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This article discusses the GTC’s Making SENse of CPD<\/em> resource, which includes a summary of research findings about the effectiveness of CPD for SEN, as well as the emerging themes in CPD for SEN<\/p>\n read more<\/p>\n Induction can be a scary time for newly qualified teachers (NQTs), and a challenging one for those steering them through it. This issue of CPD\u00a0week<\/em> gives CPD\u00a0coordinators advice and ideas on how to give NQTs the most effective early training possible to help them with the rest of their careers<\/p>\n read more<\/p>\n Sue Morris looks at self-harm and suicidal behaviour in primary school children, including the definitions, prevalence rates and the factors that increase and reduce risk<\/p>\n read more<\/p>\n Teaching basic classroom skills early is a simple and essential way to instil good behaviour principles in students, explains Dave Stott in this issue of Behaviour Matters<\/i><\/p>\n read more<\/p>\n This e-bulletin looks at the legal implications of The Children’s Plan and considers the impact it will have on schools<\/p>\n read more<\/p>\n This Learning and Thinking Skills<\/em> provides suggestions of how to introduce the idea of enquiry to young learners using practical ideas and classroom resources, as the first in our series taking an in-depth focus on developing \u2018independent enquirers\u2019 – the first of the six skill areas of the PLTS framework<\/p>\n read more This free resource is part of a CPD series to help teachers improve learning environments for children, looking at how to design the most effective classroom layouts and seating arrangements<\/p>\n Two PE lesson plans for key stages 3 and 4, each with cross curricular links<\/p>\n This free resource is part of a series to help teachers to increase parental involvement in the learning process, in this case encouraging parents to become learning partners<\/p>\n This free resource is part of a series to help teachers improve learning environments for children, here focusing on the best use of classroom space<\/p>\n This free resource is part of a CPD series to help teachers improve learning environments for children, here examining the importance of physical factors and conditions within the classroom environment<\/p>\n This free resource is part of a series to help teachers improve learning environments for children, in this case examining how an effective use of wall display space in classrooms can have a powerful impact on learning<\/p>\n This free resource is part of a series to help teachers improve learning environments for children, concentrating on what a creative thinking space is and how it can stimulate learning<\/p>\n This exciting free resource focuses on the theme of myths and legends and provides two numeracy projects for use in the classroom<\/p>\n Author: Edited by Dr David Leat & Dr Kate Wall<\/p>\n Many schools now have teaching and learning coordinators and teaching and learning groups who are tasked with keeping ahead of developments and to facilitate teaching and learning across their school. Those professionals will find Learning & Teaching Update<\/em> invaluable<\/p>\n read more<\/p>\n One of the challenges facing teachers is maintaining good order and discipline in schools. Dai Durbridge looks at the powers available to teachers regarding the use of force, and outlines the legal framework of this delicate area<\/p>\n read more<\/p>\n ‘Teaching thinking’ raises key questions and concerns about how something as complex as ‘thinking’ can be described in order to make it accessible and visible for colleagues and students<\/p>\n read more<\/p>\n What is your wish-list for the kind of skills you would like your students to leave school with? This issue explains the QCA’s framework for Personal, Learning and Thinking Skills (PLTS) and provides ideas on how you can apply this in practice<\/p>\n read more<\/p>\n This Behaviour Matters<\/em> deals with the use of non-verbal cues for classroom management, suggesting practical solutions to instil discipline without having to raise your voice<\/p>\n read more<\/p>\n Can the Teacher Learning Academy double the number of teachers it has enrolled by 2011? What are the benefits of signing up? Four teachers describe their involvement with the academy read more<\/p>\n Employers looking to prevent and defend claims of stress, and employees who are suffering from stress at work, should make time to read the complex litigation involved, urges Tamara Ludlow<\/p>\n read more<\/p>\n What impact will Every Child Matters have on CPD in schools? According to Steven Coombs and Mike Calvert, it will be huge; and schools need to be ready read more<\/p>\n Academic or obscure, instrumental or professionally liberating? CPD