Empowering Educators to Learn, Lead, and Succeed

Teachers know UDL and differentiation both aim to reach every learner, but few can say exactly how the two connect. Day to day, that uncertainty means running two frameworks side by side, guessing which one to lean on when a student struggles. The planning doubles. Nothing quite builds on itself. This course, led by Tania Lattanzio and Dr Jennifer Chang Wathall, maps that connection and shares a model they developed to bring the two together in everyday teaching.

Educators are trained to notice when something is wrong with a student, but rarely trained in what to do next. A change in behaviour gets flagged in the staffroom, then quietly worried over, then forgotten. Nothing gets recorded. No one is told. Left unaddressed, this leaves children unprotected and staff exposed. This Level 2 equivalent course closes that gap: recognising abuse and neglect, supporting vulnerable students, and knowing exactly what to do when a child discloses.

Believing in inquiry-based learning is the easy part. Doing it every lesson is not. You might already value curiosity and noticing, and still slip into telling rather than asking, or move on before students have truly seen a problem. Left unaddressed, inquiry stays an aspiration, not a classroom reality. This course works through five specific practices from Kath Murdoch's The Art of Inquiry, using video explorations and provocations to build each one.

Inquiry stays confined to isolated lessons instead of shaping how a school actually runs. Teachers plan a strong inquiry unit, then watch it fade once the term moves on. Colleagues revert to old habits. Parents question the approach, and leaders struggle to keep momentum school-wide. Left unaddressed, inquiry stays an add-on rather than a shared culture. Kath Murdoch, Trevor Mackenzie and Kimberly Mitchell address this directly, offering ways to define, embed and sustain inquiry across classrooms, curriculum and leadership.