Spring 2009

At the end of March Wayne Marland retired, and although we all wish him well, it was an event which was greeted with much sadness by everyone who worked with him. Wayne has worked for for 23 years, coming to the advisory service from Edge Hill, where he lectured in Education for 8 years, after working as a teacher in Manchester. He has always been a staunch advocate for race equality, bringing to the debate a profound knowledge and understanding of the issues that made him the Race Equality touchstone for teachers, advisers and partners alike, and the lynchpin for policy and practice in Lancashire.

Always suspicious of fashions and trends in education, Wayne's grasp of the historical, social, psychological and educational contexts for racism and inequality has allowed him to develop and support strategies and initiatives that affect real change, often ahead of national policy.

Anyone who has been lucky enough to hear him speak at conferences and courses will know that he can be inspirational, challenging assumptions and attitudes and cutting through to the core purpose of education for a just society. His knowledge, commitment, passion and integrity will be greatly missed as will his sense of humour and his mischievous tendency to subversion.

It has been a pleasure and a privilege to work with him and we wish him a long and happy retirement.

Guided Talk what is it and why should we do it?

Children learning English as an additional language need opportunities to hear language modelled and to have opportunities to rehearse language across the different curriculum areas before they are asked to write. This is what Guided Talk is. It is a form of guided group work like guided reading or guided writing. In fact a guided talk session could be considered guided writing as the children are practising the language we will be asking them to write. It is essential to decide before hand what the language focus for the guided talk is to be, e.g. description, explanation, comparison, prediction and what kind of sentence structure and vocabulary will be modelled. We also need to think about how we will provide opportunities for the children to practice that language within the guided group session.

Guided group work is a well-established feature of the National strategies and Guided Talk is beneficial in a number of ways:

♦ The small number of children allows teaching to be fine-tuned to particular needs and for the level of challenge to be pitched appropriately

♦ It forms part of the teaching sequence from reading to writing and offers opportunities for focused teaching and assessment

♦ Guided Talk should be positioned in the sequence in the same way, and with the same status, as guided writing

♦ It acts as a bridge between shared writing and independent writing as it provides an opportunity to revisit writing objectives after shared writing and before independent work

The type of talk will be ‘presentational’ talk or oral rehearsal for writing

Through the use of talk frames and focused input by teachers, it provides an opportunity to listen to and use the specific language required in a range of genres.

Sessions for Guided Talk will address speaking and listening objectives, the main purpose being to support children to access literacy objectives across the curriculum.

Provide an opportunity for children to use new subject-specific vocabulary from across the curriculum in meaningful contexts.

More information can be found on Guided Talk in Excellence and Enjoyment: Learning and Teaching for Bilingual Children in the Primary Years. These materials come with a DVD of good practice for supporting bilingual children in the classroom. Unit 2 of the materials is full of practical strategies for advanced bilingual learners and there are two video clips in the Speaking and Listening section one linked to descriptive vocabulary and the other linked to Year 5 mathematics.

Primary National Strategy Ref 0013-2006PCK-EN www.dfes.gov.uk Tel. 0845 60 222 60 Regional Conference for Support Staff Working with Children Learning English as an Additional Language Developing Language through Creativity

This year's conference will be on 9th June 2009 at Dukinfield Town Hall.

Support staff come from all over the region to attend this conference which provides practical workshops on all aspects of EAL.

This is an excellent conference full of useful, practical ideas to support EAL. Steve Cook who was the Regional Adviser for EMA and of collaborative games fame will be the key note speaker.

There will also be workshops across the key stages including Talking Tables (FS), Developing Language Through Science KS1 and 2, Socratic Talk KS 2 and 3, and much more.

The conference will be advertised on the portal in the summer term-apply early to ensure a place For further information contact Alison McLay 07766 367508

Community Cohesion Through Theatre - a free event for primary and secondary teachers on 6 July from 1-4pm at the and Pendle Faith Centre.

