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‘Pathological Demand Avoidance (PDA) is a term originally developed by the British psychologist Elisabeth Newson in the 1980s and first used in a published research paper by Newson in 2003. It was used to describe a group of children who did not fit into the stereotypical presentation of autism recognised at that time but who shared certain characteristics with each other, the key one being a persistent and marked resistance to demands’.
https://www.autism.org.uk/
‘Oppositional Defiant Disorder (ODD) is a condition that is commonly seen in up to 50% of children and young people with ADHD’.
‘Sometimes it’s difficult to recognise the difference between a strong-willed or emotional child and one with ODD’.
Essex Partnership University NHS
Have you been faced with a pupil who seems to react negatively to your requests? Have you felt out of your depth? Would you like to develop your knowledge and understanding of ‘demand avoidance’ in order to recognise the difference between a strong-willed child and a child with ‘Demand avoidance’ patterns of behaviour?
This course will cover:
- What is Demand Avoidance?
- What is (PDA) Pathological Demand Avoidance?
- What is( ODD) Oppositional Defiant Disorder?
- What strategies can we use to support pupils displaying these behaviours?
This full-day practical course will cover the coding aspect of the Science & Technology AoLE (WM6).
The morning session will focus on coding progression from PS1 to PS3, focusing on Bee-Bot, turtle on-screen, LOGO, BBC micro:bit and Scratch.
The afternoon session will focus on an introduction to ‘robotics’ using the Artec Robo ‘Early Education Kit’ to build and control a physical device (PS2) and to code (PS3) Each delegate will receive the kit to take back to their school.
https://www.
How skilled and confident are your staff in teaching effective STEM?
D&T is an exciting and natural area to develop and support the four purposes and 12 pedagogical principles of the new curriculum. Learn how, through experiencing the challenges for yourself, before teaching them in the classroom.This is a hands-on session, where delegates will develop their understanding of the different areas in Design and Technology through practical team challenges.
This course will also look at progression from PS1 to PS 3.
There will be a focus on mechanical systems – linkages and gears using construction kits. All delegates will go home with a Robotics kit to use with the children back in class.
This course looks at the progression of Science & Technology skills, which highlight the rich opportunities for literacy, numeracy and digital skills.
This full-day course will cover the computer science (WM6) component of the Science & Technology AoLE.
Practical sessions will focus on coding progression from PS1 to PS3, while also exploring WM6 topics such as sensors and actuators, making design decisions, computer connectivity, and data integrity, security, storage, and processing.
Delegates will receive a free progression ladder for WM6 (sold separately for £30 plus VAT)
A half-day online course to map extended writing opportunities
Estyn stresses the need for teachers to plan opportunities for authentic, independent extended writing across the curriculum.
Estyn notes: Overall, pupils do not have regular opportunities to write independently, particularly when writing in other areas of the curriculum.
This course helps you to plan for effective extended writing.
It will:
- Look at a model for planning extended writing in PS2 and PS3
- Explore how to map writing across the AoLEs and consider effective task setting
- Investigate ways to help pupils to retrieve and use information in their own writing.
The course will enable you to give your pupils meaningful opportunities to apply skills learnt in
literacy in authentic ways.
This full-day course will cover the computer science (WM6) component of the Science & Technology AoLE.
Practical sessions will focus on coding progression from PS1 to PS3, while also exploring WM6 topics such as sensors and actuators, making design decisions, computer connectivity, and data integrity, security, storage, and processing.
Delegates will receive a free progression ladder for WM6 (sold separately for £30 plus VAT)
How skilled and confident are your staff in teaching effective STEM?
D&T is an exciting and natural area to develop and support the four purposes and 12 pedagogical principles of the new curriculum. Learn how, through experiencing the challenges for yourself, before teaching them in the classroom.This is a hands-on session, where delegates will develop their understanding of the different areas in Design and Technology through practical team challenges.
This course will also look at progression from PS1 to PS 3.
There will be a focus on mechanical systems – linkages and gears using construction kits. All delegates will go home with a Robotics kit to use with the children back in class.
At the time of writing there are over 500,000 teacher support staff in the UK education system with approximately 31,000 of these being registered with the Education Workforce Council (EWC) in Wales and approximately 18,000 of these working in primary schools in Wales where they are now a larger section of the workforce than teaching staff (Department for Education, 2018; Education Workforce Council, 2017).
