PartnershipBradford College Teacher

Education NewsletterWinter 2012-13

Some things are predictable especially change

The Staff at McMillan wish you all a

Happy New Year

M y name is Emily Hurst and I am very pleased to have recently joined Bradford College as a full time lecturer in Primary Creative Arts

specialising in Music and have taken over from Amrik Varkalis.

I have spent the last ten years living in Scarborough and have worked as a Primary school teacher in Bridlington for the last eight years. Alongside working within a Primary school I have also spent a few years working part time as an Early stages vocal coach for Stagecoach in Scarborough, a nation-wide part time theatre school, working with young children aged 3-7.

02 New Appointments04 ‘The Times They are a

changin’06 Meeting Individual Needs

Conference07 Music Education: An opportunity

08 Modern Foreign Languages at Bradford College09 Margaret McMillan, Bradford

Pioneer10 Enhanced Partnerships – a

progress report11 Mentor Training Update 12 CPD Courses Summary

Created by Yvonne HarrisonEdited by Dave Howard

The aim of this publication is to keep partnership institutions informed of events and changes within Teacher Education and Continuing Professional Development at Bradford College University Centre.

Contents

Page 02

New appointmentsSince the last issue of the partnership magazine the College has appointed several new members of staff. We welcome them to the College. They introduce themselves below.

I have also collaborated with my husband who is a professional singer and performer working in theatres across the country to develop a small, successful Theatre in Education Company bringing drama workshops to schools across Calderdale, Kirklees and further across Yorkshire.

It is a pleasure to be part of teacher education within Bradford College.

Page 03

I am Helen Sims and have joined the staff as a Creative Arts Tutor in Visual Arts. I taught for 18 years in primary schools and at my last school

coordinated Arts successfully achieving the Silver Artsmark award. I became a specialist art teacher, helping the school plan, build & develop a purpose built Art Studio for both primary school & community use. I taught arts across the primary and early years age ranges, and worked as an artist in residence at a children’s centre, researching how children learn through creativity.

I also have wide experience including as an extended schools project manager, a parental involvement area officer and a neighbourhood development officer.

Hello, my name is Chris Butler and I began a period of secondment as a Humanities tutor in September, having delivered some lectures

in History and Geography in February until July covering illness. Having graduated at McMillan in 1996 I have taught in Bradford at Middle, Secondary and, for the last 7 years, Primary level. I feel that it is imperative that teaching and learning is interactive, practical, relevant and fun! As part of my new role lead short course PE programmes involving Athletics and Outdoor and Adventurous Activities.

I am married with a grown up son of 23 and own a Border Collie who enjoys my daily running activities, as I have completed over 20 marathons and 200 half marathons.

M y name is Marj Newbury and I am very happy to have joined the staff as a new Language Tutor here at Bradford College.

I have just moved from one of our Partnership schools, Byron Primary, where I held the post of Assistant Head with the responsibility for the Foundation Stage for the past 8 years. My move has been a gentle one, as I have given guest lectures to all year groups on the teaching of Systematic Synthetic Phonics for quite a long time. Whilst at Byron, I was given the opportunity to demonstrate and give evidence for The Rose Report regarding the teaching of early reading. I have worked in schools in Kirklees Education Authority, again having the chance to partner Leeds University with their Early Reading initiatives in Teacher Training. I have played a very active part in phonic initiatives since 1995, including working freelance as a Jolly Phonics trainer not only in the UK but all over the world.

I am really enjoying passing on my experience to our students here in college.

H ello. My name is Paul Rees and I started working at Bradford College as a full-time lecturer in Primary Mathematics in September.

Last year I was teaching in a primary school near Pontefract, and prior to that I worked for Barnsley LA as a School Improvement Officer. My role within the LA was focussed around raising attainment in schools, supporting teachers to develop their classroom practice and promoting new approaches to teaching and learning. The areas that I generally supported schools on were Maths and ICT. Before joining Barnsley LA, I taught for six years in two primary schools in Sheffield. I am looking forward to working in Bradford at the college and the new challenges that the post will hold.

ITE -‘The Times They Are A-changin’

Page 04

O ver the last few months I have been constantly reminded of this part of the third verse

of Bob Dylan’s iconic song. Many writers argue it is a clear depiction of the unjust actions taking place in America at the time and refers to the Brown Vs. Board of Education (1954) case in which the Court declared state laws establishing separate public schools for black and white students unconstitutional. Before you feel this is turning into a political rant please read on.

