Rethinking KS1: Inspiring Children’s Learning – single session

Contents

Firm foundations shouldn’t stop being developed at the end of EYFS. As educators, we understand the pivotal role of play in early childhood development and its impact on lifelong learning – The Rethinking KS1 programme is designed with this in mind.

This is to book onto a single session for Rethinking KS1. It is part of the NEW Rethinking KS1 programme for the academic year 2024-2025. The full programme is being offered at an introductory price but some of the sessions are available to book as one off, single sessions.

All Rethinking KS1 sessions are designed to challenge traditional thinking and introduce approaches that align with the developmental needs of young learners, linking to research, child development theories and neuroscience.  Participants will have the opportunity to network with peers during the sessions, fostering a collaborative environment for sharing insights and best practice. Our Rethinking KS1 programme encourages you to embrace the journey towards a transformative educational approach where play is not just encouraged—it’s recognised as essential.

The sessions will be facilitated by Jo Gray who will draw upon her wealth of experience and knowledge of supporting schools and academies in this area, along with her own experience from the classroom. Jo is passionate about the power of play, the importance of inclusion, and the magic of skills for life-long learning.

This is to book on session 3- 5th March 2025:

Rethinking KS1 Session Three – Effective use of assessment in KS1

Effective assessment is a cornerstone of powerful learning and ensuring we use it to identify gaps and support individual learners is essential in excellent teaching. This session will explore best ways to do so whilst considering child development and where children are in their learning journey. We will explore how the changes to the EYFS Framework in 2021 and changes to the KS1 Statutory Assessments for 2024 are reducing paperwork and recording without clear outcomes. We will focus on how we can observe, have child development conversations, and adapt our practice and provision in accordance to what is seen to ensure that all children’s unique needs are continued to be met as children transition into KS1 and beyond.

Who’s it for? 

KS1 teachers, KS1 lead, Senior Leaders, Headteachers

Age phase: 

EYFS and Primary