NEW DATE: Teaching for racial equity: Part 1

About this event

The first in a 3 part course in which Citizenship’s connection to EDI and supporting racial equity is explored via the curriculum, pedagogy and practice already modelled in schools. Join us for part 1 to look at curriculum opportunities to develop EDI understanding in your school.

Join Amit Puni, an expert in EDI and Racial Justice, for this workshop which will focus on identifying how and where in the curriculum we can make opportunities to teach about EDI and racial justice issues. This will include within the framing of lesson enquiries, case studies and active citizenship projects. 

There will be an opportunity to network with colleagues and share ideas around this important area of curriculum development so participants can review and move forward work in their own settings.

Who is it for?

All teachers of Citizenship would benefit by attending this workshop and the following two sessions. In addition, school leaders who are interested in ensuring their curriculum meets the needs of a multicultural community and supports British Values will also benefit.

Why attend?

By attending this workshop you will:

• Gain valuable curriculum insight from an expert in the field of EDI and national leader in this area
• Develop your confidence and expertise in curriculum development 
• Leave with strategies to use in your school settings from the very next day

Additional information

This workshop and the two that proceed it will support the ITTECF by providing opportunities for participants to learn: 

(Standard 3)

• A school’s curriculum enables it to set out its vision for the knowledge, skills and values that its pupils will learn, encompassing the national curriculum within a coherent wider vision for successful learning.
• Secure subject knowledge helps teachers to motivate pupils and teach effectively.
• Anticipating common misconceptions within particular subjects is also an important aspect of curricular knowledge; working closely with colleagues to develop an understanding of likely misconceptions is valuable.
• To deliver a carefully sequenced and coherent curriculum, by:
  • Identifying essential concepts, knowledge, skills and principles of the subject and providing opportunity for all pupils to learn and master these critical components.
  • Ensuring pupils’ thinking is focused on key ideas within the subject.
  • Working with experienced colleagues to accumulate and refine a collection of powerful analogies, illustrations, examples, explanations and demonstrations.
  • Using resources and materials aligned with the school curriculum. (e.g. textbooks or shared resources designed by experienced colleagues that carefully sequence content).
  • Being aware of common misconceptions and discussing with experienced colleagues how to help pupils, master important concepts.

By attending the complete course participants will learn that: 

(Standard 8)

• Effective professional development is likely to be sustained over time, building knowledge, motivating staff, developing teaching techniques, and embedding practice.
• Reflective practice, supported by feedback from and observation of experienced colleagues, professional debate, and learning from educational research, is also likely to support improvement.
• Teachers can make valuable contributions to the wider life of the school in a broad range of ways, including by supporting and developing effective professional relationships with colleagues

By attending the complete course participants will develop as a professional, by: 

(Standard 8)

• Engaging in professional development focused on developing an area of practice with clear intentions for impact on pupil outcomes, sustained over time with built-in opportunities for practice
• Strengthening pedagogical and subject knowledge by participating in wider networks and as part of the lesson preparation process.
• Seeking challenge, feedback and critique from mentors and other colleagues in an open and trusting working environment.
• Engaging with research evidence by accessing reliable sources, seeking support for how findings can inform practice, and monitoring the impact of applications.
• Reflecting on progress made, recognising strengths and weaknesses and identifying next steps for further improvement.