PSYCHOLOGY TEACHER COURSES - SUMMER & AUTUMN - Keynote Educational
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SUMMER & AUTUMN 2019 PSYCHOLOGY TEACHER COURSES Call 01625 532974 or book online at keynote.org.uk @KeynoteCourses
COMING UP THIS JUNE…
CONFERENCE
ASPIRING TO EXCELLENCE:
LEADING A HIGH ASPIRING TO
PERFORMING DEPARTMENT EXCELLENCE:
LEADING A HIGH
PERFORMING
Wednesday 26 June 2019 | Central London DEPARTMENT
CODE 7530
There is much change happening for subject Heads of Departments and Wednesday 26 June 2019
Central London
Faculties with the new directives, in terms of the increased responsibility
Join us for this conference, where our expert speakers and
of the role and increased contributions to implementing school principles, practitioners will offer insights into the most important issues,
the challenges and approaches of leading high performing
departments, and to make those essential changes to drive
policies and directions. This event explores department curriculum design
good departments to outstanding.
The event will first address the latest changes that will directly
affect Heads of Departments, before exploring department
and delivery, developing your staff, ethical leadership, setting appropriate curriculum design and delivery, developing your staff, ethical
leadership of your department, setting appropriate levels of
challenge for students in your department and leading your
levels of challenge for students in your department and leading your
department to overall excellence.
department to overall excellence.
Call 01625 532974 or book online at keynote.org.uk
@KeynoteCourses
CODE 7530
CONFERENCE
11TH ANNUAL
SIXTH FORM LEADERSHIP
CONFERENCE 11TH ANNUAL
SIXTH FORM
Friday 21 June 2019 | Central London LEADERSHIP
CONFERENCE
CODE 7510
Sixth Forms are facing increasing and significantly different challenges, London: Friday 21 June 2019
as the landscape in which they operate changes. Join us at this important 1st Delegate Rate £369+VAT
2nd Delegate Rate £339+VAT
conference in which you will explore the questions around what a rich 16 – 19 3rd Delegate Rate £319+VAT
curriculum should look like, hear from leading experts who are innovatively
driving improvements in student outcomes, and take away strategies that KEYNOTE SPEAKERS
lead towards Ofsted compliance. INCLUDE:
Bill Watkin
Chief Executive, Sixth Form Colleges
KEYNOTE SPEAKERS INCLUDE:
Association
Tim Oates CBE
Group director of assessment research and
development, Cambridge Assessment
Bill Watkin Call 01625 532974 or book online at keynote.org.uk
@KeynoteCourses
Anne King
Principal Moor Park Sixth Form College,
Preston
Chief Executive, Sixth Form Colleges Association
Tim Oates CBE
Group director of assessment research and development,
CODE 7510
Cambridge Assessment
Kevin Watson
Principal BSix, Brooke House Sixth Form College
Call 01625 532974 or book online at keynote.org.uk @KeynoteCourses
CONFERENCE
THE FUTURE OF THE
CURRICULUM THE FUTURE
OF THE
CURRICULUM
Friday 14 June 2019 | Central London CONFERENCE
There is renewed interest in, and indeed widespread support among school leaders for the
CODE 7528
Friday 14 June 2019 | Central London
inspectorate’s plans to focus more on the quality of the curriculum and less on performance 1st Delegate Rate £369+VAT
data in its inspections. Join us at this vital conference where you will explore powerful 2nd Delegate Rate £339+VAT
3rd Delegate Rate £319+VAT
curriculum thinking, examine the new challenges for leaders in developing curriculum expertise
within schools and analyse how to ensure curriculum progress in every subject.
KEYNOTE SPEAKERS INCLUDE:
KEYNOTE SPEAKERS
INCLUDE:
Summer Turner Matthew Purves
Deputy Director, Schools, Ofsted
Shaun Allison
Head of Curriculum Development, The Inspiration Trust Research Lead at Durrington High School
Matt Bromley
Call 01625 532974 or book online at keynote.org.uk Educational Consultant,
@KeynoteCourses Bromley Education
Matthew Purves
Call 01625 532974 or book online at keynote.org.uk @KeynoteCourses
Deputy Director for Schools, Ofsted
Shaun Allison
Research Lead at Durrington High School CODE 7528
CONFERENCE
INCLUSION
Improving Alternative Provision and Inclusion INCLUSION
Strategies to Reduce Exclusion CONFERENCE:
Improving Alternative
Provision and Inclusion
Strategies to Reduce
Thursday 27 June 2019 | Central London Exclusion
CODE 7529
The rate and number of exclusions from school has risen significantly in the last two years. Join Thursday 27 June 2019 | Central London
us at this crucial conference to examine a range of inclusion strategies, value-driven leadership 1st Delegate Rate £369+VAT
2nd Delegate Rate £339+VAT
approaches to exclusion and successful methods for improving Alternative Provision which
3rd Delegate Rate £319+VAT
motivates students back into mainstream education.