Research into the deployment of primary school support staff in Wales 11/07/19
As you can see above, it is vital that use these members of staff are used effectively.
This course will look at good practice in the mainstream classroom. You will learn about various strategies and ways to effectively use your staff to support children with ALN.
The course will cover:
- Encouraging motivation, morale and CPD.
- The role of Support staff in progression of children with ALN
- Driving routine, consistency and reward systems forwards
- Scaffolding V Spoon-feeding
- Independent skills
- Examples of timetables and models.
This full-day practical course will cover the coding aspect of the Science & Technology AoLE (WM6).
The morning session will focus on coding progression from PS1 to PS3, focusing on Bee-Bot, turtle on-screen, LOGO, BBC micro:bit and Scratch.
The afternoon session will focus on an introduction to ‘robotics’ using the Artec Robo ‘Early Education Kit’ to build and control a physical device (PS2) and to code (PS3) Each delegate will receive the kit to take back to their school.
https://www.
How skilled and confident are your staff in teaching effective STEM?
D&T is an exciting and natural area to develop and support the four purposes and 12 pedagogical principles of the new curriculum. Learn how, through experiencing the challenges for yourself, before teaching them in the classroom.This is a hands-on session, where delegates will develop their understanding of the different areas in Design and Technology through practical team challenges.
This course will also look at progression from PS1 to PS 3.
There will be a focus on mechanical systems – linkages and gears using construction kits. All delegates will go home with a Robotics kit to use with the children back in class.
The ALN reform act (Wales) has placed statutory obligations on schools to decide if a pupil has ALN or not. How confident are you in meeting the needs of all learners in your class?
This course will look at good practice in the mainstream classroom. You will learn about various strategies and ways to attune to your pupil’s needs. You will have the opportunity to access observations made by specialist teaching. These will be presented as examples for
you to take back to school and support pupils who may be struggling or identified as having ALN.
The course will cover:
- Awareness of various additional learning needs
- Strategies/Targets for various Additional Learning Needs e.g. channelling behaviours.
- Awareness of different tools for measuring progress
- Points of reference for breaking down goals into smaller steps
- Insights
- Interpreting behaviours
- Attuning to individual pupil needs
- Role of Support Staff
- Q and A session
Course Objectives:
- To ensure that your support staff are making a substantial contribution to pupils’ learning.
- To help your school maximise learning and raise standards for all through the effective use of teaching assistants/support staff.
A half-day online course to reboot the teaching of reading comprehension.
Rich and satisfying learning takes place when we support pupils to become confident speakers who are able to articulate their ideas and offer opinions clearly. Talk embeds ideas and strengthens understanding of topics. It is therefore important to have a detailed, well planned whole school strategy to foster high quality discussion and purposeful collaboration.
We will:
- Consider how to use warm up exercises to provide speaking and listening practice.
- Explore strategies that can be used across the school and across the curriculum to allow pupil to explore an idea.
- Think about how we can use oracy to develop pupils’ thinking.
- Look at how to kickstart an oracy project.
Make talk work in your school to raise standards and increase engagement.
The Additional Learning Needs transformation programme came into practice on the 1st of September 2021. The idea was to create a unified approach for young people from the age of 0-25.
An important part of this system is accurate and relevant assessment of Additional Learning Needs of pupils already identified as needing extra support. It is also important to develop screening systems within the mainstream setting in order to recognise needs in pupils that
might not be presenting their additional learning needs in an obvious way in class.
We will explore different Assessments and ensure that practitioners have a plethora of tools to assist in ascertaining the needs of all pupils.
The course will cover:
- Boxall profiling
- Coventry scales Grid
- Well being scales
- Readiness for learning scales
- Goodman’s SDQ
- Differentiation in the mainstream class
- Sharing of good practice
A half-day online course to make shared reading a key part of a school’s scheme of work.
Shared reading is an essential strategy in each teacher’s literacy toolkit. During shared reading pupils practise increasingly complex skills in a supportive and engaging environment.
This course shows how shared reading changes as pupils grow and mature.
It will:
- Explore how shared reading flexes and changes as pupils mature and look at models for teaching in PS1, PS2 and PS3.
- Examine the skills we need to teach pupils in each Progression Step and study a sample scheme of work.
- Look at ways to involve pupils in shared reading.
- Consider what goes into a shared reading toolkit.
Delegates will receive a sample scheme of work and resources to build a shared reading toolkit.