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In-house Courses

In-house means we come to you, in person or online. Either way, it's a live session with interaction. Here are your options:

1. Book the course you want immediately on Chris's calendar (online events only)

2. Enquire (for in-person events)

If you'd like something more bespoke, we also offer consultancy

Showing 21 courses
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Curriculum Intent

Curriculum Implementation

Curriculum Impact

Areas of the Curriculum

Target Audience

In this course, Chris Quigley introduces strategies and techniques aimed at helping students overcome the challenge of retaining academic content in their long-term memory. Participants will gain practical insights and effective tools to enhance student learning outcomes by exploring the fundamental principles of learning and memory. This course emphasises seven research-based strategies: Dual Coding, Graphic Organisers, Page Layout, Sketch Notes, Retrieval Practice, Metacognition, and Writing to Learn.
This course offers an in-depth exploration of integrating substantive and disciplinary knowledge within the English primary National Curriculum.
This course helps school leaders to answer two questions: How effective is your curriculum? How do you know? 
Research conducted by the Educational Endowment Foundation (EEF) indicated that there are five particular approaches which can be integrated into day-to-day teaching.
Small schools have unique challenges when designing their curricula: mixed-age classes; changing cohort sizes and, often, only a few members of staff to plan everything. This practical course will help you to consider how best to meet these challenges whilst keeping teacher workload in mind.
In this session, Chris will explore Paivio’s Dual Coding Theory and how it can be used to make learning stick.
For many years, curriculum design in primary schools has focused on making content real, relevant, engaging and fun. Whilst there is nothing wrong with any of these things there has been a huge shift towards one of the biggest problems with learning: unless something is remembered in the long term it hasn't been learned; it has been experienced, and just because the curriculum is real, relevant, engaging or fun doesn't mean that it will be learned.
This highly practical, evidence-based course will help you to teach your students to write effectively across the curriculum and, in doing so, help them to develop a deep understanding of the topics they write about.
This two-day course outlines how senior leaders can improve the quality of assessment in Foundation Subjects by using the curriculum as a progression model. 
Chris will guide you through some of the most important findings from Cognitive Scientists and how you can apply their findings to make learning stick.
This course is a practical guide to what we mean by retrieval practice, the evidence that supports its use and 30 practical strategies that can be used in the classroom.
Develop a whole-school vocabulary spine based on ambitious, rich, academic language
This course gives a clear overview of effective curriculum design in EYFS
This course will show you how Cultural Capital can be used to help determine the breadth of your curriculum.
This course explores 12 principles of effective teaching and 30 areas of focus to choose from for lesson observations.
This short course is for schools who use, or are considering using, our Essentials Curriculum and need a refresher on its key principles.
This course will help you to design and implement a curriculum that leads to students’ long-term retention and deep understanding of the subjects studied.
Discover how to plan an effective relationships and personal development curriculum
Find out how to use the Arts to promote promote pupils’ spiritual, moral, social and cultural development.
This course will help science leaders to review the intent and implementation of their science curriculum.
A recovery curriculum is not the same as a catch-up curriculum. A recovery curriculum is focused on the social and emotional aspects of returning to school; it deals with physical activity and in giving students the coping strategies they need for dealing with a very different world to the one we knew earlier this year.

Just wanted to drop you a line to thank you for your excellent CPD over the past 8 years which has led to us gaining 'Outstanding' in all areas in our May 24 inspection. No AFIs either! The meticulously planned curriculum is all down to Chris's fab CPD!

 The curriculum is meticulously planned. The curriculum in each subject is designed so that pupils revisit important concepts. This helps pupils build on what they know. The school prioritises language and communication in the curriculum. Pupils learn subject-specific vocabulary so that they can understand and talk about what they are learning…. The curriculum is delivered by skilled staff. They receive high-quality training and use the latest research further to enhance their teaching…. Lessons have been carefully structured so that feedback and retrieval activities are at the start of all lessons.

Inspection of St George’s Catholic Voluntary Academy 8 and 9 May 2024


Rachael Snowdon-Poole
Headteacher - St George's Catholic Voluntary Academy, Derby

The course Chris delivered, Curriculum Design & Implementation, was very informative. Staff were inspired to go away and make the adjustments needed to improve our practice. It was really useful to get a clear definition of the types of knowledge and how that works with implementation. I would highly recommend to others and would rate our booking as 10/10.

Steph Burgoyne, Head Teacher
St Andrew's CE Primary School, Shropshire

All the ideas from the Five a Day - supporting students with additional needs in a mainstream class course that could be used in class were helpful and Teachers were very keen to use some of the ideas, like exit tickets, back in the classroom. It was really helpful that it fitted so clearly with our retrieval practice training last year and previous work on our whole-school curriculum. Delivery was fast-paced and Lesley was easy to listen to and engage with. She combined the theory with workable, practical ideas which were well received. I would rate my booking as very high quality - it was informative, based in research and easy to apply to the classroom and our children's needs. Thank-you!