KEYNOTE SPEAKERS
KEYNOTE SPEAKERS INCLUDE: INCLUDE:
Tom Bennett
Founder ResearchEd and Government
Tom Bennett Behaviour Czar
Dave Whitaker
Founder ResearchEd and Government Behaviour Czar
Headteachers’ Roundtable and Executive
Principal, Springwell Alternative Academy
Call 01625 532974 or book online at keynote.org.uk Kiran Gill
@KeynoteCourses
Call 01625 532974 or book online at keynote.org.uk CEO and Founder, The Difference
@KeynoteCourses
Dave Whitaker
Headteachers’ Roundtable and Executive Principal, Springwell Alternative Academy
Kiran Gill
CEO and Founder, The Difference CODE 7529
CONFERENCE
METACOGNITION
Developing Metacognition in a Knowledge METACOGNITION
Rich Curriculum CONFERENCE:
Developing Metacognition
in a Knowledge Rich
Curriculum
Friday 28 June 2019 | Central London CODE 7526
Friday 28 June 2019 | Central London
Every school places high value on ensuring that they are able to produce learners who are 1st Delegate Rate £369+VAT
motivated and able to take the lead in developing and evaluating their own learning whilst
2nd Delegate Rate £339+VAT
3rd Delegate Rate £319+VAT
gaining a rich and ambitious curriculum experience. This vital conference will explore the place
of metacognition in a knowledge rich curriculum and leadership strategies to reshape teaching
KEYNOTE SPEAKERS
approaches through metacognition to improve student performance and attainment. INCLUDE:
Phil Naylor
ResearchEd and Blackpool Research
KEYNOTE SPEAKERS INCLUDE: school
Anne De A’Echevarria
Author, director of Thinkwell and visiting
Phil Naylor
fellow Newcastle University
Julie Watson
Call 01625 532974 or book online at keynote.org.uk Metacognition Lead at Huntingdon
ResearchEd and Blackpool Research school @KeynoteCourses
Call 01625 532974 or book online at keynote.org.uk Research School
@KeynoteCourses
Anne De A’Echevarria
Author, director of Thinkwell and visiting fellow Newcastle University
Julie Watson CODE 7526
Metacognition Lead at Huntingdon Research School
CONTENTS PSYCHOLOGY
Code Title Page
A LEVEL
7260 Attaining A and A* in A Level Psychology 5
7549 Getting through the A-level Psychology content 6
7523 Keeping A level Psychology students on track 7
7441 Raising Achievement in Statistics and Research Methods in A Level Psychology 8
7440 Improving the results of lower attaining A level Psychology students 9
7551 Improving Teaching and Learning in AQA A level Psychology Paper 1: Introductory Topics in 10
Psychology
7263 Achieving A and A* in AQA A-level Psychology 11
7056 Outstanding Achievement in Edexcel A level Psychology 12
GCSE
7120 Successfully teaching the 9-1 AQA GCSE Psychology 13
7442 Achieving Grades 7-9 in GCSE Psychology 14
7445 Success with your Grade 4 and 5 students in GCSE Psychology 15
SOCIOLOGY
7225 Getting to Grips with AQA A Level Sociology 16
7224 How to Maximise the Performance of all Students in A level Sociology 17
WEBINARS
7408 AQA A Level Psychology Paper 1 18
7409 AQA A Level Psychology Paper 2 18
7410 AQA A Level Psychology Paper 3 Issues and Debates 18
Biographies 19
ATTAINING A AND A* IN
A LEVEL
LOCATION/DATE
A LEVEL PSYCHOLOGY London
Monday 17 June 2019
CODE 7260 Tuesday 26 November 2019
ABOUT THIS COURSE COURSE LEADER
This intensive new course is designed for all teachers of A level Psychology, regardless of Emma Shakespeare has
examination board. Together we will investigate the skills that high ability students need been teaching and achieving
to attain high grades and learn new practical strategies to challenge and extend talented consistently Sig+ outcomes
psychology students. We will also analyse the summer exam feedback and student responses in Psychology at both GCSE
so that delegates leave with a range of effective teaching techniques to increase A*/A and A Level for over 12 years.
attainment. Finally, we will look beyond the course to focus on preparing talented psychology She is currently Assistant
students for university. Headteacher in charge of
School Improvement at a large
Secondary School.
PROGRAMME TIME
Going beyond target grades; what does research evidence tell us? 10.00 – 10.30am WHO SHOULD
l What do ‘gifted’, ‘talented’ and ‘able’ mean? ATTEND?
l Why do we have to challenge our most able students? l All teachers of Psychology
l How should we be challenging them? Methods to maintain thinking and progress at the looking for innovative
highest levels teaching ideas and resources
How are A/A* grades achieved? 10.30 – 11.15am l Heads of Department
l Feedback: looking back at the summer exams. What went well? What did examiners look l New teachers of Psychology
for at the top levels? l Non Specialist teachers
l Missing out on the A/A* grades: common mistakes and key issues
l Work through A/A* responses and those that are not A/A*: candidate style answers and
BENEFITS OF
commentaries, with a focus on developing high quality responses
ATTENDING
l Curriculum and teaching and learning adaptations in response to the exam feedback, to
improve A-A* attainment within your cohort l Increase awareness of what
teachers should aim to
Discussion: coffee break 11.15 – 11.30am achieve with the most able
Psychologists
Evidence-based practice; developing A/A* AO2 application skills 11.30 – 12.15pm
l Develop greater
l What does an A* AO2 response look like?
understanding of what
l Strategies to improve AO2 application skills for topic areas and designing research
examiners are looking for
questions
in Grade A/A* responses
l Developing synopticity to support students in linking knowledge from across the
and take away a range
Psychology specification and produce excellent responses
of innovative ideas and
l Helping learners to interpret the questions and produce concise answers
resources to help students
Lunch and informal discussion 12.15 – 1.15pm reach these levels
l Give students the key AO2
Evidence-based practice; developing A/A* AO3 evaluation 1.15 – 2.00pm
skills and exam techniques
and analysis skills to apply their knowledge to
l What does evaluation in a top level essay look like? novel situation questions
l Strategies and resources to develop AO3 evaluation as a skill and to ensure students get and the AO3 evaluation
the high grades element of essays
l Evaluating theories Vs approaches Vs studies Vs treatments: the key links and differences
l Tools for engaging high
Exploring and solving the challenges for A/A* psychology students 2.00 – 3.00pm ability students with the
l Differentiating for A/A* students in a mixed ability Psychology class exam criteria to understand
l Sustaining engagement over two years both within and outside the classroom what is needed in A*
l Balancing exam technique and specification requirements whilst fostering passion for answers, and for embedding
Psychology high level thinking
l Building resilience and a growth mind set in order to support the transition from GCSE to throughout the A-level
A Level and prepare for Higher Education course
l Learn how to cultivate a
Sustaining learning 3.00 – 3.30pm
growth mind set and develop
l Reflecting on learning
resilience so that high ability
l Action planning to apply evidence-based practice in own setting
and talented psychology
l Evaluations
students achieve their A/A*
Final Top Tips, questions and depart 3.30 – 3.45pm potential
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
5
GETTING THROUGH THE A-LEVEL NEW
A LEVEL
COURSE LOCATION/DATE
PSYCHOLOGY CONTENT London
Friday 12 July 2019
CODE 7549 Tuesday 29 October 2019
ABOUT THIS COURSE COURSE LEADER
New for July 2019, this course will take you through the most important aspects of delivering Emma Shakespeare has
AQA A level Psychology. It will explore the baseline knowledge, understanding and skills students been teaching and achieving
should start the course with from their GCSEs (even if they have not studied psychology before) consistently Sig+ outcomes
and how to sequence the AQA specification in order to enable learners to cumulatively develop in Psychology at both GCSE
knowledge and skills. Strategies to make useful connections to prior learning, different subjects and A Level for over 12 years.
