Many schools find developing consistency in assessment for non-reporting year groups a challenge. Knowing what age-related expectations look like in practice; understanding how this can differ at the higher and lower end and making accurate judgements can be difficult. In addition, developing a secure evidence base and knowing how to support children in applying grammatical skills effectively pose additional challenges.

This has been a focus for The Olympus Academy Trust, who last year identified that further support for the accurate assessment and moderation of writing was needed. ...

Many schools find developing consistency in assessment for non-reporting year groups a challenge. Knowing what age-related expectations look like in practice; understanding how this can differ at the higher and lower end and making accurate judgements can be difficult. In addition, developing a secure evidence base and knowing how to support children in applying grammatical skills effectively pose additional challenges.

This has been a focus for The Olympus Academy Trust, who last year identified that further support for the accurate assessment and moderation of writing was needed. ...

This course provides training on enhancing and protecting the voice in the classroom. It will help teachers understand how to look after their voices; it will also cover how to use voices appropriately and with impact in different scenarios. Teaching and practical exercises will also encourage teachers to think how children use their voices in the classroom, and how to develop their confidence and effectiveness as speakers. This will be
done through voice exercises and drama games.

Delegates will be contacted three days before the session with details of how to access the onli ...

This course will support all Year 6 teachers in developing their subject knowledge and expertise in relation to supporting pupils to reach age-related expectations, focusing on grammar and how to teach this in context as well as on developing composition. 

Throughout the morning there will be plenty of opportunities to ask questions, share ideas and discuss a range of high quality texts. Previous delegates, including experienced Year 6 teachers, have consistently commented that they have found this course exceptionally useful. 

This is a repeat of the sesison run i ...

The expectations that teachers have of how well children can achieve has a big impact on outcomes. Research has suggested that teacher expectations promote a self-fulfilling prophecy of how well children achieve (Murdock-Perriera, L. A., & Sedlacek, Q. C. (2018) Questioning Pygmalion in the twenty-first century: the formation, transmission, and attributional influence of teacher expectancies. Social Psychology of Education, 21(3), 691–707. https://doi.org/10.1007/s11218-018-9439-9)

This course will look at strategies to ensure that high expectations have been established. ...

This training has been designed to support all practitioners working directly with children on the autism spectrum to develop their practice.

The training will support practitioners working directly with children on the autism spectrum or on the pathway to a diagnosis in early years settings.

This AET training is only available to Schools, Nurseries, Pre-school settings and Childminders within South Gloucestershire.

Good autism practice is a 6 hour course that will be split over four parts as follows:

Part 1 - Monday 25 January 2021 - 4:30 - 6:00pm, Part ...

Becoming a mentor to a NQT is a rewarding role. In most cases it offers both mentors and NQTS a chance to learn from each other and develop professionally. However being a mentor also requires honesty. As a classroom practioner there may have been occasions when difficult conversations are needed, for example talking to a parent. Being a mentor requires a trusting and honest relationship and as part of this there may need to be some difficult conversations had. This session will therefore explore ways to manage difficult conversations.

Delegates will be contacted three days before t ...

Many schools find developing consistency in assessment for non-reporting year groups a challenge. Knowing what age-related expectations look like in practice; understanding how this can differ at the higher and lower end and making accurate judgements can be difficult. In addition, developing a secure evidence base and knowing how to support children in applying grammatical skills effectively pose additional challenges.

This has been a focus for The Olympus Academy Trust, who last year identified that further support for the accurate assessment and moderation of writing was needed. ...

This course will look in detail at the requirements for greater depth, explaining what is expected in upper KS2 in terms of both grammar and composition. Delegates will receive advice and support about structuring progression; making appropriate provision through planning and developing the necessary subject knowledge. There will be a focus on the broader national curriculum for writing, as well as on the Teacher Assessment Framework statements for Year 6. This course is a must for any school focusing on provision for their more able writers this year.

This is complemented by our co ...

These surgeries provide an opportunity for teachers to discuss any pupils they would like support to assess. Year 6 teachers can bring along children's writing evidence and work alongside the LA moderator, who will provide advice and guidance about assessment and next steps in learning, as well as anything else that may be useful (such as planning ideas, text recommendations etc.)

Each session is on a 1:1 basis so only one person can book each place but schools may send two of their teachers if there is more than one teacher in Y6. Please add the name of any extra delegate into the ...