NIoT April 2026

Kate Jones is a teacher, experienced leader and Senior Associate for Teaching and Learning with Evidence Based Education. She has been a teacher for over a decade, spending five years in Abu Dhabi but is now back home in the UK. In addition to her teaching and leadership roles, she is a best-selling author and has authored eight education books. Kate is also a regular writer and contributor to various education magazines including the TES. She has presented and worked with schools around the world including the UK, Europe, Middle East, Africa, Thailand, Hong Kong and more. You can connect with Kate via X and Instagram @KateJones_Teach.

ECTs will look at how technology, informed by evidence, can be used judiciously to help pupils progress and enhance working practices. ECTs will consider how technology can support adaptive teaching. 

Belonging and mattering aren’t “soft” ideas — they are powerful levers for pupil outcomes, wellbeing, and school culture. 

• ECTs will gain a sharper, research‑informed understanding of belonging and mattering using a new lens for interpreting pupil behaviour and engagement.  

• ECTs will come away with practical ideas they can begin applying immediately in their setting 

This webinar will be interesting to anyone passionate about improving culture, engagement, and pupil wellbeing alongside attainment

This seminar looks in more detail at planning effective lessons. During the seminar, ECTs will need to build upon what was learned in ITT and will deliberately combine several different strands that teachers need to consider when planning effectively for their learners. 

 ECTs will explore key strategies for managing cognitive load, checking understanding, and using scaffolding to meet the needs of all pupils. 

 ECTs will engage in scenario-based practice which combines multiple domains of teaching in order to bring them together in a realistic way as a composite. 

Explore strategies for establishing and maintaining effective relationships with colleagues, parents, and carers to ensure the needs of all pupils are met. 

A highly practical, research‑informed webinar, focused on helping teachers support pupils to read, write, speak and think more effectively in every subject. 

The seminar tackles challenges many ECTs recognise immediately, such as: 

• Pupils struggling to express ideas clearly in writing or speech 

• Weak subject vocabulary that doesn’t transfer into assessments 

• Limited reading stamina and confidence with complex texts 

• Strong verbal answers that don’t translate into written responses 

• Pupils finding the curriculum increasingly inaccessible as texts become harder

ECTs will consider the importance of prior knowledge in pupils’ learning. They will explore formative assessment strategies to assess prior knowledge and approaches to address misconceptions. 

In this seminar, ECTs will build familiarity with the structure and content of the programme including roles and responsibilities. They will also consider what it means to be a reflective practitioner. 

In this seminar, ECTs will reflect on the importance and impact of teacher expectations and consider how best to embed these in their own practice through effective planning for behaviour, routines, and pupil engagement. 

ECTs will engage in scenario-based practice that brings together multiple domains of teaching in realistic situations, enabling them to translate the strategies and ideas into their own contexts.

In this seminar, ECTs will explore how to use assessment and feedback effectively to support all pupils and move learning forward. 

ECTs will engage in scenario-based practice that brings together multiple domains of teaching in realistic situations, enabling them to translate the strategies and ideas into their own contexts. 

In this seminar, ECTs will consider how to adapt their teaching and use a range of strategies to support all pupils and help them make progress. 

ECTs will engage in scenario-based practice that brings together multiple domains of teaching in realistic situations, enabling them to translate the strategies and ideas into their own contexts.

In this seminar, ECTs will revisit key ideas about memory and learning, and explore how cognitive load theory can inform lesson planning and design. 

ECTs will engage in scenario-based practice that brings together multiple domains of teaching in realistic situations, enabling them to translate the strategies and ideas into their own contexts.

In this seminar, ECTs will explore how to support the learning and progress of all pupils by using a range of scaffolding strategies. 

ECTs will engage in scenario-based practice that brings together multiple domains of teaching in realistic situations, enabling them to translate the strategies and ideas into their own contexts. 

In this seminar, ECTs will explore how to help all pupils access and engage with the subject knowledge and skills they need to succeed.  

ECTs will engage in scenario-based practice that brings together multiple domains of teaching in realistic situations, enabling them to translate the strategies and ideas into their own contexts. 

Kate Jones is a teacher, experienced leader and Senior Associate for Teaching and Learning with Evidence Based Education. She has been a teacher for over a decade, spending five years in Abu Dhabi but is now back home in the UK. In addition to her teaching and leadership roles, she is a best-selling author and has authored eight education books. Kate is also a regular writer and contributor to various education magazines including the TES. She has presented and worked with schools around the world including the UK, Europe, Middle East, Africa, Thailand, Hong Kong and more. You can connect with Kate via X and Instagram @KateJones_Teach.

This session will help you by:

• Providing you with a research-informed understanding of why feedback often fails to lead to improvement

• Supporting you to reflect on practical ways to support mentees to engage with and use feedback more effectively

• Building your mentoring repertoire in ways that shift focus from “telling” to developing feedback-receiving skills

Dr Rob Nash is Head of Psychological Research at the National Institute of Teaching (NIoT), and Visiting Associate Professor at Aston University. He is also an Executive Editor of Assessment in Education: Principles, Policy & Practice, Associate Editor of the Journal of Applied Research in Memory & Cognition as well as a National Teaching Fellow in recognition of his teaching and leadership in higher education. Rob’s research background is in educational and legal psychology, with a particular focus on human memory, cognition, and social influence. 

There will be an opportunity at the end of the event to submit questions to Rob and get them answered live, during the webinar!

In this second live seminar, mentors have the opportunity to work with peers to consider which principles are common both when teaching children and when teaching adults. 

Mentors will investigate, with support from an expert facilitator, then practice how to navigate the challenges that andragogy may present. 

Belonging and mattering aren’t “soft” ideas — they are powerful levers for pupil outcomes, wellbeing, and school culture. 

• ECTs will gain a sharper, research‑informed understanding of belonging and mattering using a new lens for interpreting pupil behaviour and engagement.  

• ECTs will come away with practical ideas they can begin applying immediately in their setting 

This webinar will be interesting to anyone passionate about improving culture, engagement, and pupil wellbeing alongside attainment 

Collaborating with peers and expert facilitators, mentors develop and deepen their understanding of the use of AI in the sector including the risks and challenges. 

Drawing on up-to-the minute research, they will consider how they can support ECTs with their workload by using AI. With support from an expert facilitator, mentors will also consider how it can be leveraged to enhance the role of the mentor. 

A highly practical, research‑informed webinar, focused on helping teachers support pupils to read, write, speak and think more effectively in every subject. 

The webinar tackles challenges many ECTs recognise immediately, such as: 

• Pupils struggling to express ideas clearly in writing or speech 

• Weak subject vocabulary that doesn’t transfer into assessments 

• Limited reading stamina and confidence with complex texts 

• Strong verbal answers that don’t translate into written responses 

• Pupils finding the curriculum increasingly inaccessible as texts become harder