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 practice 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 pupil 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.
Wondersmiths: How primary teachers and parents can give children a good start in science education – Alom Shaha
Alom is a science teacher, dad of two, and author of books including Mr Shaha’s Recipes. He has spent most of his professional life trying to share his passion for science and education with the public. He has produced, directed, and appeared in a number of television programmes for broadcasters such as the BBC, and has held fellowships from the National Endowment for Science, Technology, and the Arts (NESTA) and the Nuffield Foundation.
How does effective leadership and an aspirational curriculum impact on the quality of teaching and learning in science? – Jane Turner BA (Hons), PGCE, MEd, CsciTeach
Jane taught in in Hertfordshire and London. She is now the Director of the Primary Science Quality Mark, based at the University of Hertfordshire where she is an Associate Professor in the School of Education. Jane is lead author of the 2011 ASE guide to Science Enquiry; It’s Not Fair Or Is it? which significantly influenced the Primary National Curriculum for Science, has contributed to several primary and early years education publications and research projects and is series editor for Snap Science. She has worked as an advisor to the DfE, the BBC and the Learned Bodies on primary science assessment and curriculum.
How stories can be used to enhance the teaching and learning of science – Jules Pottle
Jules loves using stories to teach science. She is a Primary Science Specialist Teacher at a village school in Oxfordshire and was awarded PSTT Primary Science Teacher of the Year 2015 for her work, teaching science through stories. She also works with Storytelling Schools as a Literacy and Science Specialist and has published several books including 'Science Through Stories' (Smith and Pottle, Hawthorn, 2015) and 'The Molliebird - an evolution story' (PSTT, 2019).
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.