Resources

OnDemand: Spotlight on Sentences: Measuring and Supporting Syntax to Improve Reading and Writing

In just a few short years, infants progress from babbling, to first words, to complex sentences like “When I swing, I want Mommy to push me.” These early language skills form the basis for children’s literacy development. Unfortunately, difficulties with language comprehension are difficult to detect; epidemiologic studies indicate that less than half of kindergarten children with developmental language disorder (DLD) have been identified. These language comprehension deficits are associated with weak reading comprehension, even when word reading skills appear to be progressing normally.

Credits for course:

1 hour

Type of training:

Non-accredited CPD

Method of training:

Online/Distance

Link

Region:

Various Regions

Duration:

1 hour

Level:

None:

None

Course stage:

Stage 1 - Universal

Course strand(s):

A. Development of language and literacy

B. Theories of dyslexia/SpLD

F. Professional development and dyslexia/SpLD

Contact email:

srostill@patoss-dyslexia.org

Contact phone:

07956 644 786

Dyscalculia and Maths Difficulties – where are we now?: SASC Authorised

How does the definition and guidance need to change in light of recent research alongside existing conversations on the multidimensional and overlapping nature of specific learning difficulties and the recent Delphi study of Dyslexia?
How can we ensure that the definition and guidance best meet the needs of all stakeholders within the process, particularly individuals experiencing maths difficulties?
How is number sense defined and can this still be considered the key component of dyscalculia?
When should a full diagnostic assessment for dyscalculia/maths difficulties be undertaken? Would an assessment of general strengths and needs in maths be more appropriate to support some students?
Where does Maths Anxiety fit into the definition

Credits for course:

1.5 hours

Type of training:

Accredited CPD

Method of training:

Online/Distance

Link

Region:

Various Regions

Duration:

1.5 hours

Level:

None:

None

Professional accreditation:

SASC Accredited

Course stage:

Stage 3 - Targeted Strategic

Course strand(s):

D. Teaching and supporting learners with dyslexia/SpLD

E. Communicating and working with others

F. Professional development and dyslexia/SpLD

Contact email:

srostill@patoss-dyslexia.org

Contact phone:

07956 644 786

Access Arrangements for Students Retaking Exams or Moving From GCSE to A level Study: SASC Authorised

Lia will discuss four different scenarios: leaners remaining in the same centre for whom access arrangements’ permission has expired before their final exams; learners who move to a new centre for resit exams; learners remaining in the centre who move from GCSE to A level study; and learners moving to a new centre for a new level of study.

For each scenario, the processes and evidence required to comply with JCQ regulations will be discussed both when the Form 8 and the Form 9 routes are followed.

Credits for course:

1.5 hours

Type of training:

Accredited CPD

Method of training:

Online/Distance

Link

Region:

Various Regions

Duration:

1.5 hours

Level: