NIoT January 2027

Programme Introduction 

Seminar A 

Ensuring safe and predictable learning environments 

Introduction to the programme, structure and content. ECTs build familiarity with the structure and content of the programme as well as the roles and responsibilities of them and their colleagues.

In this seminar, ECTs will consider the impact of the environment on pupils’ learning. ECTs will explore, through scenario-based practice, strategies and considerations in their pedagogy to ensure safe and predictable settings for all pupils.

Please bring a digital or printed copy of the workbook to the session.

Working in partnership with colleagues, parents and carers 

Alex Quigley - Embedding Literacy Across the Curriculum 

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

Checking prior knowledge  

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.

Please bring a digital or printed copy of the workbook to the session.

Using assessment to inform teaching  

ECTs will explore a range of assessment strategies and approaches to bridge the gap between teaching and learning. They will focus on adapting practices to meet the needs of all pupils based on their assessment findings.

Please bring a digital or printed copy of the workbook to the session.

Kate Jones - Retrieval and Memory 

This National Expert webinar explores how memory works and what this means for effective classroom practice. Drawing on research ECTs will explore working memory, long‑term memory and the learning process.

Kate focuses on how teachers can design teaching that supports successful learning over time.

Participants will learn about:

• how attention and encoding affect what pupils remember
• why successful encoding is essential for effective retrieval
• how to identify and prioritise “target memories” in lessons
• ways to ensure lesson materials focus on what pupils need to remember
• how quizzes and retrieval activities can be used purposefully to strengthen learning

The seminar connects research evidence to practical classroom decisions, helping teachers think carefully about what pupils are thinking about during lessons and how this shapes long‑term learning. 

Integrating technology into teaching and learning  

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.

Please bring a digital or printed copy of the workbook to the session.

An essential introduction to the Mentor programme and the ECT programme to help the Mentor support them effectively and understand their role.

This mentor seminar builds familiarity with structure and content, platforms, roles and responsibilities, and also offers mentors a chance to connect with their peers and programme facilitators.

Together, mentors will become familiar with the structure and content of the programme, as well as their own roles and responsibilities within it.

This seminar is designed to enable Mentors to collaborate with peers and expert facilitators to enhance their instructional coaching practices by effectively using the observation and feedback model to support ECT development.

Additionally, they will engage in practice activities aimed at applying the knowledge gained from self-study materials.

Please bring:

A copy of your workbook (digital or printed)

*Mentors must attend one event in the spring term. You can attend more if you wish.

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

Getting under the hood of AI and its implications for teacher development

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

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

• This National Expert webinar explores how memory works and what this means for effective classroom practice.
• Drawing on research ECTs will explore working memory, long-term memory and the learning process.
• Kate focuses on how teachers can design teaching that supports successful learning over time.

Participants will learn about:

• How attention and encoding affect what pupils remember
• Why successful encoding is essential for effective retrieval
• How to identify and prioritise “target memories” in lessons
• Ways to ensure lesson materials focus on what pupils need to remember
• How quizzes and retrieval activities can be used purposefully to strengthen learning

The seminar connects research evidence to practical classroom decisions, helping teachers think carefully about what pupils are thinking about during lessons and how this shapes long-term learning.