Neither I, nor my staff at Bradford College, are against change and we are

certainly not experiencing the extreme segregational battles experienced in 1950s America. We are though engaging in significant changes to the way Initial Teacher Education (ITE) is conducted. Many view these changes as radically altering the face of ITE to the point where irreparable damage to the future of the teaching profession will occur. Others are a little more sanguine, seeing the changes as just part of an evolutionary step which could improve the partnership relationships between schools and ITE for the ultimate betterment of the teaching profession.

The battle outside ragin’.It’ll soon shake your windowsAnd rattle your wallsFor the times they are a-changin’.

It is, as always, impossible to predict what the future will hold but for the moment Bradford

College has possibly fared better than most from the present ITE reforms. This is so because the idea of true school-ITE partnership had been embraced before I arrived to take over as Dean of the McMillan School of Teaching, Health and Care and was further developed through our Enhanced Partnership activity well before the White Paper of November 2010 which laid the foundations for the changes to ITE presently being implemented.

School Direct, and some of you may be forgiven if this term means little to you,

is the government’s strategy for re-balancing, some would say re-directing, the locus of control for ITE. In short the strategy seeks to enable schools to take the lead in ITE – at least for PGCE. The wheels of change have started this year with schools being asked to become more central to recruitment and selection, and course design and input. Perhaps the most significant change is being required to bid for ITE places for 2013-14. The fact that these places have been given precedence over ‘core (traditional)’ ITE places alone has seen

changes to ITE provider allocations vary overall from +38% gain to a stag-gering -60% loss. These figures don’t reflect actual numbers, with providers with lower ITE allocations typically losing out the most, but they do show the impact this one change has had. As a result some ITE providers may well shut up shop and, if they do, it is unlikely they will ever open again. Such are market forces.

At Bradford College we have fared well with, as a result of engagement with School

Direct, an overall increase in Primary PGCE numbers of 16%, and in Secondary PGCE, of 40%. However, what these figures hide is the fact that our ‘core’ numbers for Secondary PGCE have actually decreased by 25%. Our increase in Secondary numbers is I’d like to argue, a direct result of existing strong partnerships with many of our schools and exceptional hard work by College Partnership staff in supporting them to understand School Direct and work through what has been literally an implementation minefield, to this end our decision to make Partnership a central plank to our work has paid divi-dends.

Page 05

The future of School Direct is uncertain not least because the analysis of the aftermath of the present changes has yet to be undertaken. Indications that the government would wish to develop the philosophy of School Direct even further are though being viewed with some foreboding by HEIs and schools alike, many of whom have told us they do not want take on ITE. Situating ITE solely in schools and allocating them all ITE funding, in short sidelining HEI involvement, is worrying. This is not said to preserve the status quo or as an act of self-preservation but to preserve what clearly works and works well and achieves the symbiotic partnership that we believe will benefit all involved in the future of the education profession. These relationships are, after all, at the core of our Enhanced Partnerships Perhaps the best thing to do is to leave it to Bob Dylan and part of the second verse of his song – how time independent his words are:

‘And don’t speak too soonFor the wheel’s still in spinAnd there’s no tellin’ whoThat it’s namin.’

Dr. Clive OpieDean of McMillan School of Teaching, Health and CareTitular Head of ITE

Increased engagement with recruitment and selection, and course design and input, is a

welcome facet of School Direct. Such links have been one of the key-stones of our provision to date, and long may they continue. But, the implementation of School Direct has not been smooth.

Processing initial applications and planning interview dates in schools have all been less efficient in terms of use of person hours simply because of the additional complexity involved. The same applies to school input on curriculum design and delivery. Managing future placements for 2013-14, especially in connection with ‘core’ allocations, will undoubtedly raise other problems. We are though confident our existing positive partnership relationships will stand us in good stead to manage these when the time comes.

‘The constructive outcomes we have achieved to date will undoubtedly benefit the teaching profession in Bradford and surrounding areas’

We have to thank warmly those schools involved with us in this initial year of School Direct. Whilst it has been, at times, frustrating and time consuming wading through implementation plans and putting them into practice, positive working relationships have sustained us. The constructive outcomes we have achieved to date will undoubtedly benefit the teaching profession in Bradford and surrounding areas. Whether our School Direct partnership arrangements better reflect past engagements or foresee the birth of newer, different, collaborations they are all important to us. The outcomes of initial School Direct developments – warts and all – will be detailed in a future newsletter.

