NIoT January 2026

Arrival time: From 9:00am

With Alex Quigley

Focusing on the importance of embedding literacy in the curriculum and how to support students whop may be struggling.

Alex Quigley is a blogger and the proud author of ‘Closing the Reading Gap’, ‘Closing the Writing Gap’, and ‘The Confident Teacher’. After over fifteen years in the classroom, he now supports the cause of education from the other side of the school gates. For most of the week he works for an educational charity, supporting teachers and school leaders to access research evidence. He has worked with primary and secondary schools around the UK and is a highly influential voice in the media on best practice in education. Additionally, Alex writes edubooks and offer consultancy as well as having a column for both TES and Teach Secondary magazine.

Instagram - @alexquigleyauthor X and Facebook - @AlexJQuigley https://www.theconfidentteacher.com/

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.

Please complete this seminar asynchronously on Prism by 25/6/26.

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. 

ECTs will looks 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. 

Arrival time: From  9:00am

Session time: 09:30 am - 3:30 pm

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.

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

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. 

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 

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.

The primary aim of this webinar is to provoke thought and stimulate conversation around effective curriculum design. We hope to inspire attendees to reflect on their own practices and consider new strategies for enhancing their educational environments. This includes consideration of the importance of work with other adults. 

ECTs will consider proactive approaches they could take to create an inclusive environment and positive culture, both inside and outside of their classrooms, including for 

• Pupils and families living with disadvantage 

• Pupils and families who have SEND  

• Pupils and families who have English as an additional language 

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.

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. 

Link to follow

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. 

TBC

With Alex Quigley

Focusing on the importance of embedding literacy in the curriculum and how to support students whop may be struggling.

Alex Quigley is a blogger and the proud author of ‘Closing the Reading Gap’, ‘Closing the Writing Gap’, and ‘The Confident Teacher’. After over fifteen years in the classroom, he now supports the cause of education from the other side of the school gates. For most of the week he works for an educational charity, supporting teachers and school leaders to access research evidence. He has worked with primary and secondary schools around the UK and is a highly influential voice in the media on best practice in education. Additionally, Alex writes edubooks and offer consultancy as well as having a column for both TES and Teach Secondary magazine.

Instagram - @alexquigleyauthor X and Facebook - @AlexJQuigley https://www.theconfidentteacher.com/

*Mentors must attend one event in the spring term - Mentor Seminar 2 OR the webinar (above). You can attend both if you wish.

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.

*Mentors must attend one event in the summer term.

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!

What will I gain from the session?

• Clarify what we mean by the term ‘artificial intelligence’ (AI) and how it works.

• Explore the misconceptions, risks and challenges to using AI in schools.

• To identify opportunities to use AI safely and ethically to support ECTs, reduce workload and impact positively on pupils

• Prepare mentors to have informed, constructive conversations with ECTs about AI use.

We look forward to your participation and are confident that this seminar will provide valuable insights and practical strategies to support your professional development.

*Mentors must attend one event in the Autumn term - the webinar OR Mentor Seminar C (above). You can attend both if you wish.

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