for teachers, teaching assistants and SENCOs. This module contains a number of activities and you might want to set aside 50 minutes to complete it.
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Embedding formative assessment
If formative assessment is embedded into our daily practice, it can transform learning for our pupils. During this training module we explore Dylan Wiliam's five key aspects of formative assessment, sharing practical strategies you could use immediately in the classroom. We focus on clarifying learning intentions and success criteria, and share ways to elicit what what pupils already know and can do. Strategies for giving feedback from the teacher and peers are explored and we consider how we can activate peers and learners in 'owning' their learning. This training module is recommended for all teaching staff and will take approximately 1 hour 15 minutes to complete.
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Scaffolding Learning
We begin this training module exploring the difference between scaffolding and differentiation, then delving into the principles of scaffolding. We share a range of scaffolding tools and techniques as well as including specific examples for ways they can be used with pupils in a primary school setting. We recommend this training module for teachers, teaching assistants and SENCOs. This module contains a number of activities and you might want to set aside approximately 45-50 minutes to complete it.
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Explicit, Teacher-Led Instruction
In this training module we explain and demonstrate the strategy of explicit, teacher-led instruction. The research indicates that this is the best method to use when teaching pupils brand new material, strategies or concepts. It is also beneficial for pupils who are struggling to understand a concept. We recommend this training module for teachers, teaching assistants, sports coaches and SENCOs. This module contains a number of activities and you might want to set aside 1 hour to complete it.
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Retrieval Practice
In this training module we explore the principles of retrieval practice which relate to educational research and cognitive science. We share a number of retrieval strategies including specific examples for ways they can be used with pupils of different ages in a primary school setting. We recommend this training module for teachers, teaching assistants and SENCOs. This module contains a number of activities and you might want to set aside 50-60 minutes to complete it.
Load Module