Facilitated by Global Link, this free half day event will explore the method of 'Forum Theatre' and how it can be used to promote community cohesion, as well as being applied to issues of diversity, equal- ity and citizenship. Forum Theatre is a dynamic and participatory form of theatre. It works by using drama and discussion to encourage participants to explore ways of tackling and challenging issues in their community. Places are limited. Booking is essential - please contact Sarah Hetherington, Schools Project Worker Tel: 01772 252299 Fax: 01772 888174 Email: [email protected] Web: www.lgec.org.uk / www.globalskills.lgec.org.uk / www.slide.lgec.org.uk

Philosophical Enquiry and Global Citizenship for All This two day course will cover the theory and practice of philosophical enquiry (also known as Philosophy for children/ P4C)

Philosophical enquiry is a student centred enquiry based methodology that develops critical thinking in a supportive and collaborative community. It can be used in any subject area but the course will focus on global citizenship, including issues of diversity, community cohesion and sustainability. Guidance will also be given on other curriculum areas. By the end of the course participants will be able to use and develop this methodology in their own practice. The course will address – differentiation, evaluation and assessment and the selection of suitable materials. The course entitles participants to apply for Level 1 P4C certificate from SAPERE (UK organisation promoting P4C) on completing and reporting on a session run independently.

The course fee will include the cost of a course handbook. KS1&2 Thursday May 21 and Wednesday June 17 KS3 & 4 Friday May 22 and Thursday June 18 Both at the Gujarati Hindu Society, South Meadow Lane, Preston Please apply via the portal The Secondary EAL Programme

Case Study 1 Using Socratic talk to develop an academic register

Secondary EAL Programme lead English teacher, Jen Wright from Moor Park Business and En- terprise School in Preston describes how she used the Socratic method to improve the quality of talk and writing in a Year 8 class:

I was introduced to Socratic talk at the network meeting for the Secondary EAL Programme and liked the idea of structured pupil listening and feedback. I looked for opportunities to incorporate the strategy into the Year 8 scheme of learning. In consultation with the EMA coordinator, I planned a lesson around organising and present- ing whole texts effectively (AF3). The outcome of the lesson was for the pupils to produce a coherent speech debat- ing the effect of two different texts.

As a starter activity, I posed the question: ‘how do we structure a balanced discussion?’ The pupils worked in pairs, using talk time to identify some bullet points which they put onto the class whiteboard and read aloud to the class. We then exemplified how to structure a speech in writing with the assistance of a PowerPoint presentation (using a text skeleton).

The next step was to identify the FLAP (Format Language Audience Purpose) of the speech that we were going to be writing later in the lesson. We activated prior knowledge by asking, ‘What are the first things we need to think about before we start planning a speech/piece of writing?’ They had talk time and feedback. This reinforced their understanding of the set task.

I then introduced the pupils to the notion of Socratic talk, using a picture of Socrates as a key visual and a number of statements both by and about him. In this way, the pupils were able to understand the educational reasoning be- hind the activity we were about to undertake.

We then shared a class reading of a poem on bullying, followed by a Socratic debate on the effectiveness of the text. While the debate was underway, the rest of the class – in the role of peer reviewers – were provided with a particu- lar target (for example, use of connectives) to listen for and comment on.

Once the debate had concluded, the peer reviewers had to provide their feedback using the speaking prompts. Next, we watched a short film of the poem in performance. The same learners debated the effectiveness of the film and the rest of the class assessed their talk using peer-reviewed prompts.

Then, we read an example of a teacher-modelled speech and discussed the success criteria and how effectively the text had addressed these.

I then organised the pupils into ability groups of four, ensuring that there were enough higher-level achievers in each group to provide peer support. The pupils had to work in pairs for about twenty minutes, within their group of four, producing the opening and closing and the middle two paragraphs of the speech to guarantee the cohesion between paragraphs.

At the end of the lesson, the pupils presented their speeches to the class. They peer assessed each others’ speeches by offering carefully planned and thoughtfully constructed questions. They responded using two positives, ‘WWW?’ (What Went Well?) and one area for improvement, ARCC (A Really Constructive Criticism).

What is Socratic debate?

