Event Details
Day 1: 11 July 2023
Start time: 13:00 BST
End time: 16:00 BST
Venue: Services For Education, Unit 3 Holt Court, Holt Street, Birmingham, B7 4AX
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£165.00
It is clear that providing learners with a continuous and positive learning experience depends on teachers sharing an understanding of how learning is organised and unfolds over time in a local context. What are the implications for preparing a student to meet the demands of their end of KS2 assessment and then assessment objectives at the end of KS4? KS2 and KS3 English teachers will develop a more secure grasp of the pedagogy, knowledge and skills underpinning the delivery of the English curriculum in each key stage.
Day 1: 11 July 2023
Start time: 13:00 BST
End time: 16:00 BST
Venue: Services For Education, Unit 3 Holt Court, Holt Street, Birmingham, B7 4AX
This is a practical session containing ideas, strategies and resources designed to inform the process of transition, specifically in the English classroom. Many of these strategies are applicable across subjects and could form part of any robust literacy education, ensuring pupils’ progress in KS3 continues from their KS2 endpoints thus maximising outcomes.
• The differences between KS2 and KS3 for stakeholders
• Is pedagogy the same at KS2 and KS3?
• Language comprehension vs Word recognition
• What the phonics are you on about?
• How does joint planning help plan a scheme of work in KS3?
• Fostering links to prepare Year 6 pupils with experiential learning opportunities that will prepare them for
the demands of English in Year 7.
For more information contact us here.
Marsha firmly believes that a quality education is the basis for social mobility and has spent her extensive career working across the West Midlands conurbation catapulting the stunted ambitions of staff and students. Marsha has held several senior positions, most recently as a Deputy Headteacher transforming outcomes in one of the most deprived parts of the county.
Marsha is a specialist in The Principles of School Leadership, Safeguarding, STEM Education and Behaviour Management this is complimented by her interest in cognitive science, not only the application to schema but also its application to the wider, often hidden curriculum.
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Sandra Passmore – Former Adviser, Services For Education
Sandra has extensive experience in safeguarding, health and wellbeing and evidence based practice. She has worked nationally with key government departments (Departments of Health and Education) to help shape strategy and policy whilst still retaining the focus on working for the best outcomes for children and young people.
She has a PhD on the psychology of health related choices which has informed the development of award winning, evidence based programmes such as Health for Life in primary schools and Health for Life in nursery schools which have been proven to have a sustainable impact on improving the health and wellbeing of children and families.
Sandra led the development and delivery of the DSL (Designated Safeguarding Lead) training for SFE. She was pivotal in expanding the remit of the safeguarding work to also include issues such as domestic abuse and sexual violence and harassment within the education context.
Sandra’s passion for improving the lives of children has led her to develop work within Public Health and managed RCT (Randomised Control Trials) on the effectiveness of interventions such as the daily mile. Additionally, Sandra has written books for teachers and pupils as well as peer reviewed academic journal papers.