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

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appendix 1Appendix 1Key information forheadteachers and schoolsKey principles• Bilingualism is an asset, and the first language hasa continuing and significant role in identity, learningand the acquisition of additional languages.• Cognitive challenge can and should be kept appropriatelyhigh through the provision of linguistic and contextualsupport.• Language acquisition goes hand in hand with cognitiveand academic development, with an inclusive curriculumas the context.Key messagesThese materials have been produced as part of the Department forEducation and Skills focus Aiming High: Raising the achievement ofminority ethnic pupils as well as Excellence and Enjoyment: A strategyfor primary schools.They support schools in meeting the requirement of the Race Relations(Amendment) Act 2000 to provide equality of opportunity.The aim is to raise standards and accelerate progress of advancedbilingual learners and improve teaching and learning to meet theirneeds within a culture of professional dialogue and development.The materials aim to support schools in raising the confidence,skills and expertise of mainstream practitioners to meet the needsof bilingual learners. This will be through a series of professionaldevelopment modules which will include some expert input,opportunities to share effective practice, try out new strategies, reflecton progress and identify next steps for development.28Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsIntroductory guidePrimary National Strategy | 0013-2006DCL-EN | © Crown copyright 2006
The key strands of the programme are:• leadership and management focusing on roles andresponsibilities of the leadership team• learning and teaching incorporating assessment for learning,access to the curriculum and language development• conditions for learning focusing on creating an environmentwhere children feel safe, valued and have a sense of belonging,as well as an inclusive curriculumappendix 1• partnerships beyond the classroom focusing on working withparents, families and the wider community to raise standards.The professional development programme will support staff inmaintaining a high level of cognitive and academic challenge througha range of linguistic and contextual support. It will also link to theschool priority identified in the school improvement plan, for example,standards in reading, writing or mathematics.The programme will build on what the school already does well,and the diagnostic audit will support the school in identifying, withsupporting evidence, what everyone does well.The CD rom contains a self evaluation grid to support the leadershipteam in evaluating progress on effective practice for bilingual learners.One tool that Senior Leadership Teams will find useful is theonline self evaluation toolkit (http://supportingselfevaluation.org.uk). This addresses four main themes: leadership andmanagement, teaching and learning, school culture, andpartnerships with parents, carers and the community. Thetoolkit supports the process of checking for evidence to verifyjudgements and planning for improvement.Primary National Strategy | 0013-2006DCL-EN | © Crown copyright 2006Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsIntroductory guide 29
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 and 28: Identifying priorities and planning
Page 29: the initiative and all staff should
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

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