and a range of psychology topic areas will be shared, as well as tips on using the spaced learning She is currently Assistant
method to develop deep understanding of research methods and scientific processes over time. Headteacher in charge of
Delegates will be taken through worked examples of student work from across the grade range School Improvement at a large
for a range of topic areas so that understanding of different attainment levels is acquired. The Secondary School.
course will explore methods to deliver the most challenging areas (including inferential statistics,
issues and debates and biopsychology) and develop extended writing. It will also focus on how to
WHO SHOULD
differentiate psychology teaching in order to meet the needs of learners so that all can access the
ATTEND?
content and make good progress.
l New teachers of AQA A level
Psychology
PROGRAMME TIME l Experienced teachers
Effective A level Psychology Curriculum Design 10.00 – 11.00am
delivering AQA A level
l Why is curriculum design important even at Key Stage 5? Links to Ofsted 2019 framework. Psychology for the first time
l Connecting and activating psychological knowledge and skills and skill-sets
l Baseline: What do psychology students already know and what can they do? BENEFITS OF
l Sequencing topics within the wider teaching of A Level Psychology ATTENDING
l Embedding retrieval practice in order to increase learners’ progress l Gain understanding of what
work from the across the
Discussion: coffee break 11.00 – 11.15am
grade range looks like, with
Prioritising weighting; planning and delivering research methods, 11.15 – 12.15pm examples to use in your
scientific processes and inferential statistics classroom
l Integrating research methods, scientific processes and mathematical requirements l Develop your ability to
throughout the two year course deliver the most challenging
l Using spaced learning and retrieval practice to maintain progress and ensure students are areas, including inferential
where they should be in Years 12 and 13 statistics and biopsychology
l Resources and practical strategies to deliver research methods, scientific processes and l Take away a range of
inferential statistics in order to boost learner attainment strategies to differentiate
l Differentiating delivery of research methods, scientific processes and inferential statistics
psychology teaching so that
l Analyse marking and worked assessment examples to confirm what makes for higher quality
your classroom challenges
responses
and engages every student
Lunch and informal discussion 12.15 – 1.15pm l Develop understanding
of effective psychology
Application and Analysis skill development for top marks 1.15 – 1.45pm curriculum design and create
l Integrating skills teaching with content to improve students’ wider understanding a curriculum map
l Building Application and Analytical/Interpretative/Evaluative skills across the linear course
l Obtain a range of
with conceptual understanding
connection and activation
AQA A Level Psychology Teaching and Learning Toolkit 1.45 – 2.45pm strategies to embed links
l Innovative resources to deliver topic areas: Magpie into your teaching
l Resources, strategies and tips to deliver the most difficult topic areas, including l Gain insight into spaced
biopsychology and issues and debates learning and strategies
l Why these are challenging and how you can plan your course to teach them at the most and resources to use this
appropriate points method to deliver the
research methods, scientific
Assessing the AQA A Level Psychology course 2.45 – 3.30pm
processes and inferential
l Responsive teaching: embedding formative assessment throughout the Psychology
statistics topics
curriculum
l Reliable assessment: standardisation, moderation and worked examples from across the l Explore a toolkit of electronic
topic areas strategies and resources to
immediately deliver aspects
Moving forward with Action planning 3.30 – 3.45pm of a range of topic areas from
all three papers
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
6
KEEPING A LEVEL PSYCHOLOGY STUDENTS NEW
A LEVEL
COURSE LOCATION/DATE
ON TRACK London
Tuesday 2 July 2019
CODE 7523
Friday 18 October 2019
ABOUT THIS COURSE COURSE LEADER
This course demonstrates and shares ideas and techniques for maximising the performance Louisa Rogers is a highly
of students, especially those looking to achieve grades A* to C in their final A level Psychology experienced teacher of
examinations. Increasing value added for students it includes simple but effective methods Psychology in both state
to encourage students to perform well in exams, new teaching approaches and techniques and independent sectors,
to stretch and develop the best students and keep the teachers’ workload manageable and and an experienced A level
realistic. Led by an experienced examiner and teacher, the course demonstrates how to stop
Psychology examiner for both
talented A-level Psychologists from missing out on the grades that they should achieve, through
AQA and Pearsons. Student
classroom practise and exam preparation methods.
results in her department are
an A*-C pass rate of 82%, with
value added in summer 2018
PROGRAMME TIME
achieving a 26% increase.
Organisation is key: structure, timing of the course and boosting 10.00 – 11.00am
all students’ results WHO SHOULD
l Successful approaches for teaching Psychology at A-level that keep students from ATTEND?
underperforming
l All teachers of A level
●
l Feedback and examples from previous exams on student’s performance in exam conditions
at grades A* through to grade C Psychology
●
l Boosting each student’s performance throughout the two year course. This includes a ➢l Non specialist teachers of
scheme of work structured to complete teaching content by February half term. A level Psychology
●
l Structured booklets, past-papers and model answers on how to answer 4 mark, 8 mark and
16 mark questions. BENEFITS OF
●
l Starter and plenary activities that work and constantly track students’ learning in Psychology
ATTENDING
Discussion: coffee break 11.00 – 11.15am l T
● ake away successful
methods which keep
Methods to boost results 11.15 – 12.15pm A level Psychology students
Teaching methods that work in Biopsychology (paper 2) from slipping and failing
l Focus on each individual student and where they ‘sit’ at the start of the A-level course
to achieve the results they
l ● Regular assessment and tracking of students’ for increased teacher insight and boosting
should
students’ drive to perform
●
l Methods to boost individual results focusing on increasing each student by one grade as well ● Aim to increase each
l
as top grades (A-A*). student result by one grade
l ● Successful approaches and methods when teaching biopsychology to a mixed ability range above predictions
l ● Booklets and content will be supplied to complement teaching biopsychology. ● Gain techniques focusing
l
● Exam questions, model answers tips on marking efficiently and generating effective on time management
feedback and increased student
confidence
Lunch and informal discussion 12.15 – 1.15pm
● Analyse the focus used by
l
Methods to boost results 1.15 – 2.30pm experienced examiners so
Methods that work for teaching Gender and Schizophrenia (paper 3). Focus on Issues and you can help your students
debates and ensuring all students perform in the synoptic element of Paper 3. to meet these
l Stretch, motivate, challenge and differentiate in A- level Psychology? Using Paper 3 content
● Increase value added
l
to demonstrate these teaching methods.
