Professional Development

School based Engagement for Learning opportunities – tailored to your school needs

The Engagement for Learning Framework supports teachers to enable pupils to engage and develop in learning situations, while illuminating, monitoring and recording children’s learning, achievements and progress. It provides scaffolding towards the acquisition of new skills, concepts and increasing autonomy

The Engagement 4 Learning professional development opportunities described below offer insight and a practical approach to the 2016 Rochford Review’s proposed statutory assessment arrangements for pupils working below the standard of National Curriculum tests.

The Rochford Review advocates 7 engagement areas for early development in cognition and learning – responsiveness, curiosity, investigation, discovery, anticipation, persistence and initiation.

Led by members of the original CLDD Research Team, whose outcomes (Carpenter et al., 2011, 2015) included these Engagement for Learning areas, the professional learning opportunities detailed below present the Engagement for Learning Framework. (Bespoke options can be discussed individually.)

To book professional development or find out more you can contact the E4L team.

Our Resource Book

Engaging Learners with Complex Learning Difficulties and Disabilities.

By Barry Carpenter, Jo Egerton, Beverley Cockbill, Tamara Bloom, Jodie Fotheringham, Hollie Rawson, Jane Thistlethwaite

Our resource book for teachers and teaching assistants, the book provides school practitioners and leaders with an approach and resources to engage this often disenfranchized group of children in learning. The Engagement for Learning Framework has been developed and trialled by over 100 educational settings (both special and mainstream) with learners from early years to post-16. It gives practitioners from a range of disciplines a shared means of assessing, recording and developing personalized learning pathways and demonstrating progression for these children. The focus on inquiry means that however complex a young person’s needs, educators will be able to apply the approach.

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