Oracy will be a key area within the new National Curriculum. Through the work of Rethinking Curriculum, we have been a strong advocate for oracy throughout the primary phase and how this can support curriculum engagement, inclusion and outcomes. Hear from expert practitioners who have been developing oracy skills across the curriculum, how they overcame some of the challenges and what you could try in your school.

Join us as we dig deeper into some of the key principles behind the From Principle to Practice Evidence-informed Leadership book. This third event in a series of chapter deep-dives will explore the following chapter: Evidence and Context. We will be talking to the author of this chapter, Jess Mahdavi-Gladwell FCCT and Narinder Gill FCCT, who wrote a supporting case study on Context-responsive leadership.

In this webinar, we will delve into the Place pillar, and discuss how school environments are important to supporting our students’, teachers’ and other school stakeholders’ emotional safety and sense of belonging. Nurturing learning environments play a key role in shaping a sense of belonging and improving wellbeing and engagement. In this session we will discuss how a safe and inclusive school environment can foster positive emotions and create the conditions for learning where everyone feel physically secure, emotionally supported and welcome.

This webinar forms part of the Engaging Effectively with Evidence series, supporting you to confidently navigate and apply educational research. Drawing on Doing Your Research Project: A Guide for First‑time Researchers, the session will explore how to design effective and meaningful research projects at the classroom and school level, from identifying a research question to implementing different research designs.

This roundtable will explore how the Curriculum and Assessment Review (CAR) can exercise teachers’ professional judgement as it is implemented, drawing on lessons learnt around teachers autonomy from previous reforms. We will consider the role of classroom teachers in shaping and enacting curriculum and assessment within the CAR, emphasising the importance of teacher agency.

To inform The Chartered College of Teachings’ White Paper response we would like to invite practitioners working in specialist settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and it’s implications for our classrooms. We are looking for current practitioners to share their thoughts and support us in developing a response that would improve the White Paper proposals. This session will be an evening session taking place on 27th April, 4-5pm.

To inform The Chartered College of Teachings’ White Paper response we would like to invite practitioners working in specialist settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and it’s implications for our classrooms. We are looking for current practitioners to share their thoughts and support us in developing a response that would improve the White Paper proposals. This session will be a morning session taking place on 28th April, 7:30-8:30am.

To inform The Chartered College of Teachings’ White Paper response we would like to invite practitioners working in secondary settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and it’s implications for our classrooms.

To inform The Chartered College of Teachings’ White Paper response we would like to invite practitioners working in secondary settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and it’s implications for our classrooms.

To inform The Chartered College of Teachings’ White Paper response we would like to invite practitioners working in primary and early years settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and it’s implications for our classrooms.