results for each student
●
l Breaking the content down for students to it is more achievable and less overwhelming.
l ● Using peer assessment in conjunction with model answers
l ● Content focus here will specifically be on Gender and schizophrenia as topic areas. There will
also be a focus on Issue and debates and ways to overcome student concern on this section.
Discussion: afternoon tea 2.30 – 2.40pm
Exam focus 2.40 – 3.45pm
l Teaching Unit 2 first to ensure students have theory knowledge before introducing topics
such as memory and social influence.
l Focus on approaches and biopsychology and the way these run through the course
l Focus on teaching paper 1 content such as Social Influence, attachment and memory.
Examples given from exam specification and model answers. Techniques on how to integrate
these answers into the lesson.
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
7
RAISING ACHIEVEMENT IN STATISTICS AND
A LEVEL
LOCATION/DATE
RESEARCH METHODS IN A LEVEL PSYCHOLOGY London
Friday 28 June 2019
CODE 7441
Friday 6 December 2019
ABOUT THIS COURSE COURSE LEADER
The 2018 report on the examination described excellent use of statistics as the gateway to high Helen Kitching has over 17
marks on A level Psychology. Combined with the crucial area of research methods, successful years’ experience teaching
analysis, evaluation and application of these skills are vital to succeeding in A level Psychology, GCSE Psychology. She is
but are challenging areas for a significant number of students. This course, will provide new currently advising the exam
teaching approaches, ideas and resources which ensure that students of all abilities gain a real boards on the changes
grasp of these skills and are able to utilise them fully in their examinations, leading to better to the GCSE Psychology
results in their final A level Psychology examinations. specifications.
PROGRAMME TIME WHO SHOULD
ATTEND?
Where and why students struggle on statistics and research 10.00 – 11.00am
l All teachers of A level
methods
Psychology
Key messages from the 2018 exams
l Reviewing the feedback from 2018 about how the highest and lowest attaining students l Heads of Department
performed in statistics and research methods. l Heads of Social Science
l Where did they succeed and fail, what differences did it make, what key points should
teachers and students focus on?
BENEFITS OF
l Specific issues within the teaching of the course where students struggle – understanding
ATTENDING
and planning for the challenge areas
l The difficulties students carry over from GCSE Mathematics and how to support them l Gain new teaching
l Introducing research methodology to inexperienced Psychology students approaches to these key
areas for success in
Discussion: coffee break 11.00 – 11.20am A level Psychology
l Develop strategies for
Improving statistical and research skills with lower attaining 11.20 – 12.30pm
students improving statistical
l Maths Anxiety: teaching approaches to support students in working with mathematics
understanding and
l Strategies to help students improve their statistics skills and produce better Psychology analysis
l Explaining the significance of different research methods to engage lower attaining students l Review how students can
l Using case studies effectively with the less able to improve understanding and application of strengthen their usage of
research methodology research methods under
l Linking your teaching methods to the question types – the different questions students face exam conditions
and how to overcome resistance l Take away resources
and materials to use
Lunch and informal discussion 12.30 – 1.30pm
immediately to support
Working with highly able students on statistical and research skills 1.30 – 2.10pm revision
l Working with statistics and research methods to ensure highly able students analyse and
evaluate to a high level
l Effective application of research methodologies – what examiners look for at A and A* level
l How students can really use statistical skills as the gateway to high final marks
l Improving the confidence of the more able in making decisions on statistics and research
methods
Monitoring and assessing progress on statistics and research skills 2.10 – 2.40pm
l How to ensure that students’ understanding of statistics and research skills are progressing in
line with national standards
l Task setting to promote high level application and evaluation skills
l Tracking and expectations to ensure students maximise their potential
Preparing your students for the 2019 statistics and research exam 2.40 – 3.45pm
questions
l Reviewing the different question types: ways to approach each type, what is required for
excellent answers
l Marking exercise using model answers on different questions
l Example questions: how students should approach them and the different quality of
responses required to show how to raise achievement
l Dealing with unexpected contexts – helping students to cope with using their knowledge in
different contexts
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
8
IMPROVING THE RESULTS OF LOWER
A LEVEL
LOCATION/DATE
ATTAINING A LEVEL PSYCHOLOGY STUDENTS London
Thursday 4 July 2019
CODE 7440
Monday 9 December 2019
ABOUT THIS COURSE
COURSE LEADER
This intensive one-day course is designed for teachers of AS/A Level Psychology who wish
to learn how to enhance the achievement of their lower attaining students. Each session will Ali Abbas is a Fellow of
be relevant to the new Psychology specifications for all exam boards. A practical session of the Chartered Institute
motivational activities will allow delegates to gain confidence in their delivery of the course. of Educational Assessors
You will leave with a wealth of practical strategies to fast track your experience in the key areas (FCIEA) and has recently
of challenge. It will focus specifically on: had his revision guides
published for A level and
l Demonstrating a range of techniques and strategies which will enable students to achieve
GCSE Psychology. He was
a high grade of work in areas where lower attaining students struggle such as research
a Principal Examiner with 13
methods
years’ experience in writing
l How to resource, structure and teach the units at AS and A-level
Psychology exam papers and
l Demonstrating how to set homework which enables students to work independently and
awarding grades for a major
developmentally
exam board.
l Tracking and intervening
l How to raise motivation
WHO SHOULD
ATTEND?
