Our sessions are aimed at supporting Newly Qualified Teachers in Early Years, KS1 and KS2.
Feedback is very good and indicates that the sessions are relevant, interactive and interesting. They provide an opportunity to discuss your practice and reflect on your progress. They require active participation and there is time to discuss individual classrooms issues, share ideas and explore solutions to overcome difficulties. The staff who deliver the sessions are drawn from a wide range of professional and educational backgrounds and they support a diverse and exciting educational experience and provide a broad research profile.
You can book the whole course now on Eventbrite: £476
A limited number of tickets are also available for individual sessions.
Individual sessions are £85 (£72 for Goldsmiths Partner Schools and Alumni).
Please contact teacherscentre (@gold.ac.uk) to get your discount code and use the booking link next to each session.
You can request a partial refund up to seven days before the start of the course.
A 10% deduction will apply to cover administrative and booking charges.
A full refund will apply if the course is cancelled by Goldsmiths.
Managing Behaviours in the Classroom and Your First Term in Post
This session is in two parts. The first part will build on the idea of reflective practice, not only to build a strong foundation for the NQT year ahead but also into the future as a professional. With a focus on managing behaviours, this session will enable you to deepen your understanding of relationships within the classroom and beyond. An open discussion will provide a forum where you can share experiences and develop your expertise. This will also help you identify your immediate next steps in any challenges that you may be encountering. The second part is about reflecting on your first term with your own class. Please bring your NQT portfolio to a) review your Induction Observation(s); b) discuss your targets for the spring term and; c) describe the behaviour management strategies you use. Suggested Links to Teachers’ Standards: TS1. TS7. Part Two: Personal and professional conduct.
Teaching and Learning Mathematics
Teaching and learning requires a comprehensive understanding of planning and assessment, but what can this look like? What does this mean in practice? This session considers a) who you are as a teacher; who you are as a mathematician, how you can maximise learning opportunities for the child and c) developing good practice in Maths lessons. Please bring you: NQT portfolio; your second Induction Observation; something that you feel represents you as a teacher and a mathematics lesson plan that you have delivered and assessed. Suggested Links to Teachers’ Standards: TS3. TS4. TS5. TS6.
Engaging pupils with poetry
This three-hour session is aimed at supporting you in finding accessible ways for pupils to read, write and talk about poetry, across a range of poets, poetic forms, styles and moods. It will also focus on teaching styles and methods in relation to poetry, favouring a 'dialogic' approach both in the session but also for the pupils in your class. Suggested Links to Teachers’ Standards: TS3. TS4.TS5.
Meeting the needs of pupils with SEND
This session will look at ways to support some of the most common SEND found in mainstream schools. These will include dyslexia, ADHD, higher functioning autism (previously known as Asperger’s Syndrome), emotional and behavioural difficulties and foetal alcohol syndrome. We will consider teaching adaptations which can be considered along with considering the classroom environment and the degree to which it can be used to support those with differing needs. Suggested Links to Teachers’ Standards: TS1. TS2. TS4. TS5. TS7
Assessment and Report Writing with a focus on Reading
Why do we assess? We will reflect on the use of formative and summative assessment in schools. We will consider the literature around this, its practical application and how schools can best impact learning and progress. The second part of this session will focus on the effective teaching of reading and the role of assessment in this. Please bring your NQT portfolio, examples of how you track and assess ‘reading’ in your school, and, if possible, the end of year format of report writing used in your school. Suggested Links to Teachers’ Standards: TS2. TS4. TS5. TS6.
The Arts are going to have an increased focus in the Ofsted inspections, so we will also examine what this might look like. In the first part of the session, we will consider the importance of music in education. How can music be the initial focus of cross-curricular learning? The second part of this session will suggest ways to approach teaching and learning in and through art. You will develop your art and design subject knowledge and try out different materials and techniques, reflecting on why drawing and formal elements (line, tone, colour etc.) have been central to the subject. Suggested Links to Teachers’ Standards: TS1. TS2. TS3. TS5.
Looking to the Future and Supporting Wellbeing
The session will be split into two parts. The first part will be about looking back on your induction year so that you can reflect on your strengths and areas for development. You will be given time to focus on your future as a teacher, including any changes in educational policy. Bring your completed NQT portfolio and a key moment from your NQT year to celebrate with the group. The second part of the session will have a focus on wellbeing exploring issues of childhood mental health and your own mental health and wellbeing. This part of the session will be experiential.