Course Options: 1 Day, Half Day, Twilight

Recommended Max People:
25

Full day from:
£930.00 + VAT to £1330.00 + VAT

Half day from:
£730.00 + VAT to £930.00 + VAT

Add additional participant for as little as £33.00 + VAT per person per day

Please Note:
Course costs are based on 15 participants

This course can be tailored to your individual requirements

Interpreting Data and tracking progress at KS1: A guide to using in-school summative assessment

Calculating attainment, evaluating standards and demonstrating progress at Key Stage 1

This one day course is aimed at headteachers, senior leaders, teachers and KS1 practitioners. The course is practical and skills based. The course helps participants to understand the principles of evaluating outcomes at Key Stage 1. Participants learn how to make judgements about attainment, progress and achievement, and how to apply the methodology of progress tracking. Participants will learn how to use the EYFSP as a measure of prior attainment and how to calculate threshold proportions and use average point scores. During the day, participants will gain skills in measuring and evaluating individual and group progress and in collating and analysing data to identify strengths and weaknesses and aspects for improvement.

Aimed at

Senior and subject managers, teachers and practitioners working in KS1.

Course Objectives

Participants are helped to:

  • understand the principles of evaluating outcomes at Key Stage 1 including assessment without levels;
  • make judgements about attainment, progress, and achievement;
  • improve the accuracy and credibility of in-school summative assessment;
  • collate and analyse data to identify strengths and weaknesses and aspects for improvement;
  • apply the methodology of progress tracking;
  • know how to use the EYFSP to track achievement at KS1;
  • measure and evaluate individual and group progress in a world without levels.

Detailed course outline and session time table

Session 1

General information
  • Changes to the national curriculum and to assessment
  • Achievement, progress and learning
  • Evaluation
  • Assessment terminology
  • New curriculum assessment milestones
  • Best fit
  • Basic assessment skills
  • The link with learning and teaching
  • The early learning goals

Session 2

Looking for learning
  • Starting points
Evaluating attainment
  • The marriage of past and present
  • Collating current data
  • Achievement and the phonic screening check
  • Analysing the attainment of groups
  • Using averages
  • Percentile ranking

Session 3

Evaluating progress at Key Stage 1
  • Progression basics

Session 4

Tracking progress using milestones
  • Harmonising the data
  • Mapping progress from the Foundation Stage to the end of Key Stage 1
  • Mapping the annual progress of groups
As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Tutor information and feedback

Tutor:

Bruce McAlpine has managed the Company for 18 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language. He has an excellent track record as a consultant and trainer. We reserve the right to replace the advertised tutor with another appropriately experienced tutor.

Feedback:

  • “I now know how to look closely at my key stage results and attainment...super!”.
  • “Excellent resources, folder of good info to take away...well packaged”.
  • “A really good information day that will help”.
  • “It was delivered really well by the presenter...very practical with excellent resources”.

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