Schools with a curriculum support package are encouraged to book as many CPD sessions as they wish. Package places are limited to two members of staff per school per session and can be booked by contacting James. For schools without a support package each session can be booked on Eventbrite via the course cards below.
Full-day courses and conferences run from 9.15am to 3.30pm.
Half-day courses run from 9.30am to 11.30am unless otherwise stated.
In the event that social distancing measures prevent us from delivering sessions in person we will provide a remote alternative. Please note that timings may be altered in line with best practices for remote learning.
This event will build upon the Autumn computing conference by inviting subject leaders to reflect on their year in the role, sharing their successes and challenges. It will also introduce new ideas, tools and approaches through talks and practical activities led by members of the CLC team, with opportunities for attendees to share their own expertise and experience. Over the course of the conference activities will touch on the three main areas of the computing curriculum: computer science, digital literacy and information technology. We will also feature advice and examples illustrating the use of technology to support blended learning.
Combining forces for the first time, the Connected Learning Centre and More Than Robots have created a session for teachers, youth organisations, researchers and policymakers interested in the digital provision of creative arts for primary aged pupils.
The Play Observatory - Prof. John Potter
“In their own words”: Westminster Abbey & CLC digital projects - Sian Shaw
Building (and maintaining) a city-wide primary arts curriculum to raise attainment - Kate Fellows
More to be added soon
This interactive and inclusive meet up will include inspiring examples of how technology can be used to support learning in music, visual art and drama in person and online at home drawing on our experiences as Tate Exchange associates and our partnership work with a range of cultural institutions.
This informal event is an opportunity to discuss real examples of what does/doesn’t work, meet colleagues from other sectors working on similar challenges and share useful research, news or updates
The morning will include case study presentations (details below) followed by a Q&A. There will also be an opportunity for a rapid sharing round for launches, project updates or requests for help and a short break to avoid zoom brain drain.
We can show your teachers how to use technology to evidence learning by helping pupils create their own digital portfolios. Our approach is informed by our involvement in EEF and other research projects investigating metacognition, class blogs as digital portfolios and effective teacher observations.
This support can be tailored to the needs of your staff, as well as making use of existing school equipment. We can focus on any combination of the three strands of the English primary computing curriculum: computer science, information technology and digital literacy. In addition, we can point your teachers towards some high-quality, cheap and free resources, including unplugged computing activities to support learning in computer science without the need for a computer or tablet.
In this session we will help you consider critical literacy as a component of many curriculum subjects, as well as a key element of computing, and as a skill that can be developed coherently across the curriculum. We will highlight materials to help your pupils develop strategies for discerning the reliability of sources such as news stories, social media posts and websites, with reference to online safety. The Education for a Connected World framework will help schools audit and map their provision across these aspects and consider what they might wish to develop further.
The Apple Teacher Portfolio, curriculum support materials and badges are a systematic foundation of skills and contextual understanding for making creative use of the iPad to support learning. Incorporating some practical hands-on experience and tips, this session led by one of our Apple Regional Training centre tutors will guide your staff in first steps or further progression in the programme.
Our team of experienced teachers can show you how to use film and animation projects to promote literacy or address themes in other curriculum areas. We also offer practical training on making films and animations in the classroom.
We can help school staff understand the key aspects of online safety, including issues faced by pupils, parents and teaching staff. We will share ideas and resources for teaching online safety and can also run policy and strategy sessions for senior leaders.
We will help you review a range of ways in which reading and writing for pleasure and purpose can be supported by technology and digital tools. We will consider several practical examples, taking into account the resources available in your school.
The CLC team has supported schools in a range of contexts to develop approaches and solutions for remote and blended learning. Our team of technicians and teaching consultants is experienced in supporting schools to set up online learning platforms such as Google Classroom, Microsoft Teams and Seesaw. We can offer advice on the relative merits of a wide range of tools, as well as exploring the technical, pedagogical and safeguarding considerations that can help you get the best out of them.
The CLC worked with the UCL Knowledge Lab on its ScratchMaths project, a free year 5 and 6 maths curriculum. It teaches mathematical concepts through programming, using a set of innovative and inclusive pedagogical approaches. Since this project we have further developed our approach to maths with Scratch and can offer training to support upper KS2 teachers in making use of the materials, as well as demonstrating how its principles can be adapted for younger pupils.
Explore how your school’s technology can be used to support learning in different curriculum areas.
Our support package covers the following: