Providing Everything You Need

Teacher training that puts You First





All our training begins life in the classroom and brings together content, communication and culture

to foment a whole-learner approach that helps you sow the seeds of real educational change.



Our sessions are practical and engaging and have been designed to be given face-to-face, although a selected number also work equally well online

The length and focus of individual sessions can be adapted to the requirements of a particular audience.

All You First Education teacher training sessions are supported by:

  • An in-depth pre-session needs analysis

  • Visual presentations

  • Handouts and teachers notes (digital or printed)

All of our sessions have been adapted to take into account current health and safety requirements


Topics for general English teaching

General topics for teachers of all age groups

Calm from Chaos?

Top classroom management tips

Need some insight into how to handle tricky situations in the classroom and make sure all your students are on task and moving forward with their learning?


In this highly practical session, we will look at a range of low-key, tried and tested ideas to help you do this without interrupting the flow of learning in your classroom too dramatically.

Come along and add a successful range of classroom management tips and techniques to your repertoire.

Yoga Practice
Image by Octavian Dan

How to introduce projects into your teaching and not die in the process

Project-based learning: a student-driven approach

How often do you embark on a project with your students only to then find that things are not quite working out the way you wanted them to?

Do you sometimes end up doing more work and research than your pupils?

In this session, we will look at the key principles and pedagogical reasoning that underlies the true value of student-driven project-based learning at any level, and consider both the practicalities and benefits of doing involving students in their own learning.

Everyone matters

Focusing on uniqueness: diversity and inclusion

All classrooms are a microcosm of the world. The range of abilities, skills, interests, backgrounds and ways of learning are never, ever going to be 100% the same – and let’s face it, as teachers, we'd probably find our jobs incredibly boring if they were!

In this session, we will focus on a range of practical ideas and approaches designed to ensure that we take all students into account in the classroom. Because what makes our students different, also makes them unique contributors to their own and others' learning.

Image by Sharon McCutcheon
Math Notebook and Calculator

Do students really only want to know their test results?

Making assessment a 360º experience

Arguably, all aspects of teaching have slowly been modernised, except assessment. So isn't it time to bring testing into the 21st Century? Assessment can be fun and engaging for our learners and is a wonderful opportunity to celebrate learning and progress.

In this session, we'll look at how to create a buzz around effective and informative assessment and ask important questions about how to get learners involved in assessment choices and design. Giving our learners a voice in the assessment process can bring surprising and often unexpected results!

On and off the page

Bringing coursebooks to life  

How long do you spend preparing extra activities for students to supplement what they see on the page? Do you sometimes feel that using exercises from your coursebook can feel a bit flat and repetitive?

In this session, we will consider a range of teacher and student-friendly ways of lifting what is on the page to make learning more varied and meaningful for your learners without taking our eye off the content. And, of course, this is will be adapted to your own textbook needs.

Image by Iñaki del Olmo
 For teachers of all age groups
Image by Markus Spiske

On the ed-tech highway

Tech help for teachers: our top 9 tips to make the journey easier

Sometimes, we all need a little help with technology in the classroom, even those of us who use it more often.


So whether you're at the start of your tech journey, or already on your way to discovering something new, this session will help you enjoy the experience.


We'll be sharing tips on using technology, tools and ideas for classroom learning and student self-study as well as suggestions for collaborating with teaching colleagues.

Moodling around

How to set up and use a Moodle platform

A Moodle platform can really help you and your students stay connected.

Find out how to set one up step-by-step and get the inside story on how to get the most out of your platform to provide effective support and great learner training to your students.

Image by Gabriel Benois

Zooming out

Windows on the world: moving from the home-learning small screen back to big screen in the classroom

The new school year presents a unique opportunity to bring students together again and for them to reconnect with each other by sharing learning experiences: on the big screen!

Discovering, playing, creating, investigating, analysing, and of course, presenting: this session will cover a wide range of tools, ideas and activities for the gradual move back to movement and active participation in our classrooms.

General topics 

3-4-5: each stage has its jive!

What makes each year in Pre-Primary special?

As English specialists, we may not be familiar with the learning development stages for each year of Pre-Primary. 


What are the general characteristics of three-, four- and five-year-olds in terms of their autonomy, motor skills and other capabilities? 

We'll try to answer this question in general terms, before considering how to adapt what we do in the English classroom to each age group.

Image by Gautam Arora
Image by Guillaume de Germain

Sounds familiar

 Having fun with phonics

Interested in implementing a staged approach to developing literacy in your early years' classroom? Then this fun session is the one for you.

Designed to introduce a range of hands-on, creative ways to develop sound and letter awareness in young pupils, this session takes a synthetic approach to phonics and translates the approach into practical, hands-on ideas that you can use in the classroom with your pupils. Turn your everyday activities and daily routines into language-rich learning moments!

Moving on

Routines and transitions: opportunities for learning and connecting

Routines and transitions give structure to classroom activities and children benefit greatly from their familiar formats.

In this practical session, we will explore a range of fun and effective routines and transitions, as well as how to set them up, and we'll consider the benefits they bring to very young learners and the classroom environment as a whole. Be prepared to share and get involved!

