Defining what a mastery approach looks like in the primary classroom: Provide deeper learning for all pupils and know how to assess when a pupil has ‘mastered’ something
Tim Oates, Group Director of Assessment Research and Development, Cambridge Assessment
Equip all staff with the confidence to embed mastery and make consistent judgements to ensure your data is accurately reflecting the progress and attainment of every pupil
Lynn Knapp, Headteacher, Windmill Primary School
Learn how to differentiate within a mastery context and successfully embed mastery learning which supports the progress of all pupils in a mixed-ability class
Tim Oates, Group Director of Assessment Research and Development, Cambridge Assessment
What does ‘mastery work’ for all actually look like? Use real examples of pupil work and collectively assess and judge mastery reading and writing in KS1 and KS2
Your opportunity for hands-on, live moderation with peers from across the country
Dr Verity Jones, Educational Consultant, Enhanced Learning for All
Take away a bank of mastery style, open-ended questions to utilise in your classrooms to offer opportunities for challenge and assess depth of understanding whilst accelerating progress for more able students
Julia Stead, Key Stage 2 Leader and Year 3 Class Teacher, The Weatheralls Primary School
Tracking progress over time: Efficient data use strategies to track and evidence progress in a lesson, in a term and over a full year to monitor performance and raise attainment
Julie Girdham, Assessment Co-ordinator, Steel City Schools Partnership, STAT Sheffield
What does a rich and high-quality English curriculum look like? How to design a curriculum that supports mastery learning and develops reading and writing skills
Bob Cox, Director of Searching for Excellence Ltd
What does ‘mastery work’ for all actually look like? Work through real examples of pupil work and collectively assess and judge what mastery in mathematics looks like for KS1 and KS2 pupils
Your opportunity for hands-on, live moderation with peers from across the country
Ruchi Sabharwal, Assistant Headteacher, Weatheralls Primary school
How to use a mastery approach in mathematics to teach greater depth, develop mathematical fluency and improve reasoning and problem-solving skills
Lee Shilton, Deputy Head, Lady Bay Primary School
How to run robust, data-driven pupil progress meetings to track and monitor pupil progress, identify areas in need of support and lead to meaningful interventions
Julia Stead, Key Stage 2 Leader and Year 3 Class Teacher, The Weatheralls Primary School
