Birmingham Toolkit Recap Training
This workshop will be a recap of the Birmingham Toolkit that Sheffield colleagues attended during 2019-2021, with ideas on how to use it within your setting, management of the toolkit and ideas on how to monitor and record progress.
7th October 2021
Workshop Session – 9.30-11. 00am
Delivered via Zoom – a link to the Zoom session will be sent to you nearer the time, please ensure we have your correct email addressTo book a place please visit the Eventbrite Booking System: https://www.eventbrite.co.uk/e/birmingham-toolkit-training-tickets-169300637765
Birmingham Toolkit Guidance – The Toolkit can…
– Allow Sheffield to have a consistent tool to use to support Cognition and Learning in our schools, support the identification, provision and tracking progress.
– Gives the opportunity to develop the pedagogy of learning and support teaching to enhance quality first teaching.
– Develops knowledge about the progressions through the curriculum that need to be worked through and the order this needs to be done in.
– Allows to have a graduated response to the learner that can be worked through if the learner continues to struggle with the area.
– Give a variety of learning activities to work on the same skill in order to master/achieve the evidence needed
– Allows support for underlying difficulties that maybe present as behaviour outbursts.
– Allows for significant opportunities to evidence a learning point is secure.
– Allows schools to have specific progress information for an individual.
– Allows support for activities to be completed at home with parents/carers.
– Work with your school assessment systems.
– Allows a strategic collaborative approach with all staff lead by SLT and make sure your school expectations are clear.– Be implemented well so that it becomes part of the weekly planning. – Be moderated with colleagues across the city, both in school and out of school. – Breaks the National Curriculum down in to smaller steps with individualised activities to promote non-linear progress allowing the child to be successfully included in the classroom.