Quality First Teaching for All

4 hours
All levels
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Quality First Teaching for All

Programme Overview
Inclusive practice
Delivery ModelOnline Face to Face session
What is Included
  • Certificate of attendance.
  • Access to hidden web page which includes slides, handouts, e-handouts, resources, web links, further reading, references and participation instructions.
  • Course material (if applicable).
  • AED 660 per delegate plus 5% VAT
  • Discounts available for 3 or more delegates from the same school.
  • If you would like bespoke, in-school training for a group of your staff, please contact Rebecca Annand, rebecca@infinitelearning.ae, who will be able to assist you.
Deadline booking date:


Face to Face Online sessionsProgramme breakdown

Tuesday 18th April 2023
Tuesday 25th April 2023

4:00pm to 6:00pm UAE time

  • Four-hours of virtual live F2F training split into two 2-hour sessions.
  • Two-hours of inter-sessional tasks and post-course application/reflection.  
Target audience

PRIMARY and SECONDARY Aimed at all classroom teachers, SENCOS and Inclusion Managers.

Intended outcomes
  • To begin to understand the significance of working memory in children’s learning.
  • To begin to understand the significance of multi-sensory teaching and learning experiences.
  • To be able to use the two-pronged approach to enable all learners to achieve in mainstream lessons, with the application of appropriate strategies.
  • To identify the components of an inclusive lesson.

Zena Martin

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As Director of Inclusive Learning North, Zena seeks to bring to it the best research, practice, resources and expertise in both SEND and wider aspects of inclusion, from around the UK and beyond. Zena’s recent projects include the development of ILOP and the New2SENCO course, along with partnerships with TSAs and school clusters. She presented as a keynote speaker at the 2018 Westminster SEND Briefing and leads training for British and International Schools in Dubai. She was Editor in Chief of the magazine ‘Inclusion in Focus’ and part of the editorial team for ‘Early Years Legal’. Zena also works as an associate SENCO and consultant to primary schools in the north, utilising her experience in both inclusion leadership and SpLD expertise. She is an associate lecturer with Edge Hill University and, previously, Manchester Metropolitan University. She tutors on, and reviews, the National SENCO Award, as well as the Postgraduate Certificate in Inclusion and SEN. Zena’s extensive knowledge and experience enable her to maintain a perceptive working understanding of what schools require to meet the needs of all pupils. Equally, her relationship with schools allows her to knit together best practice for the benefit of all. Zena has previously been involved in an EU project in Malta, training junior and kindergarten teachers in literacy and differentiation, and worked with an International School in Sweden. She has delivered training courses throughout the UK on a range of subjects in inclusion and SEND. Previously, Zena worked as a SENCO, Inclusion Manager and Deputy Head Teacher. During this time, she gained specialist teaching skills, in addition to the NPQH. Her primary school teaching experience was in Manchester, Rochdale and Salford. When Zena is not working, she can usually be found sailing her dinghy at racing events!

Programme details:

November 2015’s DfE publication, ‘Supporting the attainment of disadvantaged pupils: Briefing for school leaders’, detailing research conducted by NFER and Durham University, highlights the need for high quality teaching for all as one of the seven building blocks for increasing school effectiveness for disadvantaged pupils. The document states, ‘Leaders of more successful schools emphasise the importance of quality teaching first.’ The SEND Code of Practice (2015) also places a renewed emphasis on quality first teaching for all children, aimed at both reducing the number of children requiring Special Educational Provision, and ensuring that those with SEND are taught alongside their peers. This raises many questions for practitioners. How can this be achieved when the gaps in children’s learning can be so wide? What does quality first teaching look like now that we are so accustomed to teaching through interventions? This course explores what inclusive practice can look like for children with cognition and learning difficulties and, indeed, for all underachieving children.

Access to hidden web page which includes slides, handouts, e-handouts, resources, web links, further reading, references and participation instructions also included.

Times are UAE 4:00pm to 6:00pm via ZOOM.

Session 1:  Working memory and multi-sensory experiences

  • Exploring a range of practical multi-sensory teaching and learning strategies that support all children in retaining learning, including those with weaker memory capacity .

Gap Task:

  • Studying an example of how strategies are used in an inclusive lesson
  • Identifying the components of an inclusive lesson
  • Planning a unit of work

Session 2:  The two-pronged approach

  • Enabling all learners to achieve in mainstream lessons, with the application of appropriate strategies
  • Reflection and development of the planned unit of work


Zena Martin
Four hours