Entries are invited for the Year 5 mathematics challenge 2019. Each school is encouraged to submit a team of four Year 5 pupils for this friendly inter-school competition. The challenge will comprise a mixture of challenge, problem-solving and fun. There are 12 event heats. We look forward to seeing you at one of these. Winners from the individual heats and eight best runners up will go forward to the final, to be held in Stevenage on Friday 20th March.
Schools are limited to one team each initially. Additional teams will be transferred to the waiting list and schools will be contacted nearer the date of their chosen heat if there is capacity to enter these additional teams.
The Key Stage 3 (KS3) Reading Fluency Project is designed to swiftly improve reading fluency and comprehension of those students who have entered KS3 working below the expected standard in reading. The project strategies have been trialled extensively with Year 5 and 6 pupils, and have been proven to have a powerful effect on reading ability for most pupils, in turn supporting them to develop more positive views about reading. This project has received national interest and the strategies have been shared with Local Authorities and Teaching School Alliances across the country.
Over the 8-week period, target students receive 2 x 20 minutes teacher-led sessions each week. These should be delivered by a teacher. Using the key strategies of modelled expert reading and echo reading, alongside challenging text selection, pupils have been shown to make dramatic progress across an 8-week intervention period. Year 6 pupils made on average 31.5 months progress during the intervention period.
The KS3 project has been successfully trialled in a number of secondary schools and has been adapted to suit a secondary audience.
The project incorporates a range of high-quality CPD elements, including, a whole-day launch, a twilight session, a 2-hour in-school visit and a final half-day review. In addition, schools will be supplied with assessment materials, which will aid in judging the impact of the project. The HfL advisory team will mark and analyse the assessment materials, providing the pre-intervention data outcomes at the school visit and the post-intervention data outcomes at the half day review.
The project cost covers the inclusion of one teacher (who will deliver the sessions) and a project lead (this may be the head of english). Additional teachers can be included in the project for a small charge.
The content of the three-day intense leadership course is assessment, curricular targets, analysis of data, carrying out an audit, creating an action plan and contributing to SEF, improving the learning environment for languages, raising the profile of languages, resources and ideas for languages days/weeks, marking and feedback, monitoring, planning, teaching, work scrutinies, carrying out pupil perception surveys, helping pupils reach age-related expectations, intervention programmes, policy documents, cross-curricular links and most-able resources.
Delegates who have recently completed this course have thoroughly enjoyed looking at insights into the future Ofsted inspections and how to prepare the school and activities for more-able pupils. Sharing ideas and a chance to talk through the different techniques has been a great experience for everyone who have been on the course and could not wait to feedback to SLT and colleagues.
Providing development and support for NQTs during their induction period.
A wide-ranging programme tackling key aspects of the induction period and promoting good progress against the Teachers' Standards. Sessions enable NQTs to receive high-quality training, share experiences and explore strategies for managing the pressures of their first year.
Day 1: Managing (whole-day) Overview of the induction year, behaviour for learning, feedback for progress, liaising effectively with parents and working effectively with teaching assistants.
Day 2: Developing (whole-day) Responding to pupils' diverse needs, the interactive classroom, drama techniques across the curriculum and a toolkit for effective time management.
Day 3: Refining (half-day) Good to outstanding, preparing for NQT+1, subject leadership, reflection on the induction period and professional self review.