Page 06

Our inaugural conference was attended by many school colleagues, students, lecturers and academics from Bradford and its neighbouring authorities

including Leeds, Calderdale and Kirklees. The next conference is already being planned for November 2013 (11th-16th) and will be even bigger and better to include more school involvement, international speakers and greater opportunities for networking.

There were many highlights to this year’s conference.

These included a moving, inspiring and amusing talk from the Rt Hon David Blunkett MP who gave the closing address. He focused on his own challenges and those of other disabled people as well as on the power of effective teaching.

‘Seeing the person and not the disability, never taking no for an answer and drawing on the talent of each individual is what the best teachers achieve naturally’

Several noted academics explored ideas around meeting individual needs in a variety of ways. These included sharing research on children’s attitudes to disability; promoting learning for bilingual and EAL learners; effective co-operative group work and its impact on inclusion. There were

Meeting Individual Needs Conference July 2nd-July 6thThis conference was heavily advertised in the previous partnership newsletter and did indeed take place in the summer. It was very successful!

workshops and interactive sessions on developing language and communication in young children; on inclusive ICT pedagogies; on supporting children in situations of domestic abuse; on bringing health and education together: the EYFS progress check at 2. Other workshops included meet-ing the needs of more able learners; ‘improving reading in 30 minutes’; learning outside the classroom; social work students in schools and facilitating meaningful play.

‘The list demonstrates the very wide-ranging nature of the conference which was held at Bradford College as well as in 12 participating partnership schools.’

Many school-based events comprised learning walks to experience high quality provision in such areas as embracing equal opportunities; the role of the nurture officer; supporting children’s emotional well-being; assessment and ‘p’ scales; assessment for learning and meeting the needs of international new arrivals.

These are just some of the numerous events that took place during the week. There were also many exhibitors of educational resources. There were demonstrations of software, resources to meet the needs of EAL and bilingual learners; many addressing SEN and multi-sensory approaches to teaching and learning; a NASEN stall and resources designed to address self-esteem and confidence.

Feedback about specific events was encouraged and many participants commented on the range of events, both in College and schools, as well as the smooth operation of such a big conference. Most conferences run for between 1 and 3 days; we were ambitious, very, but believe it was worth it. As one student teacher commented:

“I enjoyed the collaborative approach and benefited from the experience of sharing ideas with other professionals. The conference provided a wonderful opportunity to visit local schools and to establish links”

Page 07

Participating schools confirmed their delight and pleasure in sharing their experience and expertise with others as well as the professional dialogue such an opportunity offered. Visiting speakers commented on the engagement and responsiveness of the audiences, the welcome they received and the quality of the organisation.

One visiting speaker said:

‘we were very pleased with the responses from people at the workshop and the evaluation of the talk was also great’

Exhibitors commented about the welcome and care shown by conference organisers. One stated:

‘you looked after us really well!’

Thanks must go to the organising committee for the conference comprising several school colleagues, lecturers and administrative staff at the College. Special thanks go to Sharon Davies who was the overall administrator, organiser and point of contact for conference delegates and exhibitors. Her ability and capacity to have every eventuality covered, arrangements in place before the rest of us realised the need for them and unswerving optimism were fantastic. Corinne Sutcliffe, the finance administrator for Teacher Education at College, very ably supported her.

A delegate wrote:

This conference has given me pause to reflect and the opportunity to learn from skilled profes-sionals so that it will develop my practice as a teacher.’

The next conference will continue to seek to engage all those interested in education and children by providing the opportunity to meet in a range of contexts to explore a wide variety of matters. More details about participating and/or leading sessions will be in the next partnership newsletter.

An inspiring quote to end on – to address the pessimists and maintain the spirit of optimists. It was also a key message emerging through the conference from the signing choirs to individuals’ stories:

‘Some men have thousands of reasons why they cannot do what they want to when all they need is one reason they can.’ Willis R. Whitney

Approaching the age of forty, the great English philosopher and opening batsman, Graham Gooch, remarked: “There’s not a lot of petrol in the tank!”. He was recognising that the energy levels required to sustain his performance at the crease (not the quality of his batting) were beginning to diminish. In a similar way, I began to realise that my ‘innings’ at Bradford College was approaching its ‘declaration’, and so, in August, I retired gracefully from the teaching team.