The term ‘Socratic debate’ is derived from the practice, used by Socrates, of learners observing and learning from a discussion. In a Socratic debate a group of pupils will debate a question or an idea arising for the topic they are studying. While the pupils are debating, they are observed by an outer group, all of whom have been given a specific focus for their observations.

PUPIL GROUPING IN A SOCRATIC DEBATE

Rest of the class listening to debate and observing behaviours as indicated on the observers’ cards

4-6 pupils engaging in a Socratic debate

For filmed examples of Socratic talk in action and accompanying lesson plans and resources, see: Teaching speaking and listening Ref: 00025-2007DVD-EN.

The Secondary EAL materials which will be launched in June 2009 contain further examples of Socratic talk.

Case Study 2

Joanna O'Connor, Science Teacher, Achievement Co-ordinator and Literacy Co-ordinator from Christ the King Catholic Maths and Computing College notes how the EAL Programme helped her to improve Learning and Teaching

Description of action

EAL Cohort selected from data and placed in two year 8 sets

• School released Lead Practitioner Joanna for EAL Network Sessions , plus 2 National EAL Network Meetings in Leeds with Senior Leader, Damien Gallagher • EAL cohort selected from data – cohort setttled in two Year 8 sets – 8-1 and 8-2 • Cohort canvassed– pupil interviews and pupil questionnaires undertaken – analysis of interviews and questionnaires undertaken prior to start, at the end of year 1, and at the end of year 2 of the EAL Programme • LA EAL/literacy consultant allocated time with Joanna for planning, assessment and analysis purposes • Parents, Achievement Coordinators, Form Tutors and Subject Tutors informed of EAL Programme in Science • Group Literacy Targets identified using Diagnostic Writing Tool to analyse a writing assessment undertaken by the cohort • Resources developed to meet the identified group literacy targets – word, sentence and text targets AF’s: 1,2,3,4,8,9 and 16 • Joanna delivered departmental INSET to Science dept to share rationale, resources and strategies, this was followed by a regular agenda item slot at termly Science departmental meetings to share further developments, successes and strategies and gain feedback from the classroom practitioners who were delivering the strategy resources to the cohort on rotation • Electronic resources placed on Science area of school’s public drive ensured accessibility for all Science staff • All Science dept members delivered strategy resources to each class on rotation – talk as a tool for learning, exploratory talk, guided reading, developing formal talk, DARTs, active reading, etc. • Resources embedded into SOW’s for appropriate units • SOW for units rewritten with a literacy focus and extended writing assessment tasks developed • Extended writing task 9J assessed and analysed using DWT & APP to identify individual literacy targets for each pupil • Three individual literacy targets identified for each cohort member, Each student was encourage to meet their targets when undertaking any extended writing -random book samples provided evidence of impact • Sc1 skills for ‘Planning an Investigation’ was developed using the ‘Teaching sequence for writing’. Bridging Unit were developed for KS3-KS4 transition to address extended writing in Science Experimental Report writing (Data Analysis Coursework piece)

Impact of action

• Pupil’s attitudes are very positive – all responded enthusiastically and actively engaged to strategy resources as aware that their views had been taken into consideration • Progress of EAL pupils has been steady with non-EAL pupils in the same teaching groups also demonstrating steady improvement • Recent sub-assessment of a four-lesson intervention using the ‘teaching sequence for writing’ demonstrated that 80% of EAL learners had an average improvement of 36%, and 45% of non-EAL learners improved on average by 42%. • 4 SOW’s rewritten with a literacy focus and extended writing tasks developed • Sc1 skills for ‘Planning an Investigation’ developed using the ‘Teaching sequence for writing’ • Feedback from members of the Science dept (who were initially apprehensive about delivering literacy resources and strategies through a lack of confidence in their own literacy skills) have reported an increase in their own confidence in delivering literacy resources to pupils, and have developed an increased awareness of the difficulties faced by EAL learners. All members of the Science dept also report that the teaching strategies such as talk as a tool for learning, exploratory talk, guided reading, developing formal talk, DARTs, active reading, etc have become embedded into their general teaching of all teaching groups

The Senior leadership team are keen to support strategies aimed at raising standards. The Science dept has demonstrated a good track record for working with consultant support and the EAL project has been a continuation of this.

