(Aimed at Math, English and Science teachers)
Returning to school means resuming a focus on attainment. This question-by question analysis helps to identify patterns of achievement and underachievement, which can then be addressed in lesson planning, and intervention. Learn how to drill down and make good use of data, enabling you to plan effectively and have more impact.
Following this session delegates will:
- Understand how the reports can identify areas of the curriculum that need reinforcing at individual or group level
- Recognize how the data can be used at class or year group level
- Have access to ‘Links to the Curriculum’ documentation which will support teachers in addressing students’ learning needs
The course will cover all the following topics:
1-Building on the content from the “Transitioning Back to School after COVID” webinar, this session will explore more deeply how school leaders and teachers can ensure that the previous year’s curriculum has been effectively learned before building on that knowledge in the new academic year.
2-The presenter will outline how effective use of Progress Test Series data can enable schools to identify gaps in learning and quickly reinforce any areas of the curriculum content that require it.
3-We will focus on the use of the question by question analysis in the Progress Test Series reports which provide teachers and senior leaders with the information they need to support groups, individuals and reinforce key areas of the curriculum.
James Neill is the International Director at the GL Education Group. James studied physics at Nottingham University, and returned to study a PGCE. He taught physics and science in Nottingham before moving further afield to London and then Thailand. He has also been an examiner for AQA physics examinations. Upon leaving teaching, James joined Pearson Edexcel. Initially based in England, James then moved to the UAE where he worked with schools and stakeholders in the Middle East to support curriculum development and vocational courses as well as supporting teachers in using data and technology to raise attainment. James has also worked with organisations to develop admissions tests for university courses, as well as developing online assessment solutions for professional organisations. The move to GL Education was a natural way to bring together his teaching and consultative strengths where he is responsible for the international strategy as the company continues its rapid growth. Schools around the world, regardless of location or context, are seeking answers to the challenges of ensuring students reach their full potential and being able to explain to their stakeholders the value of the teaching that they carry out.
Jessica Watson is an International Consultant at GL Education and has worked with school leaders and teachers across Europe, Asia and the Americas to implement and develop effective formative assessment practices in schools. She now takes the lead in developing the GL Education training resources. Prior to her work at GL Education, Jessica worked in inner-city schools as a Mathematics and Spanish teacher and subsequently, as a Head of the Mathematics Department. It was in this role that she recognised how powerful data can be in informing school development planning, teacher training needs and intervention strategy.