Quality First Teaching

With a renewed emphasis on Quality First Teaching in the SEND Code of Practice, these sessions are aimed at teachers and non-teaching staff, including teaching assistants. They will be of interest to adults working in classrooms on a day-to-day basis who want to refresh their understanding and pick up some new tips and strategies. The practical workshop-style sessions will provide an introduction to recent theory and research in each area, together with ideas for practical strategies tried and tested in the classroom.

To Book:

Bookings for twilights and other training from April 2016 onwards is now open. For more information contact Teresa Regan: teresa@catalystpsych.co.uk

Behaviour for Learning

This session begins by looking how psychology has influenced traditional behaviourist classroom management principles, then looks at how to making adjustments to whole school systems to personalise them and to make reasonable adjustments.  The session then moves on to cover more specialist approaches that consider the cognitive and emotive aspects of behaviour; looking at unhelpful automatic thoughts, how they impact on the behaviour of young people and then working through some techniques that we can use to help young people to make behaviour changes.

Facilitated by Dr Paula Muir

Quality First Teaching: theory into practice

This interactive session will look at what is meant by "Quality First Teaching" in government documents, theory and research, and will go on to help participants identify what "QFT" means for them. The discussion will involve examination of facilitators and barriers in providing QFT in schools and some strategies for moving forward.

Facilitated by Dr Teresa Regan

Using the Early Support Developmental Journals to support the learning of children with SEN in the Foundation Stage and Key Stage 1

 This session will provide an opportunity to look in detail at the Early Support Early Years Development Journal,  and consider its use in monitoring the progress of children with special educational needs in the Early Years. The session will take a case study approach and enable the sharing of practice between participants.

Facilitated by Dr Teresa Regan

Metacognition: theory into practice

Metacognition or ‘thinking about thinking’ has become very popular since the Sutton Trust research identified it as being one of the most cost effective methods of raising pupil attainment.   This course will provide an overview of strategies, including metacognitive pupil self assessment and effective questioning to mediate learning, that can be used to enhance quality first teaching and also to maximise the role of the teaching assistant when supporting pupils 1:1 and in small groups. 

Facilitated by Dr Paula Muir

Confidence in Maths

This session looks at methods and strategies to support children who are struggling develop and retain basic maths skills and explores teaching approaches that can be used to help children and young people to feel more confident with maths.

Facilitated by Dr Paula Muir

An introduction to visual perception and processing with practical interventions to support skill development

The growth of research in neuropsychology has increased our understanding of the role of visual processing skills in effective learning, and the links with working memory. This practical introduction will include:

  • an introduction to neuropsychology related to visual perception and visual and spatial processing
  • an opportunity to practice skills using activities during the session
  • a consideration of interventions and support in the development of skills within the classroom context

Suitable for: all teachers, all ages and stages, teaching assistants.

Session facilitated by Tim Watson, Partner Educational Psychologist 



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