Bradley Lightbody

Bradley Lightbody has enjoyed a 35 year career in Further Education and held senior posts in Sixthform, Adult Education, Quality management, Teacher Training, Resource management and worked as an Additional Inspector with Ofsted.

You may read his full profile on LinkedIn and find regular posts on different aspects of teaching and learning. You are highly welcome to link with him.

Bradley Lightbody Linkedin

Mobile: 07919557053

Big Picture Lesson Plan

Welcome to Collegenet training workshops for teachers and trainers

Collegenet offers a comprehensive range of training programmes as listed below. All the workshops are available for in-house delivery from small audiences up to whole college presentations. In some cases half day condensed programmes can be delivered. However, the half day option repeats the same course morning and afternoon to give two attendance opportunities or two separate half day workshops may be selected. We are also happy to customise any of our courses to better suit your needs. All programmes can be adjusted to reflect school, college, WBL, adult or HE staff training requirements.


All of the workshops are presented by Bradley Lightbody who enjoys a reputation as a highly engaging and motivational presenter. In addition Bradley has an excellent reputation for translating theory into effective practice with a wealth of strategies and practical suggestions for staff to take away and implement in their own classrooms.

Workshop selection

Select from one of the following workshops and note that Bradley is happy to customise all programmes to ensure it meets your needs or to design a training programme to your specifications.

Outstanding lessons

This very popular programme closely addresses the demands of Ofsted criteria and how to put into action to a grade one standard. There will be opportunities to discuss and identify the differences between grade two and grade one and to self-assess against grade one descriptors. Although individual lessons are no longer graded by Ofsted the impressions gained by inspectors from classroom observations and/or learning walks contribute to the overall grading judgement. The evidence from speaking to learners, learner view data and studying policies and procedures will also contribute to this judgement.

The core of the programme is a fast paced and engaging presentation of the Diamond Lesson Plan as featured in the textbook, 'Outstanding teaching and learning 14-19' by Bradley Lightbody. All staff will gain a wealth of teaching strategies to put into action in their own lessons and gain a full update on current Ofsted criteria.

Great Lessons

Great lessons provides an in-depth focus on five key strategies underpinning highly successful teaching, learning and assessment namely knowledge, questions, analysis, feedback and challenge. Teachers are expected to have a good knowledge of their subjects but the hallmark of the great teacher is multiple modes of explanation coupled with visual reinforcement and highly effective presentation skills to draw all into rich interaction. The focus is not on 'covering' the curriculum but 'understanding' the curriculum. A hierarchy of questions from pass level to distinction or grade E to A* is used to guide research and learning both within and outside the classroom. The questions develop into a learning dialogue that uses Socratic approaches to probe for uncertainty and to correct any misconceptions. Learning is significantly improved by processing and analysing new learning via individual, paired and group tasks. Co-operative learning in groups is very powerful and is focussed on 'elaboration' i.e. the ability to explain with promotion of reciprocal teaching. Tasks may regularly involve spaced learning i.e. returning to earlier topics and 'interleaving' to change the focus of the lesson. Great teachers closely monitor progress. They are alert to 'starting points' and set week to week study targets and offer precise formative feedback to lift all forward to their full potential coupled with developing a positive 'can do' mindset. Finally, challenge is for all and not just some. Regular extended learning and challenge tasks should aim to stretch all learners and to promote an intrinsic interest in their subjects and future careers. The focus is on independent research and the development of the confident autonomous learner. All five strategies draw upon the latest evidence-based academic research which will be detailed in depth in Bradley Lightbody's new textbook 'Great lessons: theory into practice' to be published summer 2017. In each case the five strategies will cover practical steps for implementation linked to evidence-based research.

Great learning

Our learners are all different in terms of their ability motivation, organisational skills, study skills, behaviour and effort. We tend to focus on ability in our progress reviews and identify above average, average and below average performance. Hattie refers to 'proficient', 'somewhat capable' and 'novice'. To embrace all of the above factors a more holistic view is important to recognise and meet the needs of the three broad 'learning' groups who populate our classrooms namely independent, dependent and directed learners. The independent learners will, as the title suggests, apply themselves well outside of the classroom and will most often possess high study and learning skills and enjoy supportive family backgrounds. They tend to give us our highest learning outcomes. The dependent learners are often less well organised and lack the motivation and/or study skills to explore deeper and further. They may also not enjoy effective home support and have low career aspirations and are largely dependent upon what is covered in each lesson. The majority will pass but not with high outcomes. Directed learners most often underperform and need very clear study directions and learning support and consistent application of behaviour management strategies if they are to progress. Without significant direction they will be in danger of very low grades or failing. Once broad strategies are in place the focus should shift to each individual and the fine tuning of target setting to address the precise support and personal development needs of each individual. This programme will address the issues and focus on practical team strategies under the significant headings 'Why learn?' What to learn?' and 'How to Learn?' The Government report published 16th November 2016 entitled,' State of the Nation 2016: Social mobility in Great Britain' idenfifies how important action within these three interlinked area is. The report highlights that, 'Just 5% of children eligible for FSM gain five A GCSE grades. The income gap is larger then the ethnic gap or gender gap.' Ths programme will explore the issues and make practical suggestions.