Back in the ‘pavilion’, I can now reflect on those aspects of my career in primary music education that gave me the greatest enjoyment and with which I feel I can still make a worthwhile contribution to our profession. Over many years, both in schools and at college, I have written several resources which are designed to stimulate musical learning in a meaningful, creative manner. (Although I still have to achieve a number one record, many of you are familiar with Zoo Rhythms).

Music is a subject that can inspire or intimidate in equal measure. Working alongside undergraduate and postgraduate students, I found that, although music was perceived as a very beneficial subject, the issue of personal confidence relating to its delivery in the classroom was consistently cited as a prime area of concern.

I am proposing therefore, the possibility of leading music workshops, based on my methods and resources, in your school. My aim will be to adopt a creative, interactive approach intended to inspire enthusiasm and confidence in all staff, whatever their music ability. If you would like to organise an in-service event, or seek further information, please contact me.

Whatever the future of the primary curriculum, music should always retain its status as a subject in its own right, and as a vehicle through which much valuable learning in other areas can be stimulated.

David Mayers, 6 Croft Terrace, New Farnley, Leeds, LS12 5DJ

0113 2798175 email: davidsmayers@yahoo.co.uk

Music Education:An Opportunity

Page 08

Modern Foreign Languages at Bradford CollegeBonjour!

M y name is Eve Pay and I’m the part-time modern foreign languages

lecturer at Bradford College based at McMillan. I work primarily with the PGCE Primary students who specialise in French, some of whom complete an overseas placement in a primary school in Limoges with our partner institution, the Institut Uni-versitaire de Formation des Maîtres du Limousin (IUFM). The majority of our students have studied French at an advanced level and have worked in a variety of settings ranging from European Sales and Marketing to working as foreign language assistants in schools abroad. During the course, all students undertake target language enhancement and they are placed in schools where French is taught in curriculum time.

As part of our bilateral agreement with the IUFM, French trainee teachers from Limoges come to Bradford in the spring term and undertake a four week placement in a local primary school. In the past,

they have been placed at Crossflatts, Beech Hill and Newhall Park primary schools where they make a significant contribution to the development of children’s language skills and intercultural understanding. In fact, last year Crossflatts primary school had a modern languages subject inspection whilst the French students were there on placement and the inspector was impressed by the contribution made by the trainees to the development of intercultural understanding across the school.

The PGCE Primary French specialists also help design and lead a languages day, supported by Belle Vue Girls

Specialist Language College teachers, for all the PGCE Primary trainees to introduce and share ideas about primary modern languages. These include songs, games, cross curricular workshops, PE warm-ups and other activities to engage children. Feedback from the non-specialists is always very positive with the result that the trainees are much more confident in participating in the modern languages curriculum.

We welcome the government’s proposals on the new National Curriculum for primary schools which will require all schools to teach a foreign language at key stage 2 but also acknowledge the practical implications regarding time and staff training. As part of our partnership activities, I have delivered CPD to primary school staff which involved the opportunity to explore pedagogical approaches for primary languages as well as practising language skills. If you are interested in the CPD sessions or would like further information and support, please contact me.

Eve Paye.pay@bradfordcollege.ac.uk

Page 09

Margaret McMillan, Bradford Pioneer:by Dr Pam Jarvis (Senior Lecturer Early Years)

The sisters subsequently arrived in the city in 1893, following an offer of employment to Margaret: to deliver a programme of socialist speeches and lectures across Yorkshire and Lancashire. Margaret was elected to the Bradford School Board as a representative of the ILP in 1894. She swiftly came to the firm conclusion that it was impossible to educate a tired, dirty, infested, diseased and hungry child, and the height of adult cruelty to insist against such odds that poor children entered a public education system that did not concern itself with their holistic welfare. She was subsequently responsible for Bradford becoming the first education authority in the country to provide school baths and showers in 1897, and free school meals in 1902. However in 1902 a new Education Bill became law, resulting in the abolition of the School Boards, giving control and management of elementary schools to the District and County Councils- to which women could not be elected. She asked the male leaders of the ILP to make representations to attempt to change this situation, but they refused.

