- 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
allow children to explore and express developing
ideas and thoughts through their play and
exploration. Babies and young children learn best
through opportunities to engage in active learning
through hands on experiences.
knowledge & skills to
identify schematic play and associated patterns
of behaviour
understand play and behaviour as
communication by children and what that tells
us about their interests and how best to follow
their lead
be able to better support other practitioners in
understanding their observations of children
learn methods for including these observations
in to the assessing and planning for the
children’s next steps in development
Childminders
Practitioners
Childminding Assistants
Unqualified Staff
Apprentices
This course is designed to offer participants an understanding of factors underpinning EBSA together with why autistic children and young people might be at particular risk. It has been developed by members of the Autism Outreach and Educational Psychology Services and includes the sharing of theoretical information together with discussion and hands-on activities.
The course will explore evidence-based approaches and interventions in relation to EBSA and how these can be used with a range of children and young people, including those who are autistic. In addition to sharing school-based strategies, an aim of the course is to equip participants with an understanding of how authentic, impactful home-school collaborations can be developed and how these can represent the platform for effective intervention.
Those who have participated in the course found the following particularly helpful:
- Thinking about the wider context of EBSA and why autistic pupils might be at more risk
- Listening to professionals who have knowledge and experience of supporting pupils experiencing EBSA
- Understanding risk and resilience factors around EBSA
- The focus on transition points and how best to support pupils at these times
Schools will:
- benefit from staff participating in the training so they are equipped to share knowledge and understanding, so facilitating a shared approach to supporting children and young people (CYP) who experience EBSA, particularly autistic CYP within the school.
Pupils will:
- benefit from staff supporting them at school gaining knowledge and understanding of EBSA, and why autistic CYP might be at particular risk.
- benefit from staff being more equipped to offer effective support and understand the importance of their voice and collaboration with key people in their lives informing this support.
- explore key psychological models to understand the needs of CYP experiencing EBSA, and why autistic CYP might be at particular risk.
- understand how EBSA is maintained and developed over time.
- understand factors underpinning EBSA as well as risk and resilience factors in relation to EBSA.
- understand the four functions of EBSA.
- understand EBSA within the context of transitions between phases of education.
- understand the different tools to facilitate assessment that can help us understand EBSA and how these are used.
- understand the importance of the pupil voice informing EBSA intervention.
- understand the importance of authentic collaborations between home and education settings, and how these can be achieved.
Anybody who is involved in supporting children and young people who experience EBSA. Together with members of staff based within education settings, this includes members of services supporting schools and/or children and young people (e.g., Outreach services, Attendance and Advisory service, Educational Psychology, School Counsellors etc.)
Apple Teacher is a free professional development programme from Apple that introduces the basics of using iPad, explores productivity with Pages, Keynote and Numbers and then creativity with iMovie and GarageBand.
Over the two half-days, this course will work through all six ‘badges’ of Apple Teacher, enabling the attendee to gain their Apple teacher recognition by the end of the second workshop.
Schools will:
- Have staff who are better equiped to make effective use of iPad in the classroom
Pupils will:
- Enjoy more connected, creative, collaborative and personal learning experiences on iPad
Staff will:
- Be recognised as an Apple Teacher by the end of the second workshop
- Have the skills and knowledge to use a range of iPad apps and tools in the classroom