PROGRAMME TIME l All teachers of AS/A level
Setting firm foundations – what methods can be used to enhance 10.00 – 11.00am Psychology with any exam
performance from the start? board
l Which skills do lower ability students struggle with? l Heads of Department
l Bridging the knowledge gap between GCSE and A Level
l Help lower ability retain knowledge and understand concepts BENEFITS OF
l Activities and approaches for the crucial first few weeks ATTENDING
l Getting A01 A02 and A03 right from the start
By the end of the course
l Build in intervention strategies to effectively support and drive students
delegates will have:
Discussion: coffee break 11.00 – 11.20am l Learned how to boost
initial subject knowledge
Getting over the exam hurdle 11.20 – 12.20pm
and understanding
l What support can you put in place to make the assessment process more manageable?
l Feedback from the recent exams to understand areas where lower attaining students l Developed a range of
could improve strategies to enhance
l Understanding how the exam is marked and strategies to help lower attaining students student performance
utilise this knowledge to their advantage l Extended their repertoire
l Help learners analyse the types of questions and assessment demands and directly relate of resources to support
this to the specification lower ability students
Lunch and informal discussion 12.20 – 1.20pm l Learnt how to best
support lower ability
Teaching skills and raising the confidence for your lower 1.20 – 2.45pm students to be successful
attaining students with the assessment and
l Essay structure and writing frames to help promote confidence for all types of Psychology examinations
exam questions
l Increased their ability to
l The power of questioning, supporting and then deepening thinking skills
track students’ progress
l How to teach core topics such as memory, obedience and research methods to help with
and how to intervene
differentiation with your lower attaining students
successfully
l How to effectively teach the maths and statistics section without frightening your lower
attaining students
Discussion: afternoon tea 2.45 – 3.00pm
Revision strategies for the lower attaining students 3.00 – 3.45pm
l Using readymade games and activities to promote learning and motivation
l Using memory techniques to help learners remember important information
l Help students to make connections between what it takes to improve and their current
input
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
9
IMPROVING TEACHING AND LEARNING NEW
A LEVEL
COURSE LOCATION/DATE
IN AQA A LEVEL PSYCHOLOGY PAPER 1: London
INTRODUCTORY TOPICS IN PSYCHOLOGY Wednesday 19 June 2019
Tuesday 26 November 2019
CODE 7551
COURSE LEADER
ABOUT THIS COURSE Emma Shakespeare has
been teaching and achieving
New for June 2019, this course will take an evidenced-based approach to planning and delivering
consistently Sig+ outcomes
the paper 1 component of AQA A Level Psychology. It will explore how to sequence Paper 1 topic
in Psychology at both GCSE
areas within the wider A Level curriculum in order to enable learners make useful connections, as
and A Level for over 12 years.
well as how to embed aspects of the research methods and mathematical requirements so that
She is currently Assistant
learners can practice their ability to apply scientific ideas, processes, techniques and procedures.
Headteacher in charge of
Delegates will experience strategies and review resources for the social influence, memory,
School Improvement at a large
attachment and psychopathology topic areas in order to maximise learners’ knowledge and skill
Secondary School.
progression, including deeper processing, collaborative learning and metacognitive activities.
The course will also explore how to embed retrieval practice and summative assessment to
ensure consistency of student performance across the Paper 1 topics. WHO SHOULD
ATTEND?
PROGRAMME TIME l All teachers of AQA A level
Psychology
Effective Psychology Curriculum Design for Paper 1 10.00 – 10.45am
l Why is curriculum design important? Links to Ofsted 2019 framework l Heads of Department for
l Sequencing paper 1 topics within the wider A Level Psychology curriculum: Creating a Psychology
paper 1 curriculum plan that ensures all students will succeed l Heads of Social Sciences
l Integrating research methods, scientific processes and mathematical requirements
l Feedback from 2018 on the key areas in which students missed marks on AQA Paper 1 – BENEFITS OF
and teaching ideas on how to avoid this ATTENDING
Discussion: coffee break 10.45 – 11.00am l Increase understanding
of the difficulties students
Improving Student Performance on Social Influence 11.00 – 12.15pm experience with Unit 1 topic
l Sequencing the Social Influence topic area to cumulatively develop knowledge, areas and the common errors
understanding and skills made in the Paper 1 exams
l Strategies to teach the most difficult areas: Research investigating Vs explanations for using past examination
conformity and obedience including the development of AO3 evaluation skills; resisting materials
social influence. l Take away an electronic
l Developing AO2 application skills and exam technique, using social change as an example toolkit of evidence-based
l Teaching ideas for ensuring students answer 16-mark questions well strategies and activities that
develop learners’ knowledge,
Ensuring Strong Performance on Memory Topics 12.15 – 1.00pm
application and evaluation
l Where students struggle on Memory and why: lessons learned from 2018
skills
l Strategies to teach the most difficult areas: Working Memory Model and Theories of
Forgetting l Gain new approaches
l Applying the memory topic to improve learning and revision; analysing a student project to for the delivery of
see how to improve answers the social influence,
memory, attachment and
Lunch and informal discussion 1.00 – 2.00pm psychopathology topic areas
The challenges and opportunities of Attachment 2.00 – 2.45pm
l Gain insight into effective
l Strategies to teach the most difficult areas: Monotropy Vs Internal working model Vs revision strategies in order
Maternal deprivation. to support your students
l Investigating caregiver-infant interactions to develop AO3 skills to achieve higher marks on
l Moving students from general accounts to a specific focus in their answers on Attachment Paper 1
l Develop understanding
Developing student confidence and understanding in Psychopathology 2.45 – 3.30pm of effective Psychology
l What do students expect to learn in Psychopathology and using that to our benefit as curriculum design and take
teachers away a curriculum plan for
l Strategies to teach the most difficult areas: explanations for OCD and the successful use of AQA Paper 1
mathematical skills
l Answering different question types well: planning multiple choice, short and long answer
work into your teaching of Psychopathology
Action planning for successful results 3.30 – 3.45pm
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
10ACHIEVING A AND A* IN AQA
A LEVEL
LOCATION/DATE
A-LEVEL PSYCHOLOGY London
Monday 8 July 2019
CODE 7263 Monday 18 November 2019
ABOUT THIS COURSE COURSE LEADER
This new course is designed for all teachers of AQA A level Psychology and will examine Jean-Marc Lawton is an
teaching and learning strategies to produce high level thinking from the beginning of the experienced Senior A Level
course, along with the examination skills that high ability students need to demonstrate in examiner and has many years
order to attain excellent final grades. The course will consider and analyse feedback from experience of teaching A and
the exams to highlight key areas to focus upon which differentiate the most able students, to AS Level psychology. He is
enable you to embed this into your teaching and ensure that students produce answers of the also a prolific author of text
highest quality. books and revision guides for
psychology.
