A four-week programme, with a 60-minute live session each week, plus relevant follow up activities for action learning in participants’ own time will be set at the end of each session.
Additional option to book an individual one to one session and/or team meeting with Pam during or post course
- AED 630 per delegate including VAT
- Booking Deadline: Wednesday 24th March 2021
- Discount for group bookings of five or more staff from the same school
Dates & Times*
|Face to Face Online sessions
||4 hours programme (plus professional activity time) breakdown
- Session 1: Tuesday 13th April at 3pm
- Session 2: Tuesday 20th April at 3pm
- Session 3: Tuesday 27th April at 3pm
- Session 4: Monday 10th May at 3pm
- 4 hours online facilitation
- Participant self-directed activity time (based on identified aspect) during Session 2 and 3.
* Times are Dubai Time and calls last 1 hour
A dedicated Early Years ‘best practice’ course, tailored to both group and individual needs and rooted in best practice and supporting EY leaders and practitioners in responding to assessment in the new reality
Live Sessions using ZOOM
Session 1: All Change!
|Making sense of the changes to assessment in the EYFS and exploring the impact on international best practice for Early Years assessment
Session 2: Butterflies Under Glass?
|Looking through the lens at real life learning
Session 3: Master or Servant?
|Making effective use of EY assessment in practise
Session 4: What’s the (Data) Story?
|Impact focused analysis – using outcomes for authentic improvement
Nothing stands still for long in the Early Years, (particularly the children!) in the world of Early Years assessment, where it is ‘all change’ once again! A proposed new EYFS Framework, Profile and Developmental Guidance are all under way, with implications for all Early Years settings. Internationally, other systems are also changing and there are alternative options to explore, too!
When we REALLY listen to and observe the children, we cannot fail to find many stories to tell about their learning and written documentation is a way to tell those stories and to anchor what we do to help continue our own and the children’s journey. Pedagogical documentation is a way to capture the children’s dialogue; using their real words and include sketches, photographs and children’s own ‘productions’. It drives adult research and inspires new ideas to expand our own and the children’s thinking and makes the learning truly ‘visible’!
We know that children’s learning in the Early Years is ‘messy and unpredictable’ (in all aspects!). We are not observing ‘Butterflies Under Glass’ but free-range children! The complexity of being a teacher and having the ability to keep the balance between ensuring engaging learning experiences for children, offering intuitive and individual support appropriate to their stage of learning and maintaining the highest standards is a fascinating and challenging issue! How to manage respectful Early Years assessment and use outcomes effectively to inform a responsive learning offer, a stage appropriate curriculum and an inspirational learning environment for our children is a big ‘ask’! What does high quality assessment look like in a fast-moving international Early Years environment?
This course explores the potential impact of the new 2021 Early Years Foundation Stage assessment practice and Developmental Guidelines (in the light of learning focused practice and the role of adult interaction in supporting and extending learning based on the outcomes). The
focus is on supporting teachers to become even more dynamic, creative professionals, able to balance assessment informed ‘deliberate practice’ with spontaneous interactions and access assessment opportunities efficiently, leaving time to design informed provision that provokes children’s natural curiosity.
‘Evidence of learning should be on a child, not on a worksheet!’ Lee Aaroz
Who Should Attend?
Early Years, Nursery and ECE Centre Leaders and considering learning focused approaches to EY assessment including EYFS on-entry and ongoing assessment and the EYFS profile and other generic
- To explore the latest updates (2021/22) UK and international guidance for Early Years assessment including baseline/on entry assessment, observation, recording evidence and tracking progress
- To consider a range of respectful and creative approaches for managing on-going assessment systems, relevant to children’s learning, implementing clear reporting processes and working effectively with learning assistants to support learning and assessment
- To begin to be able to analyse data to inform progress, moderate accurate judgements in all areas of learning, implement strategies toward ensuring a consistent assessment approach and use outcomes to inform responsive planning for learning in the Early Years
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