Secondary (11 - 19)

“Your insight into current issues is remarkable and the behaviour stuff was a stroke of genius!”  (Joyce Jenkins, Headteacher, Amble, UK )

Having worked with secondary schools in the state and private sector, in the UK and overseas, for many years, James and his team are able to help make a significant contribution to:

·   Curriculum planning

·    Effective teaching and learning

·    Innovation and creativity

·    Inquiry-led learning

·    Leading Learning

·    Personal, learning and thinking skills (PLTS)

·    Pupil voice

·    Social and emotional aspects of learning (SEAL)

·    Thinking skills and critical thinking

All of the training we offer is tailor-made to suit your context and aims. Some of the most popular themes we are asked to design around include:

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Tailor-made Options

BEHAVIOUR MANAGEMENT: having supported many schools around the world to develop a fair and equitable school-wide behaviour management system that really works, we can help all of your staff understand the role they can take in improving your behaviour system

CHALLENGE: to learn, students should to be working at one level above where they’re at, in terms of skill, knowledge, language and conceptual development. This session looks at the reasons for this and some strategies to ensure all pupils are making progress.

COMMUNICATION: an insight into proven strategies for enhancing student and staff communication, including reference to pupil voice, listening for understanding, and dialogic teaching.

CREATIVITY: everyone can learn to be more creative. Having trained with Edward de Bono at the University of Malta, the Sustained Success team are able to guide your colleagues in the development of creative and lateral thinking techniques.

CRITICAL THINKING: from the Greek, kriticos, meaning “able to make judgements,” critical thinking is concerned with enabling students to present reasoned arguments, listen carefully to each other’s ideas, and to engage in independent and co-dependent decision-making.

FEEDBACK: all the work we do with students can be enhanced or threatened depending on the types of feedback we give and receive. This interactive session will explore the do’s and don’ts of feedback and point to strategies to enhance feedback further in everyday schooling.

GOOD TO OUTSTANDING: for schools in England, we can help your teaching staff to more from good to outstanding with reference to the Ofsted inspection framework

INDEPENDENT LEARNING: this session explores techniques and classroom structures for enabling our pupils to learn more effectively at home, independently at school and to develop a positive attitude towards lifelong learning.

INQUIRY LED LEARNING: encouraging students to question their teachers on what they do and do not understand about a subject or concept is the single most effective way of improving education (Hattie, 2008) This session explores the research behind this claim and identifies how we can provide the right classroom climate for this to happen, as well as improve our students’ ability to question us.

LEADING LEARNING: helping staff to think of themselves as “leaders of learning”, rather than “classroom managers” can have a profound effect on the effectiveness of teaching and learning in your school. This session explores this claim and offers tools and strategies to enhance everyone’s leadership capacity.

P4C: Philosophy for Children (P4C) and the Community of Enquiry is an outstanding way to develop critical, creative, caring and collaborative thinking. As a co-founder and director of p4c.com, the international resource and collaboration site for P4C, as well as one of the UK’s most experienced trainers, James can help your school to develop any aspect of P4C.

SELF ESTEEM: for five years, James led an award-winning, multi-million pound project to raise the self esteem and aspirations of young people across north east England. This session draws on those experiences and points at ways to develop resilient, positive and self-confident students of all ages.

THINKING SKILLS: both James Nottingham and Martin Renton have been working with the University of Newcastle to develop thinking for learning strategies, many of which are now part of the key stage 3 curriculum in England and Wales. This session draws on these experiences and identifies the very best techniques for enhancing students’ learning.

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