PROGRAMME TIME
WHO SHOULD
Welcome 10.00am ATTEND?
Feedback from the AQA 2018 examinations – what did the 10.05 – 11.00am
l All teachers of AQA A level
highest achieving students do that made the difference Psychology
l An assessment of exam performance by students to identify requirements for top level
grades, with reference to key differentiators BENEFITS OF
l Identifying differences in requirements for Papers 1, 2 and 3 and how students succeeded ATTENDING
in each l Increase your awareness of
l Achieving excellence when answering all AQA examination papers: how to teach this what is required in order for
throughout the course students to achieve Grades
A and A* in the AQA
Discussion: coffee break 11.00 – 11.15am
examinations
Excellent responses to longer answer questions 11.15 – 12.15pm l Take away a range of
l The requirements for achieving A and A* level performance innovative teaching ideas
l Creating top level content that ensures students meet the vital Assessment Objectives and resources to help
l How to create high level thinking from the start of Year 12 students reach these
l Common mistakes in long answer responses that limit achievement Grades A and A*
Lunch and informal discussion 12.15 – 1.15pm
l Utilise tools for engaging
high ability students
Utilising IDA to the fullest extent 1.15 – 2.00pm with the exam criteria
How to effectively incorporates issues, debates and approaches into high level responses to understand what is
l The significance of IDA in the Psychology papers needed in A* answers, and
l The do’s and don’ts of utilizing IDA content in high-level responses for embedding high level
l The four point rule of IDA usage for top level responses thinking throughout the
A-level course
How to encourage high level thinking throughout the course 2.00 – 2.50pm
l Learn how to develop
l Teaching strategies to develop higher level metacognitive skills
metacognition within your
l The value of independent learning in achieving grades A and A*
students so that they can
l The relationship between metacognition and independent learning
become highly successful
l An exploration of strategies to develop independent learning
independent learners
An exploration of question types and strategies for high level marks 2.50 – 3.45pm
l Identification of question types
l Do’s and don’ts for high level performance on all question types
l Worked examples to highlight key skills and methodologies
l The value of giving accurate feedback to students in assessing their level of attainment and
formulating individual learning strategies
l An opportunity to mark examples of responses to all question types [with feedback given]
Summary and conclusion 3.45pm
l How to effectively incorporates issues, debates and approaches into high level responses
l An opportunity to ask questions and promote further discussion
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
11OUTSTANDING ACHIEVEMENT IN EDEXCEL
A LEVEL
LOCATION/DATE
A LEVEL PSYCHOLOGY London
Friday 5 July 2019
CODE 7056 Monday 11 November 2019
ABOUT THIS COURSE COURSE LEADER
In this course, we will look at lessons learned from the 2018 A level exams with a focus on Ali Abbas is a Fellow of
the need to demonstrate logical chains of reasoning, balanced conclusions and competing the Chartered Institute
arguments in the longer essays. The course will outline the most up to date guidance in how to of Educational Assessors
teach and prepare students for the full two year course. (FCIEA) and has recently
The day will focus on the 4 topic areas that make up the Foundations of Psychology; Social, had his revision guides
Cognitive, Biological Psychology and Learning Theories and will look at the content across published for A level and
Paper 2 (Applications of Psychology) and Paper 3 (Psychological Skills). Delegates will have GCSE Psychology. He was
the chance to share good practice, ideas and strategies from their current teaching of the new a Principal Examiner with 13
specification. years’ experience in writing
The sessions will give you the opportunity to take away concrete strategies, so that you can Psychology exam papers and
return to your classrooms with the ideas, skills and confidence to prepare for teaching. awarding grades for a major
exam board.
PROGRAMME TIME WHO SHOULD
Lessons to learn from the 2018 exams 10.00 – 10.30am
ATTEND?
l Getting to grips with ‘logical chains of reasoning ‘, balanced conclusions and ‘competing l All teachers of Edexcel
arguments’ to avoid losing marks A Level Psychology
l How candidates can meet the requirements for the stimulus type questions l Heads of Department
l Using the key messages from the feedback in teaching and learning
Paper 1: Foundations of Psychology 10.30 – 11.30am
BENEFITS OF
l Addressing the number of 8 mark questions and problems with writing too much ATTENDING
l Popular Practicals and Key Questions and how these are assessed by examiners l Discuss lessons learnt from
l Issues and Debates – effective teaching strategies and exam assessment preparation the 2018 A level exams
l Develop your approaches
Discussion: coffee break 11.30 – 11.45am
to teaching the A Level
Paper 2 Applications of Psychology 11.45 – 12.45pm to produce outstanding
l Clinical Psychology – how to get to level 5 on the compulsory 20 mark essay student achievement
l Maximising marks on the Criminal, Health and Child options l Enhance your
l Model answers and marking exercise with feedback understanding of applying
the assessment objectives
Lunch and informal discussion 12.45 – 1.30pm
in your planning
The Synoptic Paper 3: Psychological Skills 1.30 – 3.00pm l Engage with and interpret
l Addressing the 3 sections; Research methods, Classic studies and Issues and Debates the mark schemes
using existing knowledge from throughout your course
l Learn how to adapt your
l Comparing the classic studies such as Sherif and Rosenhan in terms of given criteria
teaching for student
l Techniques for being synoptic with unseen material
success
l Model answers and marking exercise with feedback
l Understand examiner
Assessment – What are the examiners looking for 3.00 – 3.45pm insight and teaching ideas
l How to score big on the E.A.T. essays (Evaluate /Assess /To what extent) to raise student attainment
l Forming judgements and making mini conclusions throughout your work
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
12SUCCESSFULLY TEACHING THE 9-1 AQA
GCSE
LOCATION/DATE
GCSE PSYCHOLOGY London
Monday 24 June 2019
CODE 7120 Tuesday 29 October 2019
ABOUT THIS COURSE COURSE LEADER
This course is designed for all teachers of AQA Psychology who are teaching the new Ali Abbas is a Fellow of
specification. It will outline the most up to date guidance in how to teach the second year of the Chartered Institute
the new GCSE. of Educational Assessors
We will look at how delegates have approached teaching the new specification in their (FCIEA) and has recently
classrooms and will go through the best ways to deliver the new content. The course will had his revision guides
address the main changes and how we will need to adapt current teaching and assessment published for A level and
practices to ensure all students succeed in the new specification. GCSE Psychology. He was
The sessions will give you the opportunity to take away concrete proven strategies, so you can a Principal Examiner with 13
return to your classrooms with the ideas, skills and confidence to prepare for teaching the new years’ experience in writing
specification. Psychology exam papers and
awarding grades for a major
exam board.
