We are Learn Spark!
We provide training and facilitation programmes for the education sector, charities and businesses.
Discover Learn Spark courses and programmes
Teaching and Learning
Every piece of research available tells us that high-quality teaching and learning is at the heart of improvements in students’ outcomes in the classroom. To achieve this teachers and classroom assistants need to be up to date with the latest research and strategies, and given time to consider how these fit into their classroom. Our sessions will give them the knowledge, inspiration and space to do just that. Teachers will leave the session feeling challenged, yes, but also empowered and inspired to make effective change with their students.
| Courses |
|---|
|
|
|
|
|
|
|
All courses can be delivered as half or full day sessions. They can also be grouped together to make a programme of development.
The courses can be delivered ON-SITE or VIRTUALLY to any location from our Learn Spark Studio.
For more information contact us at:
Email: cdoyle@learnspark.co.uk
Office: +44 (0)28 3083 3942
Telephone: +44 (0)79 8955 2330
Leadership Development
Many are called to leadership but as many are unprepared for the trials and tribulations of the role. They can quickly find themselves on the back foot or in deep water when attempting to lead and inspire those around them. Whether they are new to leadership or in the role for a while, our leadership courses will challenge, empower and transform them as leaders and help bring new momentum to their organisation.
| Courses |
|---|
|
|
|
|
|
|
All courses can be delivered as half or full day sessions. They can also be grouped together to make a programme of development.
The courses can be delivered ON-SITE or VIRTUALLY to any location from our Learn Spark Studio.
For more information contact us at:
Email: cdoyle@learnspark.co.uk
Office: +44 (0)28 3083 3942
Telephone: +44 (0)79 8955 2330
Study Skills Development
Our study skills programmes for students in all year groups and parents directly answer the question: how do we study? Our hugely popular sessions will empower students to study independently and effectively, enabling them to reach their full potential. They will leave the session ready to take on the exam challenge!
During the sessions, students will explore areas such as: organisation and time management; interrogating key notes; memory and retrieval practice; and wellbeing and resilience. Also check out our refreshed programmes for Year 8 students entitled KICKSTART, and our new advance study skills programme READY STEADY STUDY PLUS.
| Courses |
|---|
|
|
|
|
|
|
|
|
All courses can be delivered as half or full day sessions. They can also be grouped together to make a programme of development.
The courses can be delivered ON-SITE or VIRTUALLY to any location from our Learn Spark Studio.
For more information contact us at:
Email: cdoyle@learnspark.co.uk
Office: +44 (0)28 3083 3942
Telephone: +44 (0)79 8955 2330
Really engage in your revision with these recommended visual note taking tools. They have been proven to help students deepen understanding and strengthen their ability to recall key information.
Each study tool has a photocopy version (Colour and back and white). They also have an explanation sheet demonstrating how to use them, along with some quick tips on how to make them even more effective.
| Download Learn Spark Study Tools |
|---|
If you would like us to visit your school or college to demonstrate these tools as part of our READY STEADY STUDY! Programmes contact us to book a session. We will provide details about content, duration and prices.
Check in regularly to this part of the site, as we are continually adding Study Tools to help students develop their understanding and recall.
For more information contact us at:
Email: cdoyle@learnspark.co.uk
Office: +44 (0)28 3083 3942
Telephone: +44 (0)79 8955 2330
We all learn in different ways …
Learn Spark Education Seminars
Learn Spark Professional Development Seminars are open to Principals, Vice Principals, Senior/Middle Leaders, Teachers, Trainee Teachers and Governors to attend and will be held in locations across Northern Ireland.
This year’s seminars will explore LEARNING AND TEACHING, LITERACY DEVELOPMENT, LEADERSHIP DEVELOPMENT, GOOD GOVERNANCE and APPLICATION AND INTERVIEW SKILLS.
During the seminars our trainers will share their expertise and insights gained over years of experience working in the education sector. They will provide valuable information and opportunities for knowledge and skills development. The seminars also provide an opportunity for networking and sharing good practice, and every participant will receive hard and digital copies of all the resources and materials showcased.
Numbers at each course will be limited to ensure maximum interaction and opportunity for discussion. To ensure your place, booking early is advisable.