The EAL programme has been part of our School Improvement Plan for two years and its delivery has been closely monitored. Governors have been kept informed of progress. The roll out to other areas of school is now very important and support for this will be given fully. The EAL programme, alongside other initiatives such as AFL is an important part of our strategy to raise standard of Learning and Teaching.

I felt excited and full of energy but quite SCHOOLS LINKING nervous because I was meeting new people. The whole time we were running around, laughing, excited…I learnt how to help and get on with UPDATE people who I didn’t know... Year 3 child reflecting on their day at OVERTON ST HELENS CE AND DEEPDALE PRIMARY

Overton St Helens CE School is in one of Lancaster’s most isolated rural areas, serving the villages of Middleton, and Heaton-with-Oxcliffe. The school also draws from , and Lancaster and has a predominantly White British population. Overton St Helens are linked with Deepdale Junior School which is located in inner city Preston and has a high intake of Indian heritage children with a smaller number of Pakistani heritage children and White British children.

The schools exchanged fact file information about their identity and photographs in preparation for their first meeting. This enabled the teachers to work through the fears and uncertainties the children were experiencing about meeting.

“This

careful preparation This careful preparation really put the children really put at ease for their first meeting at Borwick Hall

Sammy Clark Head Teacher Overton St Helens

The schools identified parental involvement as a priority for the work they are carrying out. In order to involve parents the children are reflecting on and logging their experiences of the linking work in journals which they take home each weekend to complete with someone at home. children at ease for their firsteeting at Hall ther aivities centre we Sammy Clarke, Head Teacher Overton St Helens The SLIDE Project – School Linking In Diversity Education

SLIDE was able to extend its support to a further 10 schools wanting to establish local links this year. There was a fantastic response to a letter on the portal inviting schools to become involved. Hopefully support will be extended to all those that got in contact in the future.

The links that have been established are between:

1. Lancaster Girls’ Grammar School and in ; 2. St Andrew’s C of E Primary, Ashton-on-Ribble and Winmarleigh C of E Primary; 3. St Francis R.C. , Goosnargh and Queen’s Drive Primary, Fulwood; 4. Brindle Gregson Lane Primary School, Hoghton and St Stephen’s C of E Primary School, Preston 5. Deepdale Infants School, Preston and St Michael’s-on-Wyre C of E Primary School.

Some examples of themes which are being explored through these links are the urban/rural locations, the large/small school types and contrasting ethnic diversity in the school populations.

The lead teachers from each school attended an initial meeting in December at which the basic principles of local linking and how it helps schools in their duty to promote Community Cohesion was explained. They then had a chance to meet and chat with their link partners and begin to plan how the linking project was going to be approached.

A day’s CPD training took place in January. This emphasised the importance of first exploring issues of ‘who am I?’ before going on to look at ‘who are we?’ and then finally ‘who are you?’ Participants were able to take part in activities which encourage reflection on issues of identity and how this can be different at different times and in different places.

The tendency which we all share of making assumptions about people and attempting to compartmentalise was discussed as was ways for challenging and questioning this. The difficult area of language was also examined. Inappropriate words and phrases which might arise were looked at and their origins traced.

The need for honest and open discussions with children and young people was raised so that all involved can feel equipped with the appropriate knowledge, skills and attitudes to enable them to meet and get to know people from different backgrounds.

Following the input in the morning, participants were then able to plan out their linking activities – which areas of the curriculum were going to be involved, how they were going to communicate and where they would meet on their first linking day.

A great deal has been achieved by the schools in a relatively short space of time. We look forward to seeing how the links progress and will keep the EMA newsletter updated.

For any further information on SLIDE please contact: Sarah Hetherington on 01772 -252299 or [email protected]

The PE and Dance National Curriculum make little reference to the inclusion of global and anti racist perspectives except that the Breadth of Study states that “Pupils should be taught to create and perform dances using simple movement patterns, including those from different cultures.”