PROGRAMME TIME
Teaching the Specification 10.00 – 10.20am
WHO SHOULD
l A review of year one – issues and solutions
ATTEND?
l How to score full marks on the multiple choice questions l Current teachers of GCSE
AQA Psychology
Planning and best preparation for Paper one 10.20 – 11.30am
l Teachers delivering the
l Outstanding teaching for memory, perception, how we develop and research methods
new specification from
l Effective ways to teach the difference between Gregory and Gibson’s theories of
2017
perception
l How best to teach factors effecting conformity and obedience
BENEFITS OF
Discussion: coffee break 11.30 – 11.45am ATTENDING
l Develop proven
Planning and best preparation for Paper two 11.45 – 1.00pm
approaches to outstanding
l Proven strategies for teaching social influence, language, brain and neuropsychology and
teaching in the new GCSE
psychological problems
l How to prepare students to answer the 9 mark essay type questions l Understand the new
l Understanding the mark schemes for your own assessments role of the assessment
objectives in essays and
Lunch and informal discussion 1.00 – 2.00pm how to prepare students
for tackling them
Research Methods 2.00 – 3.00pm
l Using practicals to teach research methods in the classroom l Understand and interpret
l Investigative activities that work the new mark schemes
l Highlighting the importance of research methods in evaluation of content and how these can be
implemented in your
Discussion: afternoon tea 3.00 – 3.15pm teaching
Active learning strategies for the classroom 3.15 – 3.45pm l Learn how to adapt your
l Exemplar activities to use to teach tricky concepts and ideas teaching for student
l Fun ways to teach theories and different types of memory success
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
13ACHIEVING GRADES 7-9 IN NEW
GCSE
COURSE LOCATION/DATE
GCSE PSYCHOLOGY London
Tuesday 9 July 2019
CODE 7442 Monday 18 November 2019
ABOUT THIS COURSE COURSE LEADER
This NEW course is designed for all teachers of GCSE Psychology who are teaching the new Ali Abbas is a Fellow of
specification and are looking for ways to ensure their top students achieve the new top grades the Chartered Institute
7-9. of Educational Assessors
The sessions will give you the opportunity to take away concrete ideas, so you can return to (FCIEA) and has recently
your classrooms with the ideas, skills and confidence to fully prepare your high achieving had his revision guides
students to get these new top grades. published for A level and
The day will provide guidance in incorporating stretch and challenge activities for potential top GCSE Psychology. He was
grade students within mixed ability classes, independent tasks and preparation for the new a Principal Examiner with 13
examinations. years’ experience in writing
Psychology exam papers and
We will also look at how delegates are preparing their high achievers to reach their potential
awarding grades for a major
and share proven strategies from previous A* candidates that can be transferred to the new
exam board.
specification.
WHO SHOULD
PROGRAMME TIME ATTEND?
l All teachers of GCSE
Learning from the first set of new GCSE exams 10.00 – 11.15am
Psychology
l Understanding what is required to achieve grades 7-9
l Learning from previous A* candidates in order to prepare your current high ability students
l How to Demonstrate, Apply and Analyse effectively to get the top 7-9 grades BENEFITS OF
l How to develop critical thinking skills, making judgements and reaching conclusions ATTENDING
l Synoptic assessment to enable students to show their ability in combining their skills, By the end of the course
knowledge and understanding with breadth and depth of the subject. delegates will have:
l How to get your top end students to meet the requirements of the top level fully l Increased their
Discussion: coffee break 11.15 – 11.30am
understanding of
strategies to boost exam
Get your top students to achieve top marks on Paper One 11.30 – 12.30pm performance towards
l Breaking down the exam question to see what’s required achieving grades 7-9
l Scoring full marks on the short mark questions and developing the skills with your students l Understood how to
l Approaches to the stimulus response scenarios and how to tackle them support their students
l Getting your top students to hit the top band every time in the 9 markers construct and develop a
sustained line of reasoning
Lunch and informal discussion 12.30 – 1.30pm
essential for grades 7-9 on
Get your top students to achieve top marks on Paper Two 1.30 – 2.30pm the new specification
l How to score high marks on the trickier topics: language, brain and neuropsychology l Practical ideas to ensure
l Scoring full marks on the mathematical questions – get each decimal point right! coherent, relevant and
l Getting the critical balance between A01; A02 and A03 assessment objectives to ensure logically structured
the top marks – teaching the skills answers for essay questions
Research Methods – where your top students will excel 2.30 – 3.00pm l Enhanced strategies to
l How to maximise marks using research methods help their students balance
l Enhancing problem solving skills to help analyse and interpret scientific ideas and evidence knowledge, skills and
l Carrying out effective practicals to help support understanding of research methods and understanding across both
get into the top mark bands papers to achieve grades
7-9
Discussion: afternoon tea 3.00 – 3.15pm
Top marks for your top students 3.15 – 3.45pm
l How to ensure your top students make excellent judgements and draw conclusions
l How to write about appropriateness and effectiveness in the way examiners want!