Great Classroom Management

Some of our students exhibit challenging behaviour either in a direct disruptive manner or in a series of low level but exhausting challenges to progress within the lesson. The result is the significant loss of learning time because the teacher's attention is regularly diverted to dealing with poor behaviour. Ofsted's criteria firmly identifies that all learners should arrive equipped to learn and apply effort to succeed.

This programme identifies the key areas for action to build and sustain better behaviour from the induction course forward.

The starting point is a clear learner contract coupled with consistent team enforcement to set a culture of expected behaviour and social norms. However, most of the course deals with practical guidance on classroom management, diffusing tension, avoiding confrontation and how best to handle disruptive learners.

Applying Ofsted Criteria

This programme is aimed at programme managers and team leaders to examine the expectations of Ofsted across the four aspects of inspection. It will provide opportunities to consider the criteria and in particular to target the grade one criteria and to consider a range of practical strategies to address grade one.

All those attending will leave with a clear action plan for future improvement and be coached on writing effective Self Assessment Reports (SAR).

The Impact Strategy

Impact is an acronym which identifies six key areas of activity to boost the performance of learners and to build and sustain team good practice. This workshop is aimed at course teams to encourage reflection on current strategies and to agree on improvements.The end point is to write and publish an 'Impact' teaching and learning strategy of benefit to the whole team and to advance learning.

Inspire - how do you inspire and motivate your students?
Milestones - how do you set and monitor significant personal learning targets and crucially intervene when targets are missed?
Planning for learning - how do you share the curriculum goals and promote independent learning?
Assessment for learning - how do you show all students how to improve and gain greater participation and 'real time' learning feedback in lessons?
Core learning - how do you embed English, Maths and employability skills?
Team best practice - Writing a teaching and learning strategy as the voice of the team.

Online Learning: To Flip or Blend?

Are you ready for Generation Z? Generation Z were born 2000+ and the first cohort entered College and Sixthform classrooms in September 2016. They are the first true digital generation who know nothing of life before the internet. They will enter a fast changing employment market that demands high employability skills as well as knowledge as Britain leaves the industrial age behind and firmly enters the 'Knowledge Age.'. Discover a new pedagogy for the 21st Century that places the emphasis upon supporting and developing independent learning via Virtual Learning Environments (VLE). This new programme highlights the rich resources of the internet and demonstrates how Smartphones are the platform of choice for Generation Z but also within the classroom 'flipping' or 'blending' learning with your VLE and the use of resources like Google Classroom to transform your practice. This programme is based upon Bradley Lightbody's textbook 'Thei-learning Revolution: a new pedagogy'. This textbook is now out of print but the Second Edition is in preparation and will be published towards the end of 2017. Why wait? This programme will bring you to a wealth of suggestions on effective practice.

Embedding Equality & Diversity

All individuals regardless of ethnic identity, religion, sexual orientation, disability or gender should feel a sense of welcome, safety and security and that their interests and needs are not only known but are being actively addressed.

Ofsted will focus on actions rather than policies in relation to narrowing the well-documented achievement gaps between different groups of learners and actions to promote equality and diversity and to tackle discrimination.

This course will present the latest data and issues related to underachievement and discrimination and present a host of suggestions on how to embed effective practice into lessons and the overall life of your college.

Developmental Lesson Observation

This programme offers new and experienced lesson observers clarity on the application of Ofsted criteria and how to observe 'beyond the classroom' in terms of the wider factors contributing to Ofsted's overall grading judgement for teaching, learning and assessment.

The focus of lesson observations should be to develop a professional dialogue on 'what worked' and 'what didn't work so well' and to provide development support. Attention is paid to coaching skills to ensure that feedback is 'developmental' and helps staff to consider how to improve learning in their lessons. The focus is not so much on what the teacher teaches as opposed to the progress made by each learner.

We teach individuals not classes and lesson observers should focus on the progress and value added by the programme as a whole.