Excellence and Enjoyment: learning and teaching for ... - NALDIC

More documents

Recommendations

Info

section 3Realising priorities throughcollaborative professionaldevelopmentThere is now a strong consensus, emerging from research andpractice, about how important it is that all those who work inschools and other settings learn and develop their professionalexpertise throughout their careers. It is recognised that engagingstaff in collaborative enquiry can be a powerful factor in schoolimprovement and raising standards. Continued professionaldevelopment is an important element of the Primary NationalStrategy’s commitment to raise the quality of learning andteaching and standards of achievement within a broad and richcurriculum; it is an integral feature of the support for schoolimprovement offered by the Primary National Strategyprogrammes and materials. The most effective schools recognisefully the value of good CPD for their staff and ensure that all staffhave regular access to a range of suitable opportunities.Excellence and Enjoyment: learning and teaching in the primaryyears, Introductory guide: continuing professional development(DfES 0243-2004 G)The CPD approach within these materials includes:• professional development modules (PDMs) designed to be deliveredin meetings for the whole staff;• the leadership team working collaboratively to develop theirexpertise in areas such as data collection and analysis, actionplanning, supporting and monitoring planning, learning andteaching, and evaluation of the impact of actions;• the inclusion (EAL) coordinator working with all staff throughpartnership teaching, modelling and coaching.This model of CPD is one found by research to be most likely to resultin sustainable improvements. By engaging the whole staff in a cycleof audit, action planning, CPD and review, an ethos of collaborativelearning and a reflective approach to practice are engendered whichcan really make a difference.Timetabled professional development meetings, held regularly, areat the heart of this work as they will help to maintain a high profile for26Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsIntroductory guidePrimary National Strategy | 0013-2006DCL-EN | © Crown copyright 2006
the initiative and all staff should be enabled to attend. The themesfor the PDMs are drawn from the key strands of the piloted EALprogramme and are designed to establish essential aspects of practicewhich should be in place.PDMs will require further development and tailoring at school levelto take account of schools’ varied starting points, individualcharacteristics and priorities identified in the RAPs.The delivery of PDMs may be supported by colleagues from theLocal Authority Advisory Service (Primary Strategy or EMA teams).The actual number and range of PDMs which are delivered may alsovary depending on schools' priorities identified in the RAPs. However,schools are recommended to identify at least three PDMs each term intheir RAP. Additional professional development meetings will provideopportunities for drawing together and consolidating learningoutcomes from related work undertaken across the school.The decisions that have been made about the order in which thePDMs will be developed are intended to ensure that there is early andsignificant impact on learning and teaching in the classroom.Details of the content of each PDM can be found on the fliersincluded in these materials. A suggested programme to support CPDis outlined below:section 3Learning and teaching: assessment for learningPDM 1Establishing layered curriculum targets as acontext for language developmentPDM 6Day-to-day assessmentLearning and teaching: language development and curriculum accessPDM 2PDM 3PDM 4PDM 5EAL principles,Integrated planningSupportiveSpeaking andpedagogy andfor languagecontexts: scaffoldinglistening: guidedpractice: first languagedevelopment andlanguage and learningsessions for languageas a tool for learningcurriculum contentdevelopmentConditions for learningPDM 7Culture and identity: ethos, environment and curriculumPartnerships beyond the classroomPDM 8Developing learning partnerships with parents, carers, families and communitiesPrimary National Strategy | 0013-2006DCL-EN | © Crown copyright 2006Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsIntroductory guide 27
Page 3 and 4: Excellence and Enjoyment:learning a
Page 5 and 6: PrefaceThis publication aims to sup
Page 7 and 8: ContentsSection 1 Introduction 6Thi
Page 9 and 10: The cycle of school improvement5. W
Page 11 and 12: • a culture and ethos within whic
Page 13 and 14: Schools have statutory duties under
Page 15 and 16: The guidance and resources provided
Page 17 and 18: EAL pedagogy: an overviewof the res
Page 19 and 20: Learning and teaching for bilingual
Page 21 and 22: Section 3The role of theleadership
Page 23 and 24: These priorities reinforce the key
Page 25 and 26: Coordinating provision for EALThe m
Page 27: Identifying priorities and planning
Page 31 and 32: The key strands of the programme ar
Page 33 and 34: • Keeping up to date with current
Page 35 and 36: Partnership role with parents, care
Page 37 and 38: Schools also need to consider value
Page 39 and 40: Richardson, R. for Derbyshire Advis
Page 41 and 42: appendix 3Primary National Strategy
Page 43: Copies of this pack may be availabl

Excellence and Enjoyment: learning and teaching for ... - NALDIC

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?