Every course will include effective and
imaginative use of technology to enhance learning
Specialist consultants running each course
We provide tailor made courses
to suit your School’s Development Plan
We include all teaching staff and
children in the technology learning process
And provide appropriate and effective
resources that can be used back in school
We firmly believe that new technologies are a tool to enhance learning in the primary classroom but busy teachers need new ideas and support to realise what is possible. We therefore will make sure that every primary CPD course we run will provide resources and teaching ideas that course participants can use confidently when they are back in school.Read more
Primary Schools Our experienced teacher and trainer will work with managers and curriculum coordinators in order to devise an in-house CPD training programme that suits your current curriculum and technical set-up. Small Businesses We are also offering support to small businesses. Tailor made packages can be designed to suit your business. Short pop-up courses for both businesses and educators will also be announced soon.Read more
Maggie is a passionate believer in having a creative curriculum within a primary school and she first came up with the idea of a WW2 evacuation project for inner city school children around 2007. Working in partnership with the Headteacher of St. Mary's Primary School Bucknell, they came up with an effective plan to implement this project.Read more
Outline of Available CPD and INSET
Download our course and INSET booklet. In this document you will find further details about all our courses especially our popular course on how to implement the New Computing Curriculum in KS1 and KS2.Download Now
Computing coordinators both experienced and new to this role will find this course very useful. The course is run over two days. How to assess without using levels, what OFSTED will be looking for and good procurement of both software and hardware are some areas that will be covered.Find out more
The new computing curriculum will be introduced into the primary sector in 2014 and contains areas that may be unfamiliar to teachers within this phase. This course is designed to help all teachers who are keen to get to grips with the new changesFind out more
Maggie provided relevant and up to date materials. The course was very relaxed with flexibility built into the day so that we could plan and swap resources."
Went to Technology To Teach's course on developing self-confidence not knowing what to expect at all. I was very impressed! She turned a roomful of awkward young people (myself DEFINITELY included!) into a group of warm acquaintances, laughing and joking, sharing experiences and ideas. It was quite an innovative form of teaching, compared to what I've previously experienced - focusing on IT communication solutions, visual aids and good old fashioned discussion. After every session I went home with a spring in my step, and a smile on my face. Also, I've since successfully done a presentation to thirty business people and government executives! If you have the opportunity to work with Maggie, take it up - so, so worthwhile.
I am currently not attached to a classroom but from my previous experience with Investigative Science, it showed me that it is a process which enables all students to see Science as an area of learning, which they are able to participate in, as it involves observation and experimentation to describe and explain natural phenomena which they are often naturally inquisitive about. I was challenged to redefine my approach when teaching Science. I gained understanding of how Investigative Science lends itself to all aspects of the Science curriculum and the need to take small steps in order to achieve the desired learning outcomes . I also understood how Investigative Science was able to differentiate and involve all students in the classroom thus enabling all students to become thinkers and involved in the scientific process. I would highly recommend this PD to other schools who are grappling with Investigative Science or would like to introduce this concept of learning to all teachers, whether experienced or not. The presenter was well spoken, engaged her audience with practical activities and listened to all the questions asked, responding with answers which clearly displayed her knowledge and understanding. A very passionate and motivated speaker.
An outstanding course leader who provided good insight and practical teaching strategies, she also provided lots of cross-curricular ideas too."
This course opened pathways into science that I never realised were there. One activity on the course involved fruit. We had to make a list of adjectives on what we could see, not touch or taste. This was a perfect example of how to begin an investigation in the classroom; start with the visual aspect and then move onto other senses/experiences to build on, evaluate and cement our first thoughts/findings. I have applied this approach in the classroom (reception class) while teaching about minibeasts: we started by reading a book about spiders; described the spider in the book; looked at and discussed a picture of a real spider; talked about what spiders can do and how they do it; went outside to try and capture a spider discussing where they might live; finally caught one and the children intuitively went to find food and made a habitat for it in the container; took the spider into the classroom and are now studying his behaviour and appearance first-hand. This in depth investigative process took little time to prepare and deliver. It also helped the children to overcome their fear of spiders and helped adjust their preconceptions. The course definitely challenged my thinking about science and has made it a much more enjoyable experience for the children I teach and for me. For them it's fun, informative and hands-on, they cant believe that it's actually a lesson. The outcomes and observations produced are outstanding. I can't believe the amount of information they could absorb in such a little amount of time.