Learning and Teaching Courses
Getting to Grips with Homework! (LT1)
Policy development and practical strategies to ensure homework is effective.
They say there are only two things certain in this life: death and taxes. Well, for many students we could add a third – homework! Its critics believe it sabotages family life, creating a student/parent ball and chain that can lead to meltdowns and sometimes tears, and it limits learning by reinforcing bad practice. However, others highlight its positive aspects such as: when applied correctly, good homework can support learning, practice and rehearsal of learned information; it also supports personal development as it strengthens organisation and independent learning skills.
This course explores and develops our understanding of: the purpose and rationale for giving out homework, the core components of ‘good homework’, and how to get students motivated to engage in and complete homework. We will then consider how to represent all this good practice in the form of a ‘Homework Policy’ that provides guidance and structure for the whole school/college.
Delivered by Paul Gray. BSSc (Hons). PGCE. MSSc.
Cookstown: 10 Jan 2024
Antrim: 12 Jan 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Students Doing More for Themselves! (LT2)
Practical strategies to build self-regulating learners
As a teaching profession, we have seen over the years a greater move towards supporting students to become stronger, independent learners. This has centred on students being more able to plan, monitor and evaluate their approach and the strategies they use to support their own learning when completing classwork, homework, assessments and tests. It’s been about helping them to better use their teachers (and classroom assistants) as a resource in their learning journey as opposed to being the sole directors of their learning.
This course supports teachers in their endeavour to develop independent learners by exploring evidence-based strategies and approaches. We will explore, in a truly understandable way, what metacognition is and how it can be translated into classroom practice. We demonstrate how it’s a real and tangible component of all lessons. We will consider how to support students to better plan, monitor and evaluate their own learning, and then use ‘Memory Development’ as a tangible example of how to develop metacognition in the classroom.
Delivered by Paul Gray. BSSc (Hons). PGCE. MSSc.
Cookstown: 17 Jan 2024
Newry: 19 Jan 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Getting Students Talking (LT3)
Deepening learning through structured classroom dialogue
‘Oracy is to be able to express oneself well’ (Andrew Wilkinson. 1960). It directly relates to having a broad range of vocabulary to say what one needs to say, and having the proficiency to structure thoughts [thinking] so that the person makes sense to others. We have always known that ‘student talk’ is important because we know that discussion (and listening to discussion) is central to the development of language, grammar, understanding and thinking development but how much consideration do we give to structuring dialogue in our classrooms to deepen students’ learning?
This course will explore strategies and approaches to get the most out of classroom talk, looking at ways to help students to ‘learn to talk’ and ‘learn through talk’. We will consider how to plan for structured discussion (talking and listening) in classroom, and what we can do to encourage reluctant talkers to share their thoughts, reflections and partially formed ideas and opinions.
Delivered by Paul Gray. BSSc (Hons). PGCE. MSSc.
Antrim: 21 Feb 2024
Newry: 23 Feb 2024
Time for each session: 10am to 2pm.
Price: £179
(Prices exclude VAT)
Thinking Through Questioning (LT4)
Generating higher order thinking through better questioning
By far, questioning is the most frequently used tool by teachers in the classroom. How many questions must we ask in a day, a week, a year? Research suggests that in most circumstances the types of questions we ask require only a very basic level of challenge, i.e.: to get students to focus and check recall to strengthen memory; typically,’ low level’ thinking skills. These are, of course, important and should be asked but questioning can be used much more strategically in the learning process. For example, to seek the views and opinions of students, asking them to articulate their reasoning and get them more involved by sharing, what will be, their partially formed ideas. Or even, to foster speculation, hypothesis and idea/opinion forming (encouraging curiously and wonder); typically, ‘higher order’ thinking skills.
This course explores the research and evidence-base for questioning as a learning and teaching tool but then moves quicky to consideration of the range of higher order questioning techniques available for use in the classroom that will stretch and challenge learners serve to deepen their learning and understanding.
Delivered by Paul Gray. BSSc (Hons). PGCE. MSSc.
