English workshops to support NQTs, RQTs & teachers new to schools (block booking of 6 sessions)
Please note that this booking is for all 6 sessions across the academic year. When the booking is made you will be required to provide the name of the delegate(s) attending and their direct email address. This is so that any important information or reminders can be communicated before the sessions take place.
As you are making a block booking, please ensure that you add all dates below to your diaries and calendars.
If you would like to book individual sessions only rather than all 6, please select these courses on Eventbrite on the dates below.
All English workshop sessions will be held at Wolverham Primary School, Ellesmere Port.
Session 1 – Grammar and poetry Y1-Y6 (Tuesday 2nd October 1:15-5:00pm)
The session will consider the grammar curriculum for each of the year groups in turn. Grammar subject knowledge will be consolidated and delegates will engage in poetry activities which support the teaching of grammar.
Outcomes include:
A deeper understanding of the grammar content in the curriculum
An understanding of the progression in grammar knowledge and terminology Y1-6
An understanding of how poetry activities can support the teaching of grammar
Session 2 – Planning for literacy, including shared and modelled writing (Monday 22nd October 1:15-5:00pm)
The delegates will consider strategies for the effective teaching of writing. Delegates will be guided through the planning of an effective sequence of lessons which focus on the mastery of specific objectives.
Outcomes include:
A deeper understanding of effective shared and modelled writing and clarity about when to use each
A better understanding of the process of planning a sequence of lessons towards mastery.
Session 3 – Non-fiction writing and spelling (Monday 21st January 1:15-5:00pm)
The session will consider the range of non-fiction genres. The purpose, structure and features of each genre will be clearly identified. Progression within a genre will be considered. Following this, opportunities for writing in each of the genres will be considered- both within literacy and across the wider curriculum. Progression in spelling will be outlined, together with an exploration of a variety of spelling games and activities to support the teaching of spelling.
Outcomes include:
Clarity about the purpose, structure and features of NF genres
An understanding of progression in spelling
An understanding of effective teaching and pupil activities to support spelling
Session 4 – Reading & Phonics (Monday 11th March 1:15-5:00pm)
Delegates will consider the teaching of and progression in reading from EYFS to Y6. The session will consider the various components of effective reading provision in EYFS, KS1 and KS2. Phonics, guided, whole class and reciprocal reading strategies will be considered.
Intended outcomes:
A deeper understanding of progression in reading
A better understanding of teaching strategies.
An understanding of effective provision for reading
Session 5 – Writing Assessment (Monday 29th April 1:15-5:00pm)
The principles and practice of writing assessment will be explored. The delegates s will be guided through the assessment of samples of writing, identifying next steps for the pupils. Assessment will include a focus on handwriting and spelling error analysis. The session will include a consideration of provision for pupils below and exceeding the expected standard.
Intended outcomes:
A better understanding of writing assessment
A better understanding of teaching strategies.
An understanding of the moderation process
An awareness of some intervention strategies for children working below expected standard.
An understanding of how to provide challenge for those children working at greater depth
Session 6 – Reading Assessment (Monday 20th May 1:15-5:00pm)
The principles and practice of reading assessment will be explored. A range of strategies for assessing reading will be considered, including national assessment tests and error analysis. The session will include a consideration of provision for pupils below and for those exceeding the expected standard.
Intended outcomes:
A better understanding of reading assessment
An awareness of some intervention strategies for children working below expected standard.
An understanding of how to provide challenge for those children working at greater depth