Equal Opportunities:
Best Practice in Teaching & Learning
This course has been successfully delivered in over 400 schools, colleges and universities. It sets out a clear framework for embedding equality and diversity practices across all aspects of teaching and learning ensuring that equality and safeguarding goes well beyond Legal and OFSTED compliance.
Delegates will gain first hand knowledge of current Equal Opportunities Legislation, The Prevent Duty, best practice and effective anti-harassment strategies and procedures. This knowledge will greatly assist teaching staff to do well in embedding equality, diversity and inclusion into lesson plans and schemes of work.
The course will also examine the Personal and Professional Boundaries that apply between teaching staff and students/learners. We shall look at the appropriateness of certain forms of behaviour and examine ‘Cultural and Linguistic Diversity’
This course will assist individual teaching staff in making real, lasting and positive change in the classroom management of equality, diversity and inclusion.
Delegates will gain first hand knowledge of current Equal Opportunities Legislation, The Prevent Duty, best practice and effective anti-harassment strategies and procedures. This knowledge will greatly assist teaching staff to do well in embedding equality, diversity and inclusion into lesson plans and schemes of work.
The course will also examine the Personal and Professional Boundaries that apply between teaching staff and students/learners. We shall look at the appropriateness of certain forms of behaviour and examine ‘Cultural and Linguistic Diversity’
This course will assist individual teaching staff in making real, lasting and positive change in the classroom management of equality, diversity and inclusion.
Key Contents:
- Up-date on current Equal Opportunities legislation: The Equality Act 2010
- The ‘Prevent Duty’ & ‘Fundamental British Values’
- Embedding equal opportunities in all teaching & learning practices
- Effectively embedding the Prevent Duty in lesson plans and schemes of work
- Ensuring that everyone receives equal treatment and opportunities in the teaching environment
- Challenging stereotypes, prejudices and myths
- Understanding & effectively delivering the ‘Prevent’ agenda
- Personal & Professional Boundaries: Setting and Understanding the Parameters
We will look at how to develop an Inclusive teaching environment that responds effectively to diversity and behavioural issues and one that creates a truly ‘discrimination free’ environment for all staff, students and visitors to the college. All teaching staff will be encouraged to aim for the ‘outstanding’ management and delivery of equality & diversity.
Timings and Cost
This is a half-day course that allows for up to two courses to be delivered in a day, ensuring excellent value. We can train up to 40 staff in each session making two courses in a day extremely cost effective for training up to 80 staff.
The cost of a half-day is £495 plus VAT. The cost of a full day, two courses, is £750 plus VAT.
Embedding Equality & Diversity
in the Curriculum incorporating
the Prevent Duty & Fundamental
British Values
The Equality Act 2010 places equality & diversity at the centre of education service delivery. It is now essential that teaching and support staff take ‘practical and reasonable steps to prevent harassment from occurring’ in all teaching and learning environments. Staff must also ensure that all students and learners are taught equality, diversity and inclusion and these teaching sessions must fully explain the Duty to Prevent Radicalisation and/or Extremism in all forms. Students and learners must also gain an understanding of Fundamental British Values. OFSTED define Fundamental British Values as:
‘Democracy, Rule of Law, Individual Liberty and Mutual Respect and Tolerance for those of different faiths and beliefs and institutions are expected to encourage students to respect people with particular regard to the protected characteristics in the Equality Act 2010.
This course will set out a clear framework for teaching equality, diversity, the Prevent Duty and Fundamental British Values.
This course will facilitate an exploration of the needs, motivations, desires, skills and thought processes to assist individual staff in making real, lasting and positive change in the area of teaching and the classroom management of equality and diversity.
‘Democracy, Rule of Law, Individual Liberty and Mutual Respect and Tolerance for those of different faiths and beliefs and institutions are expected to encourage students to respect people with particular regard to the protected characteristics in the Equality Act 2010.
This course will set out a clear framework for teaching equality, diversity, the Prevent Duty and Fundamental British Values.
This course will facilitate an exploration of the needs, motivations, desires, skills and thought processes to assist individual staff in making real, lasting and positive change in the area of teaching and the classroom management of equality and diversity.
Key Contents:
- Up-date on current Equal Opportunities legislation: The Equality Act 2010
- Embedding equality, diversity, inclusion and safeguarding in teaching & learning
- Effectively developing & embedding Equal Opportunities in lesson plans and schemes of work
- Ensuring that everyone receives equal treatment and opportunities in the teaching environment
- Challenging stereotypes, prejudices and myths.
