NIoT September 2025

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.

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. 

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

In this session, psychologist Bradley Busch will look at how to develop what he calls ‘Evidence Informed Wisdom’. 

• ECTs will look at the important role that research plays in informing our judgement, along with why research by itself is not sufficient.  

• They will also look at different types of research, how to analyse it critically, the role that context plays in applying research and the importance of developing experience and expertise.  

• The session will include seminal studies, quirky case studies and fascinating examples from the world of education and beyond. 

This seminar will be interesting to all teaching colleagues who are involved in application of evidence-informed teaching, whether to their own students or to colleagues in their school, no matter the context 

Please note that this is a subject/phase specific seminar organised centrally by NIoT.  All subjects and phases have different events to attend on different dates. These will be shared with you.

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. 

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

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. 

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

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 

Please note that this is a subject/phase specific seminar organised centrally by NIoT.  All subjects and phases have different events to attend on different dates. These will be shared with you.

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. 

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

Please note that this is a subject/phase specific seminar organised centrally by NIoT.  All subjects and phases have different events to attend on different dates. These will be shared with you.

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.

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

TBC based on need.

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. 

Celebration of the completion of the ECTP programme 

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

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.

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!

This is a training offer exclusively aimed at mentors on the ECTP (Early Career Teacher Programme)

Structure & Content 

The basic structure  is a 1:1, 45 minutes to 1 hour long coaching meeting between a mentor and a coach arranged at a time that is convenient to the mentor.

The session aims to support and develop the mentor's ability to coach their ECT in their feedback meetings.