In performing these activities, pupils are required to develop specific skills that not only advance their knowledge, skills and understanding of the PE activity, but also, by their nature, help pupils value diversity and challenge racism.

For example, in dance, pupils explore cultural expression (key stage 1, 6a, c, d; key stage 2, 6a, b; key stage 3, 6a, b, c, d). This gives them the opportunity to value diversity. Also, generally, PE activities offer pupils opportunities to develop key skills and citizenship skills that can help them value diversity and challenge racism. PE activities offer pupils opportunities to:

• work with others; • respect people with special needs and/or disabilities; • give and receive feedback and praise; • challenge bullying; • improve self-image; • develop empathy; • improve self-confidence; • challenge stereotypes; • participate.

Principles to inform teaching and learning

Effective teaching in PE can make a significant contribution to pupils' ability to value diversity and challenge racism through providing opportunities for pupils to:

• develop a sense of their own identity by making decisions about what they do and how they do it;

• work together in teams to achieve a common goal, respecting and valuing everyone's contribution and those of others;

• explore sports, challenges and dances from their own communities, religions and cultures;

• share and respect different people's values, perspectives and ideas;

• identify and discuss moral and social issues surrounding PE, sport and dance;

• recognise how competitions and festivals can give people a clear sense of identity and belonging;

• learn how to recognise and celebrate their own and others' success and how to cope with losing.

Glenn Swindlehurst Teacher Adviser, PE Planning for a Diversity Event

Monday June 8 Woodlands Conference Centre,

Diversity events are great ways for schools to celebrate both the diversity of their school community and the diversity of Britain, as well as provide opportunities for their pupils to consider how they belong, as individuals and as members of vari- ous groups, to the community of their school and of their country.

In order to make the most of these events and to avoid tokenism and exclusion, it is important that schools take time to consider the nature of diversity within their particular context and what they want to achieve.

This course will give participants the opportunity to:

• reflect on the concept of diversity and how it relates to their school context

• consider some ideas for events and some operational models for organising them,

• explore ways of including the involvement of pupils, parents and the wider community

• look at some ways to involve school staff in developing a whole school ap- proach

• consider what to avoid

• plan their own event

Please apply via the Portal. Only 16 places available– book early to avoid disappointment

Lancashire and County Councils have worked in partnership to develop a St George’s Day website and resource which is aiming to support schools, colleges, community groups and the general public in celebrating St George’s Day and exploring the diversity of and English identities.

It is based on a series of core beliefs and principles which support the community cohesion agenda and which can be viewed on the site in the About Us section. These principles include a recognition of the need to explore the diversity of English identities and recognise that there are - and always have been - as many ways of being English as there are people in England.

White English people and their diverse communities, traditions and histories need to be acknowledged and celebrated, as do the English identities of more recent arrivals to England, whatever their ethnic, linguistic or religious heritage. We are keen to support our schools in challenging the notion that English = white and in reclaiming the symbols of England, in particular the flag and St George, from organisations that have tainted them with racism and xenophobia.

The central resource is a comprehensive and academically credible piece of research by Dr Samantha Riches, who is a recognised expert on St George. This resource is available for anyone to access and to develop their own activities and resources from. We have also begun to add ideas and activities appropriate to schools and we hope that schools will continue to add to this by contributing their own material.

There are also several competitions for pupils to enter, including a poetry competition judged by Andrew Motion, the Poet Laureate, and a photography competition judged by top police photographers in Lancashire and Cumbria. The deadline for both competitions is 24th April— details of how to submit entries are on the site. We hope that schools will take part in the competitions and attend the celebration and prize giving event on May 19.

There may be local events also going on in your area. Lancaster for example is holding a ceremony to open the new flood wall on St George’s Quay on 23rd April and a family celebration in the Maritime Museum and local pubs on the following Sunday. If you know of other local celebrations you would like to highlight, please let us know.