The sisters relocated to South London, and by 1906 they won the political support to lead a deputation to Parliament to lobby for the compulsory medical inspection of school children. This aim was subsequently realised in the Education (Administrative Procedures) Bill of 1907. The sisters subsequently innovated and managed a range of highly successful experiments in child health promotion and liberal primary/ early years pedagogy for disadvantaged children, focused intently upon children’s holistic individual needs. Rachel died suddenly in 1917, but Margaret continued with their work. She was elected as the first president of the Nursery Schools Association in 1923, reflecting on her pedagogy in a 1927 BBC radio broadcast:

The McMillan sisters Margaret and Rachel, born respectively in 1860 and 1859, were activists within the English Socialist movement during the late nineteenth and early twentieth century. In the final decade of the nineteenth century, Margaret’s growing reputation as a London-based socialist orator brought her to the attention of the Independent Labour Party (ILP) located in Bradford.

You may ask; why should we give all this to the children? Because this is nurture, and without it they can never really have education. The educational system should grow out of the nursery schools system, not out of a neglected infancy.... If Great Britain will go forward with nursery schools she will sweep away the cause of untold suffering, ignorance, waste and failure.Margaret McMillan died on 29th March 1931. In 1945, Miriam Lord (1885-1968) Head Teacher of Lilycroft Nursery, who

was an ex-student of Margaret McMillan’s and daughter of Hird Lord, one of the founding members of the ILP, organised a programme of fund raising events to build a memorial college to Margaret McMillan in Bradford, where the ideas that came to fruition in the South London projects were born. The Margaret McMillan College finally opened in 1956, paid for by the public of Bradford, who donated what they could during a period of rationing and austerity to their memory of a reformer still remembered in the city at that time as ‘our Maggie’. Many could still remember her walking around Bradford to her various meetings, gratefully accepting a lift on the back of a coal or milk cart whose driver had stopped on seeing her puffing her way up Horton Hill!

The college continues to create a base where Margaret McMillan’s memory and principles are honoured, most recently with a successful application to BERA to give a presentation at their 2012 annual conference, which will introduce a perspective on education that looks back to her liberal and child centred innovations, and incorporates them in a construction that looks forward to a more holistic, caring construction for education in the 21st century.

Page 10

Enhanced Partnerships – what’s been happening?

A very busy time for our enhanced partnership schools since our last edition. Enhanced partnerships are formed when schools and Bradford College are keen

to work together in ways beyond traditional placements of teaching students. At the start of this academic year, there were 30 enhanced partnerships in place or being formed – that’s quite a growth since last year when there were just 10!

There are no fixed menu for partnerships, but generally we see a busy mix of the school and Bradford College helping each other - with some collaborative projects thrown in too. I was asked by a school: ‘What’s in it for Bradford College?’ A fair question, of course.

The answer is that we are committed to providing the very best for our students, and are equally dedicated to providing the best possible new recruits into teaching for schools across the region. Training high quality teachers can only come through effective partnership and we are keen to make good use of the huge reservoir of teaching and leadership talent in local schools.

Spurred on by the recent growth of the School Direct initiative, we often find that many of our enhanced partnerships are linked in some way to collaborations or alliances of schools. They are working together to develop an even more school-led teacher training partnership with

us. We are working with seven such collaborations this year and expect this to grow year on year. We have also worked with a number of schools and their partners in applications for National Teaching School status. We are proud supporters of their applications and are waiting to hear good news in Spring – watch this space! The highlight of work with enhanced partnership schools was the Meeting Individual Needs Conference in July – you can read more about this on pages 6 and 7. On a personal note, it was so exciting to see such a range of schools, student, academics and other professionals involved. Gaining particularly positive support were school-based sessions and those involving children and staff from schools in College-based sessions. We have continued to support school based projects such as special weeks – wacky science, enterprise, drama and creativity to name just a few. We are also providing increasing numbers of trainees to support projects such as reading intervention. Could you benefit from a minibus full of student teachers to work one-to-one reading with your primary or secondary on a regular basis? Regularly we welcome teachers to school to deliver both large lectures or smaller group sessions. I’m sure there’s expertise in your school that our students would benefit hugely from. If you or a school colleague are interested in supporting our College based provision please contact me.

Our enhanced partnership schools represent a wide range of provision, phases and localities – schools small and large; urban and rural; monocultural and multicultural.

Partnerships in general are evolving as the context of education changes. The strength and quality of our relationships with schools do provide very strong foundations for future and further developments.

