In School/College INSET | Page 5 | Lighthouse Professional Development

In School/College INSET


We are running many hotel-based courses for teachers this spring and summer term. To view the dates and locations of those click on "Up Coming CPD Events" in the menu bar above.

However, if you are looking for a course to run onsite at your school or college, we have over 800 to chose from covering a multitude of subjects. These are courses we have successfully run in the recent past and are all delivered by trusted trainers that consistently receive great feedback.

To narrow down the list of courses to only those in your chosen subject, simply click below on the area of expertise most applicable to you.

Once you find a course of interest (or if you would like us to investigate the possibility of tackling another topic) fill out the brief form, including prospective dates, and we will happily check availability for you.
 

In-School & In-College Training Inquiry Form

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Successful Approaches to Play Texts at GCSE Key Stage 4 English

Drama
The course will focus upon approaches to engaging pupil's interest in studying play texts at Key Stage 4. The day will be of value both to NQTs and experienced teachers of English. Throughout the day, there will be opportunities to share and evaluate good practice, present and discuss resources and generate creative approaches.

Teaching AS / A2 Drama & Theatre Studies (AQA and EDEXEL)

Drama
The training, which includes theory-based and practical sessions, will focus on the devised unit, decoding text, using the practitioners and "reading" live performance. It will also suggest ways in which to excite and inspire students individually as artists and as members of a theatrical ensemble.

Teaching AS Dance for the First Time

Drama
By the end of this course delegates will have made links to the three strands of the course: Performance, Choreography and Appreciation/analysis. They will have an understanding of the different criteria for the practical assessments for performance in the moderation. Delegates will have extended their understanding of the assessment demands and how to manage the external moderation visit. They will have developed a range of practical choreographic approaches to exam papers taking the examination criteria into full account.

Teaching Technical Theatre to GCSE Drama Candidates

Drama
Are you are struggling to feel confident enough to give your students the option of technical theatre for practical GCSE examinations? If so, then this is the course for you! The course aims to give you example work, breakdown the terminology, show you as a busy classroom teacher how to get the most of your students wanting to do technical theatre, explain how to get around equipment issues and most importantly allow you to leave the course feeling confident to allow your pupils the option of choosing technical theatre.

Teaching the BTEC Level 2 (and 1) in Performing Arts (Dance) for the First Time

Drama
It is always daunting to start a course for the first time and interpret the syllabus into a scheme of work that is relevant and appropriate. The BTEC Firsts are exciting vocational Dance courses where you the tutor can pick units you want to deliver and create the vocational opportunities. During the day this course will give you a clear understanding of what Edexcel's new 2012 BTEC Firsts at Level 2 (and 1) involve, the different variations on delivery throughout the year and what is required of students to succeed including how to pick the best units for your learners.

Teaching the BTEC Level 3 in Performing Arts (Dance) for the First Time

Drama
It is always daunting to start a course for the first time and interpret the syllabus into a scheme of work that is relevant and appropriate. The BTEC Nationals are exciting vocational Dance courses where you the tutor can pick units you want to deliver and create the vocational opportunities. During the day this course will give you a clear understanding of what Edexcel's Certificate, Subsidiary Diploma and Diploma involve, the different variations on delivery throughout the course and what is required of students to succeed including how to pick the best units for your learners.

The New Head of Drama

Drama
The course will examine the ethos of Drama as a curriculum subject both within an Arts faculty and as an element of the English framework. Curriculum structures and examination specifications will be explored and delegates will receive detailed examples of KS3, GCSE and A level schemes of work. There will be a discussion of KS3 assessment frameworks and delegates will be provided with a variety of examples of structures for auditing, monitoring and record keeping.

The Play's the Thing! Improving Grades with Dramatic Approaches to Shakespeare

Drama
In September 2006, the RSC launched a major campaign to bring about change so that all young people have a positive experience of Shakespeare at school. Shakespeare remains a mandatory part of the National Curriculum and the DfES agreed that a debate, led by the RSC, should continue to investigate innovative and successful ways to teach Shakespeare. There is a major national campaign looking at the way Shakespeare is taught, studied and assessed in our schools.

Using Drama Activities to Teach Citizenship

Drama
Many of the topics included in the KS4 citizenship curriculum are the stuff of which drama is made! Subjects such as law & order, politics & power and the role of the media provide excellent opportunities for developing understanding through the creation of dramatic work. Drama activities also help to build confidence, which will enable learners to participate effectively in discussions as well as developing their skills of enquiry and communication.

A National Conference for Teachers of EAL Unlocking the Potential of Your EAL Pupils: Practical Strategies, Successful Solutions

EAL
Schools are expected to demonstrate that their pupils for whom English is an additional language (EAL) make progress in line with other pupils. The achievement of pupils with EAL is a key focus in OfSTED's inspection of schools and makes a significant contribution to judging progress in lessons and when looking at current and historic progress data. Whilst schools are becoming increasingly skilled at identifying the needs of EAL pupils, it is essential that both qualitative and quantitative data is used effectively to plan how to meet those needs.

Addressing the Language, Literacy and Learning of EAL pupils within the Primary Classroom: A Recipe for Success

EAL

How can we most effectively support learners of English as an additional language in acquiring full English fluency in and through the primary curriculum? This is the challenge faced not only by EAL specialists, but by all teachers working with pupils learning English as an Additional Language.