Cookstown: 13 Mar 2024
Newry: 15 Mar 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Checking, Responding & Taking Action (LT5)
Effective strategies to improve marking and oral feedback
Think of the amount of time teachers spend marking and feeding back to students. The endless hours writing comments that in most cases are not read, and in many cases not understood. Comments that result in little or no action taking place in that piece of work, never mind in the next piece of work. What is that time spent marking and feeding back for? Is it to please senior leaders, parents, or in the event of a surprise visit, the Inspectorate? In order for assessment to be truly formative, action should result; action taken by the teacher yes, but also action taken by the student. The marking and feedback should be generative in the learning process, strengthening the students in this topic and even teaching them lessons (content or process) in the next piece of work and assessment.
This course takes a practical look at the process of commenting on work (written and verbal) and helps to regain perspective on the objective – to support improvement in the students’ understanding. We explore the latest research from around the world and suggest more effective approaches that puts the focus on learner improvement.
Delivered by Paul Gray. BSSc (Hons). PGCE. MSSc.
Cookstown: 20 Mar 2024
Antrim: 22 Mar 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Stretching and Challenging High Achievers (LT6)
Practical strategies to raise the achievement of high ability students
Behind every scheme to be covered and/or specification to be finished there are students trying to understand all the ‘stuff’. There are many students trying to make sense of how it all links together and how it can be applied to the question, scenario, problem and/or decision being presented. The need for differentiation has been around since the dawn of teaching. It’s centred on supporting and guiding all students to the promised land of ‘Mastery’, a state where they completely ‘get it’. However, all too often the focus of this differentiation is on the lower ability students and helping them to catch up. Of course, they need a lot of support but what about the higher ability students, the ones who can spend a lot of their time in class simply repeating already learned work or gashing key concepts early and having to wait for others to catch up? How can we stimulate these learners taking them out of their comfort zone, encouraging them to push towards the outer edge of what is possible for them to achieve?
This course initially explores the history and definition of what it means to be ‘exceptionally gifted’, moving beyond its usually exclusive academic aptitude focus, and considers the many other ways in which students can be considered ‘gifted’. The course considers how various other nations stretch and challenge these students. Then, we consider numerous practical strategies and approaches that can be employed by schools/colleges and specifically within classrooms to provide the appropriate level of stretch and challenge. The course will seek to present food for further thought to senior leaders about how they can better cater to the needs of these often forgotten students.
Delivered by Paul Gray. BSSc (Hons). PGCE. MSSc.
Cookstown: 8 May 2024
Newry: 10 May 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Literacy Development Courses
Reading Support and Development (LIT1)
Enabling all school staff to support closing the reading gap
Victor Hugo stated that ‘to learn to read is to light a fire; every syllable spelt out is a spark.’ To imagine that spark never igniting to a fire is to imagine a very dark and isolating world. To be able to read effectively opens doors, broadens horizons and enables our students to reach their potential and live fulfilling lives. More and more of our students are struggling to or refusing to read, be it due to a lack of importance placed upon it at home, developmental delays or just believing that it is ‘not cool’ to read. It is our duty to support our students to access the curriculum, and the world, so that they are enabled to succeed in whatever path they choose. Reading is a skill that needs modelled, guided and taught – all of our students have the capacity to develop this skill and thus ignite the fire that will burn for the rest of their lives.
This course supports all school staff in employing research-based reading support and development strategies to enable students to read more effectively. We will explore what makes for skilled reading and strategies that will enhance their ability to recognise words when reading and to read for meaning and purpose. This course would be suitable for all teachers and any member of staff who may be involved in intervention strategies, e.g.: Learning Support Teacher/Classroom Assistants. Reading underpins students’ ability to access the curriculum across all areas of learning and thus it is imperative that we are developing and enhancing the skills to be able to do so.
Delivered by Maria Hatchell BA. PGCE. PGDH.
Cookstown: 10 Jan 2024
Newry: 12 Jan 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Literacy Action Planning, Monitoring and Evaluation (LIT2)
Aiding Literacy Co-ordinators to gauge and reflect on progress
We all train as teachers, and when we are recognised as having potential, are good at our job or reach a certain point in our careers where we want to affect change within our educational context we apply and receive promotion. But when this happens, how much training and preparation are we given? Or do we feel ‘thrown in at the deep end’ and expected to ‘learn on the job’? Were we aware of the amount of ‘red tape’ and administrative paperwork that goes along with affecting change? Do we know how to manage and complete such paperwork?