Image by Robert Collins
Image by Jacek Dylag

Marvellous musicality

Songs, rhymes, chants and music

This practical session takes a whole-child learning approach to using songs, chants, rhymes and music in the classroom so children can develop in all areas of learning and at the same time develop an appreciation of musicality and a sense of fun through learning.

General topics 

A hands-on approach to the brain

Developing high-level thinking skills

How often do you challenge your pupils to use their high-level thinking skills when carrying out activities in the ELT or CLIL classroom? How many classroom tasks involve your students employing research and problem-solving skills and making real decisions? How often do we really actively encourage our learners to use their critical thinking skills?


In this session, we will consider a range of teaching techniques and strategies that we can put into place to help our pupils develop these skills by taking a hands-on approach to the brain!

Image by Diego PH
Image by Tingey Injury Law Firm

I do and I understand

Multiple intelligences: 25 years on, what have we learned?

Confucius said, “I hear and I forget. I see and I remember. I do and I understand,” but how often do we apply this idea to our day-to-day teaching?


We all know that learners learn and develop skills in different ways, but how can we ensure that taking different learning preferences into account also focuses on helping pupils access those areas in which they are weaker?

This session explores the answers to this question.

Climbing the literacy ladder

Developing literacy: a step-by-step approach

In this session, we will look at practical approaches to helping develop literacy in our ELT and CLIL students. We will consider how we can approach and build on developing literacy awareness and competence at sound-symbol, word, sentence, paragraph and text level, as well as taking into account other key elements that are vital to literacy growth.


We'll look at a range of practical semantic and syntactic activities that can be carried out in the classroom, as well as ways to engage and encourage literacy development at home.

Image by Josh Applegate
Image by Nong Vang

Once upon a time …

Using stories and texts to develop reading, writing and thinking skills

This practical session will examine how we can use stories and texts to develop learners' reading, writing and critical thinking skills.


We will consider what kind of stories and texts can help us achieve this and how we can exploit them in the classroom.


We'll also look at how we can support language learners so they can analyse, develop thinking, improve text comprehension and  express ideas, and as such, boost their confidence and abilities.

Stick-em up!

Using Post-it notes: another way of engaging learners

In this digital age, sometimes it's refreshing to get back to basics. In this session we will carry out a range of practical activities to enhance learner engagement in reading, writing, listening and speaking activities.


What they all have in common is that they use Post-it notes (real and digital) to make activities more dynamic, hands-on and memorable; factors which all contribute to learning.

Image by Paolo Chiabrando
General topics 
Image by Tanner Crockett

Unflappable flipping

How far can I flip my classroom?

There has been much talk of the “flipped classroom” approach to teaching in recent years, but to what extent is this a viable reality? Faced with a full teaching timetable, increasing time constraints and jam-packed curriculums, how can we dedicate yet more time to trial a new approach to learning and teaching?


This session aims to consider some of the positive pedagogical philosophy that underpins “flipped classroom” theory and practice and considers how we can apply this practically in any teaching context.  

Creating independent learners

Critical thinking: the key to success! 

Evidence shows that when our pupils engage in activities that require them to work at the top of their cognitive level and employ higher-level thinking skills, both their short-term and long-term learning benefit.


As a consequence, our students not only become more independent and inquisitive as learners, but also gain resilience as thinkers and find themselves more invested in their learning.


In this session, we will briefly review the pedagogical reasons underlying this, and offer a range of practical ideas and activities to develop the skill of critical thinking in the Secondary classroom.  

Image by Lou Levit
Image by Duncan Stevens

Beyond comprehension

Exploiting texts and graded readers

Texts and readers are an excellent source of language-rich input but how well do we exploit them aside from cursory comprehension tasks?


In this practical session, a variety of activities in which we can engage learners in texts and readers will be explored.


We will also look at the benefits and how we can easily adapt activities to differentiate learning to include different types of learner responses so all readers can be involved, even the most reluctant.

Leaving the comfort zone

 Getting teens to speak

Our classrooms have their fair share of students who shy away from  speaking in an open classroom setting, either because they are afraid of being embarrassed or because they don’t think they have the words to express themselves.


In this session, we look at a range of practical speaking activities, the different ways we can support students in interaction, and how we can build a classroom environment so students  feel safe enough to take risks.

Jumping Off the Plane
CLIL: all subjects

 The missing “Cs”

 Building competences in the CLIL classroom

With CLIL programmess up and running for a while now in many schools; teachers have had a chance to get to grips with content and communication as the language needed for the content.


This session will focus on the competences and skills our learners need to develop over time to become competent scientists, artists and communicators. Participants will take home activities and strategies for their learners' age group and subject. Moreover, you'll also leave with a more global view of the teaching-learning process of CLIL

Image by Simon Hurry

Putting the “I” back into CLIL

Using CLIL to create an inclusive classroom

We CLIL teachers can be proud of ourselves. We have learned how to handle various subjects and a wide range of ways of teaching content and language. And although many of us have probably tried to embrace diversity and inclusion in our own contexts, we may not have had the chance to pause and reflect on this area.