For further details or to make a contribution to the site please contact Denise Dent on 07887 830949 or [email protected].

www.stgeorgesday.lancsngfl.ac.uk

Lancashire County Council Race Equality Mark Lancashire's Race Equality Mark is a useful self evaluation tool for schools. Support is available for Lancashire schools wishing to achieve the Race Equality Mark - There are many more schools who are working this support is funded by LSES and towards the mark and should achieve it shortly. It therefore free to schools. has proved to be very useful as an audit tool to help with action planning for schools in fulfilling The Lancashire County Council their duties in relation to Race Equality and Race Equality Mark is being taken Community Cohesion. up by many more schools now. It can be downloaded from the EMA website. The latest recipients of the award http://www.lancsngfl.ac.uk/projects/ema are: • Scorton Church of England If you wish to work towards the award please school, Scorton contact • St Stephen’s Church of Eng- Jane Richmond land School, Preston Teacher Adviser for • Balshaws High School, Leyland Community Cohesion and Diversity Congratulations to them! 012524 220793

Race Equality and Racist Incident Training for All Schools

This modular course has There will be no charge Please note that schools been developed to support who have already all schools in for the course, which expressed an interest and understanding and dealing will be delivered in were unable to secure with racist incidents, and school as INSET. training in the summer thereby fulfilling part of their Smaller schools may like term will be contacted duties under current shortly and given first legislation. to apply as a cluster choice for training in the

Autumn term. There are three modules and schools must commit All dates for the summer to all three over the period term are filled. of a term.

Dates for the Autumn term Each module lasts will be available on the approximately 90 minutes portal in July and can be delivered at a time suitable to the school. For further information Schools must apply via the contact Sarah Montague portal. on 07917627400 Email: sarah.montague @ lancashire.gov.uk

LCC and Burnley Football Club School Citizenship Anti Racism and Football ( SCARF) Project Update

Lancashire County Council have managed to secure funding to run three more SCARF projects, which have been allocated for the coming year.

This is a nine week project which tackles racism and incorporates sports to engage pupils in learning and gives a good “kick start” to school linking! If you are an LCC Burnley, Pendle or Rossendale school and are interested in Schools involved in the project taking part please contact Jane Richmond St Josephs, Teacher Adviser for St Phillips, Nelson Community Cohesion and Diversity on St Mary's Newchurch in Pendle 01254 220793 Edenfield Primary St Peters CE, Burnley Trawden CP “The children got lots of things out of it Castercliffe CP that I expected they would, but I also Helmshore CP learned a lot about dealing with racism. CP My professional knowledge and Barden CP confidence have grown during this project” - (member of staff) Walverden CP Worsthorne CP Cherryfold Reedley CP Following the success of this project at Hameldon Community College Burnley Football Club the Football Shuttleworth College League are looking at ways of spreading good practice to more Football Clubs.

“It was a lot of fun meeting people who are different from me. We played games together and made posters”

It is a great way of schools linking as part Please note there are limited places available so contact of the community cohesion agenda Jane asap to avoid

disappointment. “I like the football best”

Race Equality and Community Cohesion Through the Science Curriculum

“1001 inventions” is an excellent website with a downloadable teachers pack of science investigations based on the discoveries and inventions of Muslim scientists.

www.1001inventions.com

KS1 & KS2 Science Resources

VT Fours Ltd has created a set of 5 CD ROMs that are given to schools via the coordinator briefings. CDs include an extensive clip art gallery, resources, curriculum materials for KS1 and 2 and ICT support materials to support effective learning and teaching in science.

They are a very useful source of materials for teaching Science and include great opportunities for Listening and Speaking.

The CD ROMs are available from http://www2.fours.co.uk

Examples of the Schemes of Work and support materials are available on the website.

But there may be a small charge for teachers out of the Surrey LA who would like to acquire these resources.

Contact number is 08000 734444 Ext 8343122 Maths Out Loud

The Maths Out Loud Books are for teachers working in both Key Stage 1 and Key Stage 2. The books use a range of classroom techniques to promote speaking and listening skills and cover the maths curriculum from the number system through to handling data.

Each lesson:

• identifies which speaking and listening skill and which mathematical objective is being addressed. • promotes development of specified personal skills • suggests ways to support learners and to extend the activity for high achievers • provides the necessary resource sheets, including extras for high and low attainers where appropriate • offers assessment pointers for the teacher has a set of self- and peer- assessment points for children.