In this practical course, we will explore the components of an action plan, as well as different strategies for monitoring and evaluating the Literacy initiatives that have been put in place in order to inform further steps. We will consider examples of good practice in these areas and support Literacy Co-ordinators to be more aware of what is expected of them when it comes to effective planning, monitoring and evaluating – making them more confident in their understanding of how they are contributing to raising and improving standards and achievements.
Delivered by Maria Hatchell BA. PGCE. PGDH.
Cookstown: 17 Jan 2024
Antrim: 19 Jan 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Post-Primary Disciplinary Literacy (LIT3)
Strategies for Co-ordinators to promote Whole School Literacy
The importance of Literacy in the success of students and their ability to fulfil their potential has long been recognised in society. Ludwig Wittgenstein (1889 – 1951) recognised that ‘the limits of my language are the limits of my world’, seeing communication as a powerful tool for knowledge and progression. George Sampson, an English Inspector, as far back as 1921 was positing the idea of Literacy as a whole school responsibility: ‘Every teacher IN English is a teacher OF English.’ A view also held by Sir Michael Wilshaw, who believes Literacy improvement in schools to be a ‘shared responsibility’. For Literacy Co-ordinators, though, it may not seem that it is recognised in school! It can sometimes feel like you are a lone voice in the wilderness promoting and delivering your initiatives on your own because you are seen as the ‘expert’ or because you don’t want to burden colleagues with more work to do!
This course explores the research-based concept of Disciplinary Literacy as a way to promote Literacy as a whole school and shared responsibility. It provides the research that will empower and inspire Literacy Co-ordinators to support their colleagues in recognising the importance of Literacy within their own area of learning. It will also provide practical strategies that can be implemented to ensure the whole school community is developing and promoting Literacy skills together across all areas of learning in order to improve achievements and standards for all students.
Delivered by Maria Hatchell BA. PGCE. PGDH.
Cookstown: 13 Mar 2024
Antrim: 15 Mar 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Literacy Policy and Development Planning (LIT4)
Supporting Literacy Co-ordinators to develop their vision & aims
Jonathan Swift believed that ‘vision is the art of seeing what is invisible to others’ and thus it is important that a leader is able to make the invisible visible in order to encourage others to follow them. As Literacy Co-ordinator, it is vital that we know where we want Literacy to go within our educational setting and plan for how to get there, as ‘to the person who does not know where they want to go there is no favourable wind’ (Seneca).
This course supports Literacy Co-ordinators in exploring their vison, mission and aims, aligning them with the aims of their educational setting and creating a long-term policy and plan that will ensure there is a pathway to achieving these. By having a clear and articulate idea of how to promote Literacy, along with a roadmap of how to do so, Literacy Co-ordinators will find that getting the ‘buy-in’ and support from their colleagues to reach their destination will be a lot easier and collaborative. This is a practical course that will provide rationale, examples and templates for participants.
Delivered by Maria Hatchell BA. PGCE. PGDH.
Cookstown: 22 May 2024
Newry: 24 May 204
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Leadership Development Courses
Whole School Evaluation (LD1)
As the educational landscape becomes even more challenging, it is vitally important we focus on how we are doing and how we can continue to provide the best opportunities for our students. Whole school evaluation is important in helping school leaders to recognise and celebrate success at every level in the school. The core purpose of self-evaluation is to promote school effectiveness, improve the quality of learning and teaching, improve the learning experiences of the pupils and raise standards. It also helps leaders to identify where improvements can be made and define future action plans. This course aims to address the principles of effective whole school self -evaluation analysing the most current research and sharing best practice with real examples and experiences from a school setting.
This course will demonstrate in practical ways how to complete the component parts of an effective whole school evaluation, and how it can be used to give motivation, focus and direction to the school, ensure the learner remains the central focus and shape the culture of the school.
Delivered by Michele Corkey MSc, BMus (Hons) PQH, PGCE LLCM.
Cookstown: 20 Feb 2024
Antrim: 21 Feb 2024
Newry: 22 Feb 2024
Time for each session: 10am to 2pm.
Cost Person: £179
(Prices exclude VAT)
Middle Leadership Self Evaluation (LD2)
Effective school improvement is dependent on a number of key drivers. The role of the middle leadership team however is one of the most important. Middle leadership is the ‘engine room’ of effective schools therefore effective and robust self-evaluation at this level is key.