Nicky Chesshire, Deputy Headteacher
North Heath CP School, West Sussex

This event was part of a really important piece of work in our 3 trust schools beginning to collaborate on curricular development and staff felt Chris delivered a really useful session in cementing their understanding of the fundamentals. It gave opportunity for staff to link back to the design of the Essentials Curriculum and how to effectively use the Curriculum Companion products that each school has access to. I would rate my booking as excellent. Good communication throughout the process from booking to delivery. Many thanks for your support.

Sasha Furze
Enrich Learning Trust, Norwich

Chris worked with this school online to deliver a bespoke session on Assessment.

Being able to create a bespoke programme that built upon where we are as a school helped us to clarify - and simplify - our assessment approach. It enabled teachers to strengthen their own schema around curriculum and assessment as we keep coming back to the same messages. This places us in a strong position going forward. Overall, taking into account all the sessions to date, Chris has helped us to clarify education in way we didn't realise was possible.

Tim Woodford, Headteacher
Rownhams St John's CE Primary School, Hampshire

Matt delivered our Retrieval Practice course, in person, for this group.

The whole day's training was extremely engaging and thought provoking. Matt is an excellent speaker whose very personable style always captures and holds the attention and interest of all those present.

Richard Queenborough, Director of Learning
Portico Academy Trust, Essex

Chris gives so many practical ideas that can be used in school to drive improvement. Chris has the expertise to deal with questions effectively. I would rate my booking as outstanding.

Ian Beardmore
Educational Associates Ltd, Staffordshire

Matt delivered our Infusing Rich Vocabulary Course as an in-person event on this school's training day. 

Matt was incredibly personable and knowledgeable. It is always great to have a workshop probationer who is actually using the practices being covered in the session. he provided some good advice on how we can approach things here. I would rate my booking as excellent.

Assistant Head, Academic
Blackheath Prep, London

Chris delivered a bespoke session on breaking down lessons to promote retention, not just imparting knowledge for foundation subjects. The school are using Rosenshine's principles of instruction but need to break these down for pupils with visual examples for subjects.

All content was very useful but particularly practical strategies and modelled examples of how to implement different principles. Excellent, informative and inspiring.

Diane George, Deputy Head and SENDco
All Saints C of E Primary School, Croyden

The links made to Rosenshine were very useful as many schools have already covered this in recent years. We quite liked the golden sentence ideas and how this approach could support pupils with SEN show their full understanding in a safe way. This is something we look forward to trialling. Robin was a great speaker who presented the Five a Day- supporting pupils with additional needs in a mainstream class course in an engaging and enthusiastic manner. We know we are always getting a high level of competence and quality when we book with Chris Quigley Education. I would rate our booking very highly - the booking process is clear and communication is a strength. Thank you for a great morning.

Dan Bowden, Headteacher
Greenvale Primary School, Croyden

Making it Stick - the science of successful learning:

The training really brought together each of the areas we are currently embedding across school, particularly around our curriculum and our reading spines. The psychology of how the mind retains long term information was really informative and made both myself and my colleagues really think about our current delivery methods. We will now look at our teaching practices in light of the training. What I felt particularly useful was the slides which were shared with us - between now and the next meeting, I can use these to plan some further 'embedding' work to ensure that the strategies delivered by Robin are receiving solid groundwork. This will then able colleagues to build on this further prior to his return in February. I found the content to be extremely well researched, and embedded in tried and tested classroom routines and strategies - this was clearly evident. The delivery was animated too - even though it was a twilight on a cold December evening, Robin kept every member of staff engaged until the end of the session. I would highly recommend this to other schools. Five stars - extremely efficient and organised.

Gillian Wilson, Headteacher
St Oswald's Church of England Primary Academy, Bradford

Lesley was fantastic in delivering Judging the Impact of your Curriculum to our school. All staff got a lot out of the day. We have had a lot of great training with consultants from Chris Quigley and it has allowed us as a school to evaluate and reflect on our next steps.  The quality of the training is excellent and we have already booked another day with you in January. 

Ronan Walsh, Headteacher, Gobowen Primary School, Shropshire

It was really helpful to actually take part in some retrieval work as part of the inset, it helped to demonstrate its value! It was great to hear practical ideas, and ideas that were relevant to all year groups (including Early Years). Hearing examples of experiences was really helpful as was learning about the science behind cognitive function. The session moved at a good pace and Matt was really engaging. Morning challenges have now been adapted as a result. The session was very thought provoking and gave as ideas that are actually achievable and therefore didn't make us feel overwhelmed. It was delivered in an engaging and enthusiastic way that left us feeling inspired!

Adrian Bates-Holland, Headteacher
Hassocks Infant School, West Sussex

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Making predictions is a critical skill in learning that spans all subjects and year groups. However, one of the most significant barriers to developing this skill in students is their fear of being wrong. This fear can stifle creativity, hinder learning, and prevent students from engaging fully with the material. As teachers, it is essential to create a classroom environment that values the process of thinking and exploration over the correctness of answers. A powerful tool in achieving this is teaching and using tentative language. This blog will explore how to foster such an environment and provide practical strategies for incorporating tentative language into prediction activities.
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