Improving learner outcomes

Learning Strategies
Supported learning for teaching professionals
Flexible self-paced learning
Upskill staff in your school or organisation

About Learning Strategies

To deliver inclusive teaching effectively, teachers need to be able to:

The practical experience from this course has provided a foundation of skills that I have been able to apply directly in my teaching to different students.

  • understand and evaluate the best available methods of encouraging learning in the classroom
  • decide on relevant assessment strategies
  • plan appropriate teaching and learning programmes

Our Learning Strategies course provides an introduction to learning theory, which is the basis for all teaching approaches.

Providing SEND CPD since 2008

Since completing this course I have become much more confident in my knowledge around effective teaching and learning.

Who is the course for?

Our Learning Strategies course is perfect for those who work with children in schools, such as teachers, teaching assistants, SENCOs and school leaders. The target age range is compulsory education (4-18 years) but the course may also be useful in early years settings. Our course will also be of benefit to parents wishing to learn more about supporting the learning of a child with special educational needs.

Over 178,000 participants worldwide

Why join the course?

Participants’ pre and post-course evaluations demonstrate significantly increased confidence in identifying, assessing and supporting learners with special educational needs.

Ability to implement effective strategies to support pupils with special educational needs

  • Not confident
  • Somewhat confident
  • Fairly confident
  • Very confident


Pre Chart
  • 24.1%
  • 44.8%
  • 27.6%
  • 3.4%


Post Chart
  • 69%
  • 24.1%
  • 6.9%

As of August 2019

The course draws on the evaluation of the most effective strategies outlined in the Sutton Trust Toolkit, such as giving effective feedback, making effective use of teaching assistants, and effective interventions to support students with SEND.

See what people say about our courses...

Designed for professionals

I have now become a strong advocate of smart goals and interventions because I have seen that they bring great change in the academic progress of each student.

Course content

This course aims to develop the knowledge, understanding and skills of all those working with children and young people with special educational needs to support inclusive practice.

  • Understanding
    Learn about the most useful learning theories, how they inform teaching and learning and the limitations and major criticisms of these theories.
  • Assessment for Learning
    Learn about and compare different types of assessment, including formative, summative, norm and criterion-referenced. Explore the relationship between diagnostic testing and labelling and discover the importance of the instructional hierarchy.
  • Interventions
    Explore the most effective evidence-based interventions, including giving effective feedback, scaffolding and the approaches used with this approach, explicit teaching, the concepts of reinforcement and punishment and their application to social behaviour. Understand what is meant by a systems approach to teaching and learning, and the elements involved in metacognition
  • Case Studies
    We include real examples from schools that illustrate the needs of the individual, the interventions implemented and their resulting progress, including precision teaching and developing perseverance and resilient learners.

Created by experts

What you will learn

On successful completion of the course, participants will be able to:

  • evaluate the strengths and limitations of behaviourist, humanist and cognitive learning theories and their significance in understanding how learning takes place
  • explain why responsibility for learning lies firmly with the teacher rather than locating it in any characteristics of the learner
  • describe the main characteristics of norm-referenced summative assessments
  • evaluate and use a range of formative assessment formats, including criterion-referenced assessments, rubrics and curriculum-based checklists
  • use criterion-referenced assessments to plan a teaching and learning programme
  • use the instructional hierarchy, providing learners with opportunities for daily practice to acquire mastery of skills
  • use criterion-referenced assessment to set SMART goals
  • apply a graduated approach to meeting the needs of learners based on the assess, plan, do, review cycle
  • provide pupils with immediate, simple and manageable feedback related to specific learning tasks
  • use task analysis and scaffolding strategies, such as prompting, shaping and modelling, to break tasks down into simple manageable steps that can be linked together
  • deliver effective reinforcement and rewards, based on individual responses, to aid learning
  • maximise the effectiveness of additional help in the classroom
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