This course will clarify the role of the middle leaders in leading whole school evaluation and ensure the component parts of self -evaluation at middle leadership level are robust. It will explore the role of the critical friend in creating and developing the right culture to nurture effective self -evaluation. We will explore the development and promotion of effective professional development in supporting middle leaders to evaluate and celebrate the impact of their leadership.
Delivered by Michele Corkey MSc, BMus (Hons) PQH, PGCE LLCM.
Cookstown: 26 Feb 2024
Antrim: 27th Feb 2024
Newry: 28 Feb 2024
Time for each session: 10am to 2pm.
Cost Person: £179
(Prices exclude VAT)
Handling Difficult Conversations with Colleagues (LD3)
Effective leaders set out their vision, train and support their staff. They work hard to keep them motivated and resourced with all that they need to do the job. They then take time to set out detailed action plans to communicate milestones and responsibilities. With all this in place, they should then feel that change will happen, progress will be made. Of course, it’s not as simple as that. Even with all this in place, resistance can arise with some staff pushing back, slowing down or even attempting to stop progress. In this event, leaders know they have to deal with the situation and people. Having these difficult encounters and challenging conversations is what’s needed. However, many leaders shy away from these encounters; they typically lack the confidence and they choose, instead, to navigate around the problem or to refer it further up the line of management.
This course is about strengthening leaders in their approach and providing space to practise their technique, with the aim of taking control! We explore the ‘Rights’ a leader has to challenge, balanced with the ‘’Responsibility’ to support staff. We explore various scenarios set around the different kinds of difficult people and situations leaders typically face. We examine the language we should use to de-escalate and even detoxify situations, allowing the encounter to remain calm, focused and, most importantly, productive. The central messages in the course are based around our ‘Core Considerations’:
Delivered by Paul Gray. BSSc (Hons). PGCE. MSSc.
Antrim: 15 May 2024
Newry: 17 May 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Leading Improvements in the Quality of Teaching (LD4)
The key to success in any school is ‘leading on our vision whilst managing our short-term operations.’ (Andrew Hammond, 2023). Schools and colleges are busy places with lots of demands pulling leaders and teachers this way and that on a daily basis. In the midst of this ‘firefighting’, it can be difficult to remain focused on the core business of ensuring there is high-quality learning and teaching taking place in the classroom.
During this course we begin by exploring teaching as a science and an art form. We seek to uncover the ‘magic ingredients’ of a successful lesson, from the viewpoint of a number researchers, and discuss whether it’s being actioned on the ground consistently. We then explore the role of leadership in delivering on quality and consistency. The course focuses on the 4 main steps for delivering on improvements in the quality of learning and teaching:
- Promoting and developing a school/college-based language and vision for learning and teaching.
- Developing effective feedback and dialogue through a culture of trust.
- Developing evidence-based and informed approaches to improve learning and teaching, drawing on and contributing to research.
- Providing meaningful support and challenge.
Delivered by Paul Gray. BSSc. (Hons). PGCE. MSSc.
Cookstown: 22 May 2024
Newry: 24 May 2024
Time for each session: 10am to 2pm.
Cost Person: £179
(Prices exclude VAT)
Action Planning, Monitoring and Evaluation (LD5)
Building on the success of the course last year, we are offering another chance to attend our Action Planning course.
When educational leaders hear the words ‘Action Planning’, they can feel a sense of frustration. This sentiment is of course understandable. If a leader writes an action plan in isolation of their team, without reference to baseline information or never refers to the plan throughout the year, then yes, it can indeed feel like a waste of time. The first step in the development of a relevant action plan is to value the exercise, and not just to see it as an administrative chore – to see it, instead, as an opportunity to analyse and reflect on the previous year and set out the conditions and actions for the year ahead to deliver higher and stronger outcomes. As well as helping to set direction, the plan can be a great aid in motivating teams. By seeking collective involvement in the development of the plan everyone takes responsibility for its implementation. Leadership then becomes a collective endeavour with everyone clear about their roles and responsibilities for the year ahead.
