Primary RE Subject Leader Network Meetings
We would like to invite primary RE Subject Leaders to attend a series of 3 network meetings that will take place over the course of the academic year. The meetings will be a fantastic opportunity to meet colleagues from different schools, share good practice and discuss current research and initiatives.
The sessions will be run by Rahima Choudhury, Curriculum Leader of Guidance at Tallis & Associate RE Lecturer at Goldsmiths, as part of the work with RBG EYFS/Primary Strategy Group. Rahima has been running a successful primary and secondary RE hub in Greenwich for several years. Rahima is passionate about her subject and wants to share this passion across Greenwich schools.
Sessions will include:
- Opportunities for leaders to reflect on their leadership of RE and identify areas to develop back in school
- Explore the Foundation of RE and Threshold Concepts; look at sacred stories across beliefs and religions
- Collaborate and share best practice with RE leads across Greenwich.
- A close look at progression of different strands of RE from EYFS to YR7
- A deep understanding of substantive and disciplinary subject knowledge
- Understanding what excellence looks like
- Collaborate on building a bank of high quality resources
We encourage subject leaders from all Greenwich primary schools and with all levels of experience to join us. KS3 RE teachers/leads are welcome to attend.
An introduction to the Engagement Model
The Engagement Model is a statutory assessment tool designed for pupils working below national curriculum standards and not engaged in subject-specific study, replacing the former P scales 1 to 4.
This session, aimed at SENCOs, teachers, and teaching assistants, provides a comprehensive overview of the model, explaining its rationale, and outlining schools' statutory responsibilities.
Participants will explore how the five areas - exploration, realisation, anticipation, persistence, and initiation - can be used to create outstanding SEND provision
Staff will:
- gain a deeper understanding of the principles and implementation of the Engagement Model
- develop practical skills to incorporate the model into daily practice effectively
- build confidence in creating inclusive, impactful learning environments for SEND pupils
Pupils will:
- benefit from personalised teaching approaches that cater to their unique needs and abilities
- experience enhanced opportunities to engage, achieve and progress in their learning
- gain support to build independence, confidence, and a sense of achievement
SENCOs, Teachers, and Teaching Assistants
**SEND: Building blocks of behaviour**
This in person classroom based training by early
childhood specialist, Kerry Murphy, who has lived
experience of neurodivergence and disability,
focuses on providing consistent and personalised
co-regulation which holds space for children to
learn to maintain and regulate their internal and
external worlds. This course explores the origins of
children’s behaviour including stressors and the
environment and consider practical yet meaningful
strategies of support.
childhood specialist, Kerry Murphy, who has lived
experience of neurodivergence and disability,
focuses on providing consistent and personalised
co-regulation which holds space for children to
learn to maintain and regulate their internal and
external worlds. This course explores the origins of
children’s behaviour including stressors and the
environment and consider practical yet meaningful
strategies of support.
Course Aims: This course equips participants with
knowledge & skills to
explore the importance of adult self-regulation
in providing effective co-regulation
considering the origin of behaviour, including
those that are driven by stress and those that are
motivated by social and emotional skill
development.
develop co-regulation strategies that are
matched to children’s individual differences and
needs
knowledge & skills to
explore the importance of adult self-regulation
in providing effective co-regulation
considering the origin of behaviour, including
those that are driven by stress and those that are
motivated by social and emotional skill
development.
develop co-regulation strategies that are
matched to children’s individual differences and
needs
Leaders & Managers
Setting SENCO
Childminders
Practitioners
Playworkers
Setting SENCO
Childminders
Practitioners
Playworkers
Autism and behaviour: analysing and managing
This course will provide staff with ways to analyse behaviour in autistic children, taking into account their specific learning and processing styles. This will lead to discussing practical strategies to manage behaviour in school, including designing behaviour plans and links to school behaviour policies.
It is recommended that LSAs attend together with the school SENCO, so that strategies can be integrated within school-based behaviour policies and plans.
The course will NOT cover positive handling and restraint management techniques.
Pupils will:
- have effective behaviour plans in place to support their learning in school
Staff will:
- be equipped to understand and manage behaviour for autistic children.
Settings will:
- have a consistent evidence-based approach to analysing and managing behaviour for autistic children in their school
Staff supporting autistic children in school settings, to include LSAs, SENCOs, and Teachers