To book your place on our workshops, or for further information, visit
www.noctuateachingschool.org.uk or email
admin@noctuateachingschool.org.uk
Thursday 22nd November 2018
Venue: Pudsey Primrose Hill Primary School – The Hub - EYFS SLE led training.
Supporting Physical Development - Pinch, Step, Leap.
- Effective provision and practice indoors and outside, to promote sustained development of fine and gross motor skills;
- Developing pupil’s physical skills to support success across the curriculum.
- Reviewing and developing learning outdoors to ensure balance and breadth for all pupils;
Promoting active and engaging learning for boys – risk and challenge.
Thursday 7th February 2019
Venue: Pudsey Primrose Hill Primary School – The Hub - EYFS SLE led training.
Developing Readiness for Learning in Literacy – Read, Write, Achieve.
- Strategies for engagement – getting the context right;
- Phonics through the phases;
- Language to support reading and writing;
Promoting successful parental engagement.
Tuesday 19th March 2019
Venue: Pudsey Primrose Hill Primary School – The Hub - EYFS SLE led training.
Maths Problem Solving for all – Understand, Process, Apply.
- Deepening knowledge in Number and Shape, Space and Measures;
- Enabling environments which promote problem solving;
Opportunities to exceed – reflecting on all areas of learning.
Tuesday 21st May 2019
Venue: Pudsey Primrose Hill Primary School – The Hub - EYFS SLE led training
Promoting Progress and Raising Standards – Reflect, Understand, Extend.
- Capturing, managing and understanding EYFS data;
- Promoting progress for vulnerable, hard to reach and hard to shift pupils;
- Reflecting upon provision and practice;
Inspiring learning through projects
Thursday 20th June 2019
Venue: Pudsey Primrose Hill Primary School – The Hub - EYFS SLE led training.
Bridging the Gap between EYFS and Year One – Relationships, Resilience, Success.
- Understanding the Characteristics of Effective Learning in EYFS and Year One – transferable skills;
- Readiness for Year One
Supporting the needs of pupils working outside of ARE at the end of EYFS and pupils with uneven patterns of attainment.