This course will clarify how to complete the component parts of an effective action plan, including explaining the difference between Targets and Success, and Monitoring and Evaluation, all too often misunderstood. However, what makes this course unique is the focus on the action plan as a leadership tool, demonstrating how the action plan itself and the process of constructing it, as well as the on-going monitoring of the plan, can be used to give motivation, focus and direction to the team and at the same time clarify roles, responsibilities and accountability.
Delivered by Paul Gray. BSSc (Hons). PGCE. MSSc.
Antrim: 29 May 2024
Time for each session: 10am to 2pm.
Cost Per Person: £179
(Prices exclude VAT)
Good Governance Courses (Virtual)
The Practice of Good Governance (GG1)
How a Board is governed is at the heart of how a school/college successfully operates. The board’s decision effect the interests of all stakeholders and the standing of the organisation. By working as a team, the board and principal can ensure a high standard of quality provision for all involved with the organisation. This training will support governors to set the right tone, ensure accountability and deliver efficient and strategic leadership now and into the future.
The session will explore:
- Roles and responsibility
- Scheme of management
- Management and operational structure
- Setting the strategic path
- Accountability
- Key plans and policies
- Managing risk
- Standards of corporate governance
Delivered by: Michele Corkey. B Mus (Hons). PQH. PGCE. LLCM.
Date: 8 Jan 2024
Time for each session: 6:30pm to 9pm.
Cost Per Person: £75
(Prices exclude VAT)
Strategic Direction, Vision and Culture (GG2)
How a Board is governed is at the heart of how a school/college successfully operates. The board’s decision effect the interests of all stakeholders and the standing of the organisation. By working as a team, the board and principal can ensure a high standard of quality provision for all involved with the organisation. This training will support governors to set the right tone, ensure accountability and deliver efficient and strategic leadership now and into the future.
The session will explore:
- Vision and values of the school/college
- Characteristics, challenges and comparative analysis
- Establishing priorities and strategic intent.
- Fostering a positive organisational culture
- Development planning
- Achieving a stakeholder buy-in
- Self-evaluation and achieving improvement
Delivered by: Michele Corkey. B Mus (Hons). PQH. PGCE. LLCM.
Date: 5 Feb 2024
Time for each session: 6:30pm to 9pm.
Cost Per Person: £75
(Prices exclude VAT)
Excellence and organisational improvement (GG3)
How a Board is governed is at the heart of how a school/college successfully operates. The board’s decision effect the interests of all stakeholders and the standing of the organisation. By working as a team, the board and principal can ensure a high standard of quality provision for all involved with the organisation. This training will support governors to set the right tone, ensure accountability and deliver efficient and strategic leadership now and into the future.
The session will explore:
- Indicators of excellence
- The role of the board and organisational improvement
- Improvement and performance measures
- The development plan
- Use of evidence and data
- Curriculum planning.
- Quality planning
- Quality pastoral care
- Staff deployment
- Preparing for inspections
Delivered by: Michele Corkey. B Mus (Hons). PQH. PGCE. LLCM.
Date: 11 Mar 2024
Time for each session: 6:30pm to 9pm.
Cost Per Person: £75
(Prices exclude VAT)
Application and Interview Skills
Securing That Teaching Position (AIS1)
Sharpen up your application and interview skills with this half day courses open to all those interested in securing a Teaching position in a new school. The session will be delivered in two parts, firstly exploring the application process and how to secure an interview. Then, how to effectively answer the interview questions, considering the various structures applied by different employing authorities.
Delivered by: Michele Corkey. B Mus (Hons). PQH. PGCE. LLCM.
Antrim: 25 Nov 2024
Newry: 2 Dec 2024
Time for each session: 10am to 1pm.
Cost Per Person: £70
(Prices exclude VAT)
Securing that Middle Leadership Position (AIS2)
Sharpen up your application and interview skills with this half day courses open to all those interested in securing a Middle Leadership position in their current or new school. The session will be delivered in two parts, firstly exploring the application process and how to secure an interview. Then, how to effectively answer the interview questions, considering the various structures applied by different employing authorities.
Delivered by: Michele Corkey. B Mus (Hons). PQH. PGCE. LLCM.
Cookstown: 24 Jan 2024
Antrim: 31 Jan 2024
Newry: 6 Feb 2024
Time for each session: 4:30pm to 7pm.