The books are very useful for developing quality talk in Maths. Available from www.beam.co.uk A set of 6 Years 1 - 6 costs £169.50 £34.50 for each book.

Giving Racism the Boot

This is a new DVD on Islamophobia, produced by Show Racism the Red Card

The DVD and accompanying education pack feature young people dis- cussing their experiences of and views on Islamaphobia, and are valu- able resources for teachers.

Show Racism the Red Card DVD includes a new film entitled Racism and the Beautiful Game, looking at some of the historical issues surrounding racism in football.

For more information on all these resources visit www.theredcard.org

Primary Courses

6 May EAL Coordinator Network. 9.30 - 12.00 The Oaks Hotel, Burnley

Up to date information on EAL resources for new arrivals and advanced learners. This meeting will also consider Talking Maths activities. This meeting is open to any teachers working with bilingual children. Free school visits are available for follow up work.

7 May Guided Writing Sessions in EAL: Sentence level work with 9.15 - 3.45 children in years 2 - 6

The Guided writing sessions are to be used with children working at Level 2C or above and participants will also be given the opportunity to develop their own subject knowledge of English Grammar.

19 May Meeting the Needs of New Arrivals. 9.15 - 3.45 Lancashire College

This course is intended to enable participants understand the range of experiences of new arrivals and how they can be supported.

21 May EAL Teaching Assistants 1.15 - 3.45 The Oaks Hotel, Burnley

Up to date information on EAL resources for new arrivals and advanced learners. This meeting will also consider guided talk and effective questioning skills. Free school visits are available for follow up work

4 June Developing writing skills at sentence level for advanced bilingual 9.30 - 3.30 Learners at Key stage 2 The Oaks Hotel, Burnley

This full day course will look at the Excellence and Enjoyment materials "Teaching sessions to support guided writing for bilingual children" and consider how they can be linked to the renewed framework for literacy. NB This course is for children writing at level 2c and above and is not suitable for new arrivals

9 June Regional Conference for support staff working with Children learning English as an Additional Language Developing Language through Creativity Dukinfield Town Hall

North west regional support staff conference - details will be on the portal in the summer term - make a note of it NOW. Contact Allison Sinton for further details on 01257 516106

16 June Using Challenging Texts with Children who have 1.15 - 3.45 English as an additional language. The Oaks Hotel, Burnley

This course will look at texts that can be used in Literacy sessions which children with EAL find challenging and will show how to support the children in accessing these texts. 17 June Developing English Language Skills through Science 9.30 - 3.45 Woodlands Conference Centre, Chorley

This course will develop an understanding of how children learn language, consider how developing science language can aid pupils’ understanding of science concepts thus raising standards, and develop strategies to support language development in/through Science. Ideas from this course would be useful to all children who would benefit from supporting their language development

19 June The very practical listening and speaking course for KS 1 & 2 9.30 - 12.00 Lancashire college

This half day course will demonstrate a range of activities across different curriculum areas using a variety of resources

25 June Planning for language development and curriculum content 1.15 - 3.45 Lancashire College

This course will explore ways to plan for the development of language for learning and consider a range of learning and teaching approaches which support language development and curriculum access.

1st July Developing EAL in Foundation Stage 9.30 -3.45 Woodlands Conference Centre

The course will consider: How young children learn an additional language; How the first language supports the development of an additional language; Strategies and resources to support language development

Secondary Courses 19 June EMA Networks 9.30 - 3.30 Lancashire College

2 June EAL Network 9.30 3.30 Woodlands

Meeting the needs of new arrivals - to be confirmed

Cross phase Courses Philosophy for Children

KS 1 & 2 Thursday May 21 and Wednesday June 17

KS 3 & 4 Friday May 22 and Thursday June 18

Both at the Gujarat Hindu Society, South Meadow Lane, Preston

Dealing with Controversial issues

Monday 15 June - Woodlands Conference Centre

Please contact Sarah Montague for more details