Run whole-school professional learning

Connect a shared principle to the different language demands of departments.

Start with a common learner problem

Use a short learner account and two anonymised task examples to show the issue. State a practical focus, such as making instructions usable or modelling an evidence-based explanation. Explain the shared purpose before moving into subject work.

Demonstrate before distributing tasks

Show a brief model with a complete response. Name the subject reasoning and the language that supports it. Ask staff to notice what learners will practise, not simply which resource looks attractive.

Work in subject groups

Departments bring an upcoming task and adapt the common principle using their own representations and language. Mixed groups can compare perspectives, but subject groups need time to make something they will actually use.

Choose local ownership

Each department names a facilitator, a trial task and a review date. The EAL team offers targeted support rather than being expected to rewrite every lesson. Share one completed example so colleagues can see a usable outcome.

Build follow-up into the calendar

Plan a short department review and a later whole-school exchange of examples. Ask what learners can do more independently and what staff changed. Use the evidence to choose the next training focus.

Suggested session agenda

Adapt this schedule to the material, team and available time.

Worked example

A whole-school session on explanations uses science, geography and music examples. The common principle is making relationships explicit; science uses causal links, geography uses process and conditions, and music connects a feature to an effect. Departments retain the same review question while choosing different material.

Plan your session or trial