Cost Per Person: £95
(Prices exclude VAT)
Securing that Senior Leadership Position (AIS3)
Sharpen up your application and interview skills with this half day courses open to all those interested in securing a Senior Leadership position in their current or new school. The session will be delivered in two parts, firstly exploring the application process and how to secure an interview. Then, how to effectively answer the interview questions, considering the various structures applied by different employing authorities.
Delivered by: Michele Corkey. B Mus (Hons). PQH. PGCE. LLCM.
Cookstown: 25 Jan 2024
Antrim: 1 Feb 2024
Newry: 8 Feb 2024
Time for each session: 4:30pm to 7pm.
Cost Per Person: £125
(Prices exclude VAT)
Student Development
Every school and college seeks the holistic development of their students. These courses will equip and empower students with the skills, attitudes and drive they need to achieve and thrive in school, work and life. The sessions are completely interactive with practical activities throughout. Students will be involved in team challenges, debates, discussions, self-reflection and role-plays. Their feet won’t touch the ground. They will leave the session energised and inspired, ready to take on the world!
| Courses |
|---|
|
|
|
|
|
All courses can be delivered as half or full day sessions. They can also be grouped together to make a programme of development.
The courses can be delivered ON-SITE or VIRTUALLY to any location from our Learn Spark Studio.
For more information contact us at:
Email: cdoyle@learnspark.co.uk
Office: +44 (0)28 3083 3942
Telephone: +44 (0)79 8955 2330
Literacy Development
‘Lacking vital Literacy skills holds a person back at every stage of their life. As a child they won’t be able to succeed at school, as a young adult they will be locked out of the job market, and as a parent they won’t be able to support their own child’s learning.’
– National Literacy Trust
Literacy permeates all aspects of life and is essential to allow all students to access the curriculum. Guiding students to effectively speak, read and write is at the core of high-quality learning and teaching, and in preparing students to acquire life-long Literacy skills.
Our courses are research based, and provide strategies and resources to help promote Literacy throughout the school community. Teachers, classroom assistants and parents will leave the sessions feeling confident, enabled and empowered to support children in developing their Literacy skills.
| Courses |
|---|
|
|
|
|
|
All courses can be delivered as half or full day sessions. They can also be grouped together to make a programme of development.
The courses can be delivered ON-SITE or VIRTUALLY to any location from our Learn Spark Studio.
For more information contact us at:
Email: cdoyle@learnspark.co.uk
Office: +44 (0)28 3083 3942
Telephone: +44 (0)79 8955 2330
Personal Effectiveness
To be effective in work and life we need to make use of all our talents, strengths, skills, energy and time. It’s the focus on the development of these areas, both personally and professionally, that will determine whether we achieve our career and personal goals. Our Personal Effectiveness courses will equip your staff with the skills and confidence they need to push through their barriers and overcome their obstacles helping them achieve success.
| Courses |
|---|
|
Effectively Managing your Time |
Building Coping Skills |
Take Control of Communication |
All courses can be delivered as half or full day sessions. They can also be grouped together to make a programme of development.
The courses can be delivered ON-SITE or VIRTUALLY to any location from our Learn Spark Studio.
For more information contact us at:
Email: cdoyle@learnspark.co.uk
Office: +44 (0)28 3083 3942
Telephone: +44 (0)79 8955 2330
We have the recipe for successful training!
Facilitation Services
We’ve been running highly successful facilitated workshops for years. Our bespoke sessions are guaranteed to have everyone collaborating effectively by harnessing their collective strengths. We’ve facilitated hundreds of brainstorming sessions, meetings, focus groups, strategy workshops, team-building events and conferences. We are known for keeping the energy high and for building motivation and momentum that result in dynamic ideas and solutions.
| Courses |
|---|
Reconnecting with Ethos, Vision and Values |
Supporting Collaboration |
Informing Strategic Planning |
Building and Motivating Teams |
All courses can be delivered as half or full day sessions. They can also be grouped together to make a programme of development.
The courses can be delivered ON-SITE or VIRTUALLY to any location from our Learn Spark Studio.
For more information contact us at:
Email: cdoyle@learnspark.co.uk
Office: +44 (0)28 3083 3942
Telephone: +44 (0)79 8955 2330