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Event Calendar
This workshop will explore issues such as:
- what are Working Memory difficulties?
- why are they important?
- what do they look like in the classroom?
- how can we as educators support learners with Working Memory Difficulties?
A range of strategies will be discussed.
- what are Working Memory difficulties?
- why are they important?
- what do they look like in the classroom?
- how can we as educators support learners with Working Memory Difficulties?
A range of strategies will be discussed.
Course Code:
SCH 19/033
Please read parking/location notes per session.
| Session | Date | Time | Venue | Parking | Map |
|---|---|---|---|---|---|
| Session 1 | Wednesday 5 June 2019 | 13.00 - 15.15 | Landmark House - Ipswich | Click here |
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A set of three linked, cumulative sessions outlining best practice around literacy assessment for individual learners with literacy difficulties/dyslexia to inform intervention planning:
Session 1: Informal Assessment:
This session examines the purposes of assessment, supporting the development of your setting’s policy around literacy assessment and implementing the SEND Code of Practice ‘Assess, Plan, Do, Review’ cycle. Free criteria based assessment resources will be signposted.
Session 2: Sta ...
Session 1: Informal Assessment:
This session examines the purposes of assessment, supporting the development of your setting’s policy around literacy assessment and implementing the SEND Code of Practice ‘Assess, Plan, Do, Review’ cycle. Free criteria based assessment resources will be signposted.
Session 2: Sta ...
Course Code:
SCH 20/088
This event is now closed. To enquire if there are still places available contact the Event Administrator
| Session | Date | Time | Venue | Parking | Map |
|---|---|---|---|---|---|
| Session 1 | Tuesday 17 November 2020 | 9:00 - 12:00 | E-Learning | No info available | |
| Session 2 | Tuesday 24 November 2020 | 9:00 - 12:00 | E-Learning | No info available | |
| Session 3 | Tuesday 1 December 2020 | 9:00 - 12:00 | E-Learning | No info available |
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