- Equality, Integrity, Honesty and Dignity: ‘Competence’ & ‘Confidence’
- Subject & Object: ‘My’ value sets and cultural viewpoints: Luggage or Baggage
- Prevention, Pro-action & Promotion
- Understanding & effectively delivering the ‘Prevent’ agenda
- Personal & Professional Boundaries: Setting and Understanding the Parameters
- Defining ‘Personal Space’ for students/learners and methods for ensuring that it is respected and not violated
The course facilitates the creation of an Inclusive teaching environment that responds effectively to diversity and behavioural issues and one that creates a truly ‘discrimination free’ environment for staff and students/learners alike. All teaching staff will be encouraged to aim for the ‘outstanding’ delivery of equality & diversity.
Timings and Cost
This is a half-day course that allows for up to two courses to be delivered in a day, ensuring excellent value. We can train up to 40 staff in each session making two courses in a day extremely cost effective for training up to 80 staff.
The cost of a half-day is £495 plus VAT.
The cost of a full day, two courses, is £750 plus VAT.
Coaching and
Mentoring Skills
Who Should Attend?
All Advanced Learning Practitioners, Heads of Faculty or Department, Programme Managers. All those line managing teaching staff, Managers with responsibility for developing new and existing teaching staff. This will include Staff Development and Human Resource Managers and Senior Management Team members.
This course will clearly define the difference between mentoring and coaching. It will examine what we understand my mentoring and the benefits it can bring to the ‘Mentee’, the ‘Mentor’ and the organisation. What a structured mentoring process looks like. What makes a successful mentor/mentee relationship and the skills needed to be a Mentor. Coaching uses the same skills as mentoring but coaching is short term and task-based whereas mentoring is a long-term relationship.
The CIPD summarise the difference as follows:
‘A coach has some great questions for your answers, a mentor has some great answers for your questions’
All Advanced Learning Practitioners, Heads of Faculty or Department, Programme Managers. All those line managing teaching staff, Managers with responsibility for developing new and existing teaching staff. This will include Staff Development and Human Resource Managers and Senior Management Team members.
This course will clearly define the difference between mentoring and coaching. It will examine what we understand my mentoring and the benefits it can bring to the ‘Mentee’, the ‘Mentor’ and the organisation. What a structured mentoring process looks like. What makes a successful mentor/mentee relationship and the skills needed to be a Mentor. Coaching uses the same skills as mentoring but coaching is short term and task-based whereas mentoring is a long-term relationship.
The CIPD summarise the difference as follows:
‘A coach has some great questions for your answers, a mentor has some great answers for your questions’
Course Objectives:
- Facilitate the exploration of needs, motivations, desires, skills and thought processes to assist the individual in making real, lasting change.
- Use questioning techniques to facilitate Teachers own thought processes in order to identify solutions and actions rather than takes a wholly directive approach
- Support the Teacher in setting appropriate goals and methods of assessing progress in relation to these goals
- Observe, listen and ask questions to understand the Teacher’s situation
- Creatively apply tools and techniques, which may include one-to-one training, facilitating, counselling & networking.
- Encourage a commitment to action and the development of lasting personal growth & change.
- Maintain unconditional positive regard for the Teacher, which means that the coach is at all times supportive and non-judgemental of the Teacher, their views, lifestyle and aspirations.
- Evaluate the outcomes of the process, using objective measures wherever possible to ensure the relationship is successful and the Teacher is achieving their personal and developmental goals.
- Encourage Teachers to continually improve competencies and to develop new developmental alliances where necessary to achieve their goals.
- Work within their area of personal competence.
- Manage the relationship to ensure the Teacher receives the appropriate level of service and that programmes and interventions are neither too short, nor too long
Timings and Cost
This is a half-day course that allows for up to two courses to be delivered in a day, ensuring excellent value. We can train up to 40 staff in each session making two courses in a day extremely cost effective for training up to 80 staff.
The cost of a half-day is £495 plus VAT.
The cost of a full day, two courses, is £750 plus VAT.
To book this course simply email info@gordonfrenchassociates.com
For a ‘bespoke’ one-day course please call us on 0208-650-6880 or 07967-811123
Drive To Outstanding: Achieving a Grade 1 in Teaching & Learning
Who Should Attend?
