Evidence suggests the use of ​‘metacognitive strategies’ – which get pupils to think about their own learning – can be worth the equivalent of an additional +7 months’ progress when used well. However, while the potential impact of these approaches is very high, particularly for disadvantaged pupils, less is known about how to apply them effectively in the classroom. This session will outline and share a number of practical approaches teaching assistants can use in their work with pupils which translate key principles in to practice and develop their pupils’ metacognitive skills and knowledge.

These sessions are being delivered by the Ipswich Associate Research School. They will cover what the EEF says about behaviour interventions, effective classroom strategies and changes since COVID.

Come and listen to a range of speakers provide bite-sized introductions to their work and how it is relevant to TAs in Suffolk, while sharing experiences with staff from other schools. Speakers will be confirmed soon.

This course will give an overview of Dyscalculia as a specific learning difficulty, best practice regarding assessment procedures and a range of teaching strategies and recommendations.

These sessions are being delivered by the Ipswich Associate Research School. They will cover what the EEF says about behaviour interventions, effective classroom strategies and changes since COVID.