Assessing the Language, Literacy and Learning Needs of EAL Learners

EAL

Assessment plays a key role in raising standards of attainment. If schools are to be successful in closing the attainment gap it is crucial that assessment and profiling systems address the diverse language, literacy and learning needs of all its learners. This course draws on recent research, national and LA initiatives and teachers own practice to suggest an integrated and inclusive approach to EAL assessment.

EAL and ICT: using PowerPoint to create innovative and inspirational interactive learning activities for EAL and all learners across the curriculum

EAL
How can we most effectively support learners of English as an Additional Language in acquiring full English fluency in and through the curriculum? This is the challenge faced not only by EAL specialists, but by all teachers working with students learning English as an additional language.

Multilingual, interactive collaborative learning resources facilitate English language acquisition and scaffold learning across the curriculum in a range of exciting ways. They are fun to make and fun to use!

EAL Coordinators: Meeting the Strategic Demands of your Role

EAL
EAL Coordinators may often find themselves trying to balance the pressures of longer-term development with the undertaking of day-to-day tasks. Whilst both have a role to play, it is the strategic aspect of the EAL Coordinator's work that makes a crucial difference to the systems and practices of a school.

Let's Click: Using Clicker 5 to Scaffold the Language and Literacy of EAL Learners

EAL
support tool that can be used to scaffold the language, literacy and learning of pupils of all ages. It combines a talking word-processor with the availability of a range of learning grids. Grids can be linked to provide a framework for pupils’ writing. Full screen grids allow for the creation of multimedia talking books and interactive activities in English and other languages.

Let's Talk: Using Talk to Develop the Language, Literacy and Learning Skills for EAL Pupils

EAL
Talk is fundamental to the academic success of all learners. For EAL learners, interaction with competent speakers of English has been found to be one of the strongest motivational forces for learning. Talk provides opportunity to develop understanding and try out more formal language orally before moving into writing.

Maximising Achievement for your more Advanced EAL Learners: Raising Attainment Strategies which work

EAL
Research shows that many of the 90% of EAL students who have long experience of learning in the UK can still have their attainment affected by the fact that English is not their first language. This is often overlooked and therefore not addressed because many of these pupils seem able to converse freely with their peers.

The DCSF is so concerned that it recently published a detailed document on the subject, "Ensuring the Attainment of More Advanced Learners of English as an Additional Language" 2009.

Meeting the needs of all of your EAL Learners

EAL
English

The proportion of pupils in UK schools who use English as an Additional Language has doubled in a decade. Many schools affected have had to find out how to best meet the needs of these students. It is essential that schools offer a coherent approach to EAL provision by meeting the needs of both New Arrivals and More Advanced EAL Learners.

Raising Achievement of More Advanced EAL Learner: Practical Strategies Which Work

EAL

All EAL students have an entitlement to a level of support in line with their ability and linguistic level. Students who have long experience of learning in the UK can still have their attainment affected by the fact that English is not their first language. This is often overlooked and therefore not addressed because many of these pupils seem able to converse freely with their peers.

Roma Pupils: Supporting them to Succeed & Achieve

EAL
Leadership
Pastoral Care and Behaviour

Inspection evidence and anecdotal evidence suggests that a number of schools are experiencing a significant rise in the number of Roma pupils from Eastern Europe. As a consequence some are struggling to identify sufficient r esources to meet these pupils’ wide-ranging needs. Historically, Gypsy/Roma pupils have had the poorest outcomes of any ethnic group in England in terms of attainment, attendance and exclusions.

Successfully Teaching EAL Students in Your Subject: Practical Strategies for the Classroom Meeting Needs, Ensuring Progress

EAL
With the increased focus from OfSTED on evaluating how teachers meet the needs of different groups of students in lessons, teachers in all curriculum areas need to demonstrate how they make their subject accessible for all. Addressing the needs of students of different nationalities, abilities and levels of proficiency in English is a significant challenge since 'catch up' and progress must be made without delay.

Supporting Refugees and Asylum Seekers in Secondary Schools

EAL
Schools are required to meet the diverse needs of pupils from all social and cultural backgrounds and equality and diversity is now a limiting judgement in the new Ofsted framework. Refugees and asylum seekers are at the heart of this. Both the social and academic needs of these pupils must be met and this presents challenges with some arriving in school during the school year and with wider issues such as housing affecting pupils' well being.

Teaching Assistants and EAL: Meeting the Demands of your Role Effectively supporting students learning English as an Additional Language

EAL
English
Primary & Early Years

The Teaching Assistant (TA) plays an essential role in the drive to raise standards in schools. In addition to the support provided for students with learning difficulties and disabilities, the TA may also be required to support groups of students for whom English is an additional language (EAL) both in whole class and small group teaching and learning situations. Those supporting EAL students are at the forefront of removing barriers to learning and inclusion.

Approaches to Practical Criticism for A Level English Literature

English
The course will provide delegates with strategies, resources and ideas in tackling the requirement that students 'demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts' (AO2). The approach will be practical and engaging, allowing delegates to explore texts, make connections between them and try out ideas which will give students confidence in approaching this challenging element of A Level study.

Assessing Pupil Progress in English

English
With much of the government's focus on assessment being on teacher based assessment, there exists a real opportunity for the teaching of pupils of English to embody all of the theory of AfL through APP processes. This course will look at how real personalisation can be developed by the communication of APP data to students and teachers alike - and of next steps in meaningful learning discussions.

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