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
14SUCCESS WITH YOUR GRADE 4 AND 5
GCSE
LOCATION/DATE
STUDENTS IN GCSE PSYCHOLOGY London
Wednesday 13 November 2019
CODE 7445
COURSE LEADER
ABOUT THIS COURSE Ali Abbas is a Fellow of
This updated intensive one-day course is designed for all teachers of GCSE Psychology who the Chartered Institute
wish to learn how to enhance the achievement of their borderline grade 4/5 students. Each of Educational Assessors
session will be relevant to the new Psychology specifications for all exam boards. A practical (FCIEA) and has recently
session of motivational activities will allow delegates to gain confidence in their delivery of the had his revision guides
course and ensure they meet these suggested target grades. It will focus specifically on: published for A level and
l Demonstrating a range of techniques and strategies which will enable students to GCSE Psychology. He was
achieve a high grade of work in areas where borderline students struggle such as research a Principal Examiner with 13
methods years’ experience in writing
l Demonstrating how to set homework which enables students to work independently and Psychology exam papers and
developmentally awarding grades for a major
l Tracking and intervening your grade 4/5 students to ensure they meet their given targets exam board.
l Ensuring these students meet the requirements for the mathematical and research
methods sections comfortably WHO SHOULD
ATTEND?
l All teachers of GCSE
PROGRAMME TIME
Psychology
What methods can be used to enhance performance? 10.00 – 11.00am
l Which skills do typical grade 4/5 students struggle with? BENEFITS OF
l How to demonstrate mostly accurate and appropriate knowledge ATTENDING
l Getting A01 A02 and A03 right from the start
By the end of the course
l Build in intervention strategies to effectively support and drive students
delegates will have:
l Feedback from 2019 – what differentiated Grade 4 and 5 students?
l Key areas where students gain and lose marks and integrating that into your teaching l Learned how to boost
initial subject knowledge
Discussion: coffee break 11.00 – 11.20am and understanding
Preparing for the first set of GCSE Psychology exams 11.20 – 12.20pm l Developed a range of
l What support can you put in place to make the assessment process more manageable? strategies to enhance
l Understanding how the exam is marked and strategies to help students utilise this student performance
knowledge to their advantage l Extended their repertoire
l Help learners analyse the types of questions and assessment demands of resources to support
l How to get these students to use mathematical skills relevant to research methods in borderline grade 4/5
psychology students
Lunch and informal discussion 12.20 – 1.20pm l Increased their ability to
track students’ progress
Teaching skills and raising the confidence for your students 1.20 – 2.45pm and how to intervene
l Essay structure and writing frames to help promote confidence for all types of exam successfully
questions
l The power of questioning, supporting and then deepening thinking skills
l How to teach core topics such as cognitive, social and research methods to help with
differentiation with your borderline grade 4/5 students
l How to effectively teach the maths and statistics section without frightening your students
l Improving skills on Cognition and Behaviour: key challenge areas as seen in the exam
l Social context and behaviour: what students need to do to reach Grades 4 and 5
Discussion: afternoon tea 2.45 – 3.00pm
Making sure they achieve their target grades 4/5 3.00 – 3.45pm
l Avoiding simple judgements and basic comments
l Ensuring the use of competing viewpoints where appropriate
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
15GETTING TO GRIPS WITH AQA A LEVEL
A LEVEL
LOCATION/DATE
SOCIOLOGY London
Friday 21 June 2019
CODE 7225
COURSE LEADERS
ABOUT THIS COURSE Asma Ali is a successful Head
This course will enable teachers new to the subject to develop confidence in teaching and of Sociology at a college in
understanding of the overall course. The course will provide you with proven strategies for the North of England and
teaching A-level Sociology well, as well as ensuring you leave with a full understanding of is an experienced examiner
the specification content, the level of demand required and how the subject is assessed. for a major awarding body.
Recommendations, suggestions and proven teaching ideas will be provided for you to embed The department has an
in your own deliver of the subject, allowing you to achieve high standards of teaching and your outstanding ALPs record and
students to produce excellent results. an excellent reputation. She
has trained NQTs and staff
members new to Sociology,
PROGRAMME TIME ensuring that they become
Welcome and Introductions 10.00 – 10.15am excellent practitioners.
Understanding and delivering the specification requirements 10.15 – 11.00am
WHO SHOULD
l Planning the two year programme – using the specification properly to ensure high level ATTEND?
coverage of the content
l NQTs
l Teaching to the correct standard and ensuring student progress
l Resource development and utilisation – advice and guidance on how to do this to suit your l Teachers new to teaching
specific teaching requirements A level Sociology
l Ensuring that teaching and learning is synoptic over the two year programme l Non specialist teachers
l Key challenges faced when planning the course teaching A level Sociology
l Feedback using the 2018 series to inform delivery of the course
Discussion: coffee break 11.00 – 11.20am BENEFITS OF
ATTENDING
Paper 1 (Education with Theory and Methods) 11.20 – 12.30pm l Gain an understanding
l Feedback from last year’s assessment and how you should use this to improve your into the specification and
teaching assessment requirements
l Marking workshop: examine student responses to gain an insight into what is required to and standards
produce high level answers in paper 1
l Focus on theory and methods and how to plan this to tackle paper 1 and paper 3. l Develop skills in
l Using last year’s exam to inform planning and teaching teaching key areas of the
specification, including
Lunch and informal discussion 12.30 – 1.30pm examination technique
l Take away new and
Paper 3 (Crime and Deviance with Theory and Methods) 1.30 – 2.15pm
innovative ideas for
l Embedding contemporary relevance into the course: the benefits and how to do this well
teaching
in paper 3
l Stretch and challenge – methods and strategies for ensuring students achieve A and l Share good practice
A* grades. Planning and implementing support for high ability students aiming for high
grades.
l Marking workshop: examine student responses to gain an insight into what is required to
produce high level answers in paper 3
l Using last year’s exam to inform planning and teaching
Discussion: afternoon tea 2.15 – 2.35pm
Exam Skills 2.35 – 3.10pm
l Exploring command words – what are the examiners looking for?
l Using the mark schemes and examiner reports in teaching and learning practice
l Feedback from the 2018 examinations: what were the key issues with regards to
examination technique.
l Marking workshop: examiner student responses to gain an insight into what is required to
produce high level answers in Paper 1
Final Top Tips and Close 3.10 – 3.30pm
IN SCHOOL INFO This course, tailored to suit, can be delivered in your school.
Discuss this further with our CPD team on 01625 532974 or online@keynote.org.uk
COST: £269+VAT
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