This session will provide us with an opportunity to share strategies and tips with input from specialists.

 Keeping assessment real

 Benchmarking learners' progress in the CLIL classroom

You won’t leave this session with a magic recipe for a perfect assessment system, but you will have identified ingredients to improve what is already in your repertoire.


We'll start by defining our perceptions and looking at the various instruments we use for measuring progress. We'll also share good practice from our colleagues and other classrooms, whilst considering techniques and tools for us to try out in our own contexts.

Image by Glenn Carstens-Peters
Image by Ben Karpinski

CLIL rocks!

Project-based learning in CLIL

Get to grips with project-based learning in the CLIL classroom by going from the practice to the theory. We'll look at how three projects were designed and delivered: one on rocks and minerals, another on chocolate and a third on rock 'n' roll and other kinds of music.


These classroom-based models will help us think about the features of project-based learning and the advantages it offers to the learner.

Image by Philip Strong

 Hands, mind and heart, don't forget the arts!  

Teaching art and music across the age range

The late Ken Robinson reminded us of how we can engage our learners through the arts. Indeed many of us already know that arts and crafts and music are ideal subjects for fostering emotional intelligence and capturing our learners' attention. 

However, we also need to consider how these areas also foster abilities across the entire educational process to help our learners build competences and become better communicators, scientists, mathematicians and technicians.

Image by Content Pixie
CLIL: Pre-Primary
Image by History in HD
Driver Crash

How Humpty Dumpty learned to love gravity

From nursery rhymes to CLIL

As Pre-Primary teachers, we are all aware of the value stories, rhymes and chants bring to the young learner classroom, but how often do we use these literary sources as a springboard to exploring other areas of the curriculum?


In this session, we review the linguistic and cognitive importance of enjoying stories, rhymes and chants in the classroom, whilst also considering their value as a path into deeper content learning and curriculum learning for our learners.

3-4-5: making subjects come alive!  

 Music, arts and crafts and motor skills for second cycle Pre-Primary

These are the three subject areas that get taught through English in a school. We're going to look at how different teachers have done this so that we can take away ideas for activities and even entire systems for working. Be prepared to shake, rattle and roll!

Vintage Music Store
Image by Library of Congress

In tandem

Linking to projects in the Pre-Primary classroom

Okay, in the first term it's farm animals in the three-year-old classroom, castles with the four-year-olds and Egypt with the five-year-olds.

Phew! Many schools want the English session to reflect the topics from the diverse projects followed by our specialist colleagues in Pre-Primary.


It makes pedagogical sense that we do this, but how can we cope?


This workshop provides seven strategies that really work.

CLIL: Primary

Fasten your seatbelts!  

 Building competences for CLIL across Primary

Six years. That's how long we, as Primary teachers, have to help our pupils to become competent and confident communicators, scientists and artists. No matter which stage of Primary we normally work in or which subject we teach, we need to stop and consider the entire journey.


In this session, we'll look at a kind of learning roadmap so that each of us can start systematically building competences with practical tips and ideas.

Image by Tim Carey
Image by Charu Chaturvedi
Image by Charu Chaturvedi

Hands-on without headaches

Getting practical in science and art  

With 50-minute classes, limited resources and shared classrooms, doing hands-on activities was a challenge for us even before the pandemic.


In this session we will see how schools have risen to this challenge so that children can still carry out practical activities, become more skillful and learn by doing. The beauty of this session is that the activities we will try out can be adapted to different age groups.

Making small worlds bigger

 Social sciences and multiculturalism

The social sciences are about giving pupils a sense of place in the world, in adult life, in time and in the universe. However, the starting point is where pupils are right now and, in order to learn in social sciences, they have to like, feel, link and understand concepts.


This session we will look at how we can achieve this across the age groups.

Image by Daniel Olah
CLIL: Secondary
Image by Brian McGowan

Keeping the buzz in Secondary CLIL

Balancing content and engagement 

Secondary students in science have to navigate an ocean of content with lengthy texts and complex explanations.


How can we retain the playful and hands-on aspects of Primary CLIL at least some of the time?

We will provide some practical activities to keep your students engaged. Moreover, as the adage “I can only learn it if I can feel it” still rings true at this stage, we should go from the practical to the theoretical when we have the opportunity. 

How to measure real learning

 Focusing on learning outcomes

As teachers, we'd probably all agree that we go into the classroom with our teaching and learning objectives clear in our minds. But how often do we plan for, or consider learning outcomes?


A teaching or learning objective states what we want our students to learn, but it doesn't take into account how we expect our students to be able to demonstrate the effectiveness of this learning (the learning outcome).


Rooted in a competencies approach to effective teaching and learning, this session looks at how we can implement practical learning outcomes to reliably measure our pupils' learning.

Image by K8





Tell us what you need

If you would like to book one or more of our teacher training sessions, please contact us through this website and we will get in touch with you as quicly as possible.


We also design bespoke courses and workshops for teachers who work in such specific sectors as first-cycle Pre-school, Vocational Education and private language schools.