Update<\/em> editor Cliff Jones asks what we can expect the new Master’s degrees for all teachers to look like<\/p>\n read more<\/p>\n The provision of Master’s-level credits in the PGCE is a significant milestone for the teaching profession, but what are the implications for CPD in schools asks Alison Jackson, ESCalate ITE leader at the University of Cumbria<\/p>\n read more<\/p>\n All NQTs will now be able to study for a Master’s level qualification. Cliff Jones puts forward three statements to provoke debate on this topic<\/p>\n read more<\/p>\n The new guidance on restraining pupils is essential reading. Jenni Whitehead discusses the powers it gives and some of the dilemmas it poses<\/p>\n read more<\/p>\n The intention of raising standards is one that seems to run through all sorts of current ideas about education. But which ‘standards’ are being referred to and in what sense (if any) are they being raised? Pam Woolner examines the issues read more<\/p>\n Professor Maurice Galton, from the University of Cambridge, examines the benefits of group work and its possible contribution to improving the current classroom climate<\/p>\n read more<\/p>\n Comment-only marking is vital in helping students to reflect on their own learning, but implementing it can be a challenge. Jason Edwards, vice principal at Priory Community School, Somerset, describes how his school has overcome the initial problems read more<\/p>\n A project aimed at raising the profile of plenaries at Sandringham School, St Albans, has evolved into a catalyst for change that allows students to make their voices heard in the school. Deputy head Ceddy de la Croix explains read more<\/p>\n Jan White provides a range of practical ideas for creating enabling outdoor environments that support young children’s health, wellbeing, development and learning<\/p>\n read more<\/p>\n Miraz Triggs found that random name generation as a way of choosing who would answer questions focused students\u2019 attention and led to a higher level of participation<\/p>\n read more<\/p>\n Antidote\u2019s development director Marilyn Tew describes how schools can encourage learning by promoting ‘CLASI-ness’ – where children feel capable, listened to, accepted, safe and included<\/p>\n read more<\/p>\n Storyteller Taffy Thomas provides games and activities to stimulate children’s and younger people’s capacity to tell stories<\/p>\n read more<\/p>\n Guy Claxton invites debate on his eight character strengths and virtues for the learning age<\/p>\n read more<\/p>\n Who are the parents who evade all forms of contact from schools and why do they choose to exist at the fringes of their child\u2019s education? Jo McShane investigates<\/p>\n read more<\/p>\n Shiraz Chakera, professional networks manager for the GTCE, describes how the Engage Network has supported early career teachers in coping with a major concern \u2013 classroom behaviour<\/p>\n read more<\/p>\n These classroom activities can help develop grammar skills, particularly syntax and morphology<\/p>\n read more<\/p>\n Pragmatics refers to the ability to communicate in social situations. These classroom activities will help all children to develop social communication skills<\/p>\n read more<\/p>\n Gross motor skills are the movements of the large muscles of the body. These activities will help to develop and improve gross motor skills<\/p>\n read more<\/p>\n Jo Smith provides some practical tips on how to develop questioning skills as a tool for promoting participation and learning read more<\/p>\n Is it possible to create a more ‘gender balanced’ learning environment? Natalie Griffiths explains how she investigated the effect of gender on learning in the D&T classroom and developed strategies to benefit pupils of both sexes read more<\/p>\n Ingrid Sutherland outlines controversial new guidance on the provision of sexual health services in schools<\/p>\n read more<\/p>\n Katrina Foley describes how young children\u2019s independence and self-management skills can be promoted in an environment which celebrates risk, challenge and empowerment<\/p>\n read more<\/p>\n Pam Woolner looks at the variety of ways in which the widely-used term ‘learning environment’ is employed read more<\/p>\n PE and Sport Today talks to primary link teacher Lorraine Livingstone who, despite the inadequacies of PE training for primary teachers, has become something of a specialist<\/p>\n read more<\/p>\n","protected":false},"excerpt":{"rendered":" Maths is either a subject that pupils love or hate, explains Lorraine Barber, so how can we support those learners who don’t have a natural aptitude for it? read more The renewed Primary Framework places an enhances emphasis on speaking and listening. 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