All Teaching Managers, Education Quality Managers, all teaching staff and those undertaking teacher training. Managers with responsibility for developing new and existing teaching staff through on going continuing professional development strategies. This will include Staff Development and Human Resource Managers, and any Senior Management Team member with responsibility for Quality and OFSTED Inspection Outcomes.
Course Objectives
The main focus of this course is to provide a strategy for teaching staff to achieve a Grade 1 in the graded observations and assessments of their teaching and learning practice. All teaching staff have the potential to achieve a Grade 1 or ‘Outstanding’ outcome following a graded observation and this course focuses on how teaching staff can, through a process of self-development, drive their teaching skills to the level and competence of an ‘Outstanding Teacher’.
The course will examine the common threads and key themes that run through a Grade 1 lesson irrespective of course. An intellectual framework will be provided to effectively contextualise the ‘qualities’ of a Grade 1/Outstanding Teacher:
To become an outstanding teacher/lecturer the following needs to be evidenced in the delivery of quality teaching and learning:
Inspirational teaching
Innovational teaching
Motivational teaching
Dynamic teaching
Aspirational teaching
Participants will for the first time in many cases examine these key themes and a framework for evidencing the themes in Teaching & Learning lesson Observations. The course will suggest several innovative teaching development tools that have effectively been used to drive the quality of teaching to the level of Outstanding. We will look at ‘How2Teach’ evidence based learning materials and teaching strategies as well as the ‘Learning Teachers’ Series of resources. Teaching strategies will be effectively examined such as Planning & Management of Learning, Linked Learning, Active Learning, Learner Involvement and Response & Peer Review.
The whole course has also incorporated the OFSTED requirements for Outstanding teaching and learning. We shall examine the difference in technical teaching and creative dynamic teaching and look at systems for the effective observation and appraisal of staff.
All Teaching Managers, Education Quality Managers, all teaching staff and those undertaking teacher training. Managers with responsibility for developing new and existing teaching staff through on going continuing professional development strategies. This will include Staff Development and Human Resource Managers, and any Senior Management Team member with responsibility for Quality and OFSTED Inspection Outcomes.
Course Objectives
The main focus of this course is to provide a strategy for teaching staff to achieve a Grade 1 in the graded observations and assessments of their teaching and learning practice. All teaching staff have the potential to achieve a Grade 1 or ‘Outstanding’ outcome following a graded observation and this course focuses on how teaching staff can, through a process of self-development, drive their teaching skills to the level and competence of an ‘Outstanding Teacher’.
The course will examine the common threads and key themes that run through a Grade 1 lesson irrespective of course. An intellectual framework will be provided to effectively contextualise the ‘qualities’ of a Grade 1/Outstanding Teacher:
To become an outstanding teacher/lecturer the following needs to be evidenced in the delivery of quality teaching and learning:
Inspirational teaching
Innovational teaching
Motivational teaching
Dynamic teaching
Aspirational teaching
Participants will for the first time in many cases examine these key themes and a framework for evidencing the themes in Teaching & Learning lesson Observations. The course will suggest several innovative teaching development tools that have effectively been used to drive the quality of teaching to the level of Outstanding. We will look at ‘How2Teach’ evidence based learning materials and teaching strategies as well as the ‘Learning Teachers’ Series of resources. Teaching strategies will be effectively examined such as Planning & Management of Learning, Linked Learning, Active Learning, Learner Involvement and Response & Peer Review.
The whole course has also incorporated the OFSTED requirements for Outstanding teaching and learning. We shall examine the difference in technical teaching and creative dynamic teaching and look at systems for the effective observation and appraisal of staff.
Key Contents:
- What Does a Outstanding/Grade 1 Lesson Look Like
- OFSTED: Expectations and Benchmarks for Outstanding Teaching & Learning
- Prudent Planning, Passion & Inspirational Teaching
- How2Teach: Tools for Success in Teaching & Learning
- The Technical Component/Competence
- The Creative Component/Competence
- Outstanding Observers, Outstanding Teaching Outcomes
- Once a Grade 1 always a Grade 1
Timings and Cost
This is a half-day course that allows for up to two courses to be delivered in a day, ensuring excellent value. We can train up to 40 staff in each session making two courses in a day extremely cost effective for training up to 80 staff.
The cost of a half-day is £495 plus VAT.
The cost of a full day, two courses, is £750 plus VAT.
To book this course simply email info@gordonfrenchassociates.com
For a ‘bespoke’ one-day course please call us on 0208-650-6880 or 07967-811123