Learn how to plan and engage young children in a progression of lively and engaging phonic activities which will help them to develop the necessary skills to become effective and competent readers.Essential Information
These sessions will focus on exploring accuracy of assessment judgements against age-related expectations (focusing mainly on HfL assessment criteria, although also relevant where schools are using different assessment systems), as well as promoting good formative assessment practise that can be built into everyday learning. They also provide an excellent opportunity for Year 3 and Year 4 teachers to work together to achieve greater consistency in standards. The meetings will focus on assessment of maths and reading.
Delegates will be asked to bring some examples of work and there will be suggested activities to support the assessment discussions – please see information sent to schools, as well as teacher guidance on the grid: http://www.thegrid.org.uk/learning/assessment/ks2/moderationclusters.shtml
A course for those who have created their own SIMS reports but would like to know more. This course is designed for users with previous experience in building reports, who would like to develop further skills with custom templates and photo reports. At the end of the course, delegates will be able to email the reports they have created back to their school, for use in their SIMS database.Essential Information
A half-day course aimed at familiarising teachers with marking processes and standards at GCSE. Its aim is to enable schools to mark in line with published exam board standards, and in line with other schools.
This is a useful and practical course, relevant to all teachers of GCSE Mathematics, either those with relatively little experience of marking papers, or for more experienced colleagues in need of a refresher
Now that the Multiplication Tables Check is statutory, many schools are considering how to ensure that their Year 4 pupils will be ready for the assessment by June 2020.
The DfE states: ‘The purpose of the MTC is to determine whether Year 4 pupils can fluently recall their multiplication tables.’ Following the voluntary pilot last academic year, we are clearer about the content and style of this new assessment, but do we know how to prepare our staff and pupils, so that they are ready to perform at their best? What are the best ways to help pupils to secure their multiplication tables knowledge?
This half-day course is a brief chance to consider what schools can do to feel ready for this new assessment.
Delivered by the education services director for primary, and a range of specialist advisers from Herts for Learning, this half-day session will provide updates on current topics in primary education.
Headteachers are invited to book themselves and another member of their senior leadership team to support school discussion. The full agenda will be available closer to the event.
How can an effective primary science curriculum be developed to engage all and deliver progression in both working scientifically skills and conceptual understanding?
This year’s Primary science conference will focus on how to ensure every child is provided with the best introduction to science by reviewing the curriculum and its intent, implementation and impact.
We will explore how to develop curiosity and wonder while giving children the skills to enquire and discover the world around them. Throughout the day delegates, will have the opportunity to listen to a range of inspiring speakers and share ideas and good practice with colleagues to support in developing their own science curriculums.
Enriching and extending pupil's vocabulary 'opens doors' to increasingly complex texts, supports reading to learn and deeper understanding, and reaps benefits across the curriculum.
This course offers Key Stage 1 and Key Stage 2 teachers the opportunity to consider the critical importance of early vocabulary development and the vital role it plays in determining future academic achievement.
Informed by research, the course covers a wide range of practical approaches that can be implemented in the classroom quickly and effectively.
Delegates will also have the opportunity to consider strategies and practices that can be adopted and adapted by a whole school. The course will support teachers in deciding which words to teach and why. It will explore links between: - vocabulary, language comprehension and reading - vocabulary, spelling and enriching pupil's writing composition - vocabulary and other curricular areas.
This course will better equip practitioners with their understanding on children's behaviour.
Practitioners will learn how to make adaptations and explore effective approaches on how best to support all children to engage in their learning.
This hugely successful project supports schools in analysing their phonics data and using this to fine-tune phonics provision in Year 1 to close gaps for as many pupils as possible, and to continue to raise attainment in reading for all. Accurate and efficient decoding is linked to reading fluency and comprehension, and deep subject knowledge around reading development forms a core thread of the project. We know that children may experience barriers to learning for a range of reasons. Unpicking these, and matching provision to individual need, is integral to closing these gaps. Previous project schools have seen a mean increase of +16% on their previous year’s results; the greatest increase a school has seen is +49.3%. In addition, the gender gap has narrowed to, on average, only 1% in project schools.
The project package includes high-quality training resources, diagnostic assessment tools and the professional development outlined below. Schools benefit from the project in a range of ways, e.g. improving their score in comparison to National, LA or their own previous scores. For schools who are experiencing a decline in their school’s phonics data over a number of years, full implementation of the project has successfully supported with reversing this.
During the project, the participants will use their screening check data and individual annotated response sheets to carry out error analysis and explore matching provision to need. With their linked adviser, they will plan, carry out and review key actions for individual pupils and groups of pupils. The project will then support delegates to embed strategies through robust action planning, ensuring future success and building sustainable improvements in provision.
For more informaiton please follow the link below:
Year 1 Phonics Screening Check
Following the launch day event a half-day consultancy visit will be arranged with an allocated adviser by the end of October 2019. For all schools outside of Hertfordshire please contact us for a price and availability before booking.