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- Ben Gordon - Using Rosenshine's Principles - Inform teaching & learning approaches in the classroom19Mar2020
9:00 am - 11:00 am @ The Edge Conference Centre, Riveredge, Wigan WN3 5AB
Session Overview Becoming an evidence informed teacher is becoming more and more important to increase effective practice in the classroom as well as reducing workload. We need to stop doing good things to make room for even better things. If you are not using evidence to inform your practice then you must be using prejudice. Barack Rosenshine's seminal Principals of Instruction are a great foundation to build on with regards to effective teaching practice. In this session, we look at how we can apply these in the classroom. We will look at sequencing content, checking for understanding and the fading guidance of during the practice phase. We link this with other research and share practical ideas to support the implementation process on an individual, faculty or whole school level so that the principles of effective CPD are adhered to. To secure your place visit: https://www.westbridgetsa.co.uk/professional-and-leadership-development/cpd/ Biography: Ben is an Assistant Headteacher on secondment in Blackpool, a Specialist Leader in Education and a ResearchEd speaker. He tweets at @mathsmrgordon and blogs at www.teachinnovatereflectblog.wordpress.com
A Very Warm Welcome
Community First Academy Trust (CFAT) consists of like-minded individuals who focus relentlessly on their core purpose to advance education for public benefit.
Our charitable school trust has one single legal and moral purpose: to advance education in the public interest.
We believe that school trusts create the conditions for deep collaboration among teachers and leaders to improve the quality of education.
CFAT is a diverse school trust encompassing a Nursery, a Primary School, a Primary / Secondary phase SCITT, a reputable Teaching School TSA with Research School links, an Apprenticeship Provider and is a DfE sponsor. CFAT also operates a successful facilities management company for its organisations CFAT Facilities Ltd.
There is now stronger evidence that groups of schools and organisations working together under a single governance structure are educationally and financially stronger.
Our mission is to ensure that every child in our school trust develops as a confident and competent person with the highest aspirations to be the best they possibly can be. We are passionate that each school within our charitable trust continues to be unique whilst benefitting from being part of a group of schools.
We hope that you will be inspired to join us on the next stage of our journey to create a group of schools that work together in providing our pupils and communities the very best in educational services.
CFAT are committed to the professional and personal development of its workforce and to making a significant contribution to a self-improving school system within the communities we serve.
Together we will provide a better future with limitless horizons.
We welcome discussions with schools and leaders who are interested in working collaboratively in this early but exciting stage.
Please do not hesitate to get in touch with any further questions you may have.
Tel: 01942 487999 Email: firstname.lastname@example.org
Our Prospectus and offer to improve education for young people across the North West of England is also available to download by clicking here
What Community First Academy Trust believe – the importance of trust
The legal basis of all academies and multi-academy trusts in the country are education charities. We are accustomed to using the word ‘trust’ to describe this legal vehicle. But trust means so much more. As the new shape of our education system emerges, we believe that it is important to give priority to three other meanings of trust.
- Trust as a relational principle
Our education system must retain trust as a relational principle. All school trusts should have as a core focus the behaviours and actions everyone will take to build trust – with children and young people, parents and the community and wider society. Trust as a relational principle should also be at the contractual heart of employer-employee relationship. The principle of trust should represent an objective reality in our education system that transcends cultures and organisations. It is at the heart of education as a public good.
- Trust as a core value
Trust is an essential human value that quantifies and defines our interdependence in relationships with others. As a value, trust should help us determine the rightfulness or wrongfulness of our actions.
- Trust as a promise
Holding trust on behalf of children: when we establish an academy or multi-academy trust, we are effectively making a promise to hold trust with and on behalf of children. Kofi Annan said in The State of the World’s Children (2000): “There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they grow up in peace.”
Our school trust has a single legal and moral purpose: to advance education in the public benefit.
- Community First Academy Trust is officially a great place to work!
Community First Academy Trust is officially a great place to work according to a recent independent survey of its workforce.
- Westbridge TSA & Kingsbridge SCITT | Newsletter | Dec 2019
Welcome to the latest issue of the Westbridge Teaching School Alliance & Kingsbridge Teacher Training Newsletter | December 2019.
- Local Authorities, Schools and Academies struggle to meet the government’s apprenticeship hiring target
Just 7 percent of schools, trusts and large academies manage to meet apprenticeship hiring target.