Christian BuntingEnhance Leadership Partner01274 431625

Enhanced Partnerships - a progress report

‘Spurred on by the recent growth of the School Direct initiative, we often find that many of our enhanced partnerships are linked in some way to collaborations or alliances of schools.’

Page 11

S o far this term, three mentor training events have already taken place, with some more

planned for the new year. The first two ‘generic’ events were held in September, with the first taking place at King James’ school in Knaresborough and the next at Huddersfield University. The third took place here at Bradford College Universi-ty Centre, on 24th September. This event was targeted specifically at secondary phase mentors, and was attended by seven mentors – from a wide range of schools in the region. It was particularly encouraging to see that three ex-trainees of ours (Citizenship, Travel and Tourism and Food technology) were keen to act as mentors for our current trainees.

Mentor Training UpdateFeedback from the event was very positive – thank you.

I hope the session was as enjoyable for the participants as it always is for me. I really enjoy working with our mentors as it really brings home to me the importance of us all working together, in supporting a new generation of teachers. To me, training mentors is a real privilege, as they are the people who make the difference to, and for, the trainees. It’s not a role to be taken lightly.

This year we are running more mentor training events - in College as well as out in schools, as ‘bespoke’ events. In November, I worked with two secondary schools delivering events that were tailored to their needs and deliveredon site.

If you are already a trained mentor then you might be interested in our training for ‘experienced’ mentors. This covers issues such as how to support trainees who are a ‘cause for concern’ or to stretch those who have the potential to be outstanding. The first of these took place on the 12th of November. There will be another in February 2013 (26th). Please contact me if you would like to attend.

Alternatively, if your mentor skills are a bit rusty or you haven’t been able to attend any training yet, future events you may wish to attend are below:

If you would like to attend any of these events, please e mail me on:

Jo CourtneySecondary Course Leader

j.courtney@bradfordcollege.ac.uk

Generic mentor Training 14/1/13 – morning 23/4/13 – morning

Primary and Secondary (specific) Mentor training 14/1/13 1.00 – 4.00(two separate events) 22/1/13 4.00 – 7.00 23/4/13 1.00 – 4.00

Training for experienced mentors 26/2/13 4.30 – 7.00

The listed courses are available to partnership schools and organisations. Please get in touch if you or any of your staff would be interested in undertaking any of the above.

•• Masters in Education Masters in Education, Teaching, Leadership and Management, Early Years Practice, Inclusive Education or Practitioner Research. Courses start in January.

There are 6 Masters courses in: Education, Teaching, Leadership and Management, Early Years Practice, Inclusive Education and Practitioner Research. Courses start in September or January. Think you can’t study and do a masters? All modules are delivered in the evening and some require weekly attendance for up to 12 weeks but some are delivered mainly through tutorials. You will do 60 credit points (cp) per year and so complete over 3 years.

The next open evening for the Master is on Monday 14th January 2013 5-6.30pm

•• Foundation Degree in Supporting and Managing Learning in Education Includes modules in supporting special needs and pastoral care. Please contact Debbie Rolls for further information d.rolls@bradfordcollege.ac.uk 01274 431672

Preparing to Teach in the Lifelong Learning Sector - Fee: £300 Do you have staff who are involved in training their colleagues or who want to have insight into teaching but don’t deliver any? If so the Preparing to Teach in the Lifelong Learning Sector will be very useful. An 11 week course one morning or evening per week, February and October starts. If you have 12 or more staff interested we can deliver on your premises with a start date to suit you. The course teaches the basics of planning and delivering a session in an active, experiential way. For furtherinformation contact pcetadministra-tor@bradfordcollege.ac.uk. 01274 436389.

•• Understanding Autism Tuesday evenings 21st Jan to 11 March 2013 5 - 8pm

The purpose of this module is to develop students’ knowledge and understanding of autism and to explore the implications for affected individuals, their families and education practitioners. You will be encouraged to evaluate a range of teaching and learning strategies that can be used to meet the needs of learners with autism.

Understanding specific learning difficulties Tuesday evenings 13 March to 8 May 2012 5 - 8pm

A module examining the definitions and causes of e.g. dyslexia, dyspraxia and dyscalculia and effective teaching and learning strategies. This can lead to a 15 cp module at level 5.

Paediatric First Aid We run paediatric courses which meet the needs of Ofsted For further information and details of dates and times these courses will run please contact d.nunn@bradfordcollege.ac.uk. 01274 43 3432

CPD Coursesat Bradford College

University Centre