What works for Closing the Gaps? This course will enable course participants to focus on the teaching and learning strategies that have a positive effect on closing the gaps. It will look at relevant research on effective practice, as well as providing practical strategies to engage groups that may not be currently achieving their full potential.
Teaching and Learning Strategies for new arrivals. This course will enable course participants to focus on practical strategies that support newly arrived pupils who are at the early stages of English language acquisition within the mainstream classroom context. It will also give participants the tools to assess pupil’s attainment in English and their mother tongue and look at the interventions that support learners.
Meeting the needs of advanced EAL learners in your classroom. This course will enable course participants to gain a sound understanding of the issues facing advanced EAL learners in accessing the academic language needed to be successful in tests and examinations. It will provide strategies for class and subject teachers to use in their own teaching.
Improving reading of pupil’s for whom English is an additional language.This course will enable participants to get a better understanding of the process of reading and the implications for EAL learners. It will support teachers in developing the appropriate interventions and teaching strategies to improve the reading levels of EAL pupils.
Improving writing of pupils for whom English is an additional language. This course will enable participants to understand the issues facing EAL learners in writing English. It will outline the particular grammatical issues presenting challenges for EAL learners and provide solutions to addressing these issues by sharing practical teaching strategies.
Using the rich resource of your pupils and their families as a way of engaging pupils in learning within your classroom. This course will equip course participants with the skills to bring the social capital of their pupils into the classroom thereby seamlessly bridging the gap between the home and the school.
Teaching Roma pupils. This course will enable course participants to gain a better understanding of the specific needs of Roma pupils and the practical teaching and learning strategies they can use to ensure Roma pupils make good progress in their lessons. Asylum Seeker & Refugee pupils. This course will enable teachers to understand the specific needs of Asylum Seeker & Refugee pupils in their lessons and ensure that their teaching strategies are matched to these needs. Bilingualism and Second Language Acquisition. This course will enable teachers to understand bilingualism and the processes of acquiring another language. It will outline how a pupil's first language can support the learning of English and provide practical strategies for teachers to use within their classrooms. Bilingual learners in the Early Years. This course will enable teachers and practitioners working within Early Years to better understand the needs of young bilingual learners. It will enable them to reflect on the current provision within their own settings and to consider the implications for them so that they are able to meet bilingual learners needs effectively. It will also focus on how young bilingual learners are assessed in relation to the newly revised Foundation Stage Profile and the opportunities it presents to work in partnership with parents and where available bilingual practitioners within the setting, to make accurate assessments against the early learning goals and the three prime areas of communication and language, physical, and personal and social development.
We have further detailed information on each of the training courses outlined above. Please contact us on email@example.com for a copy of the training course(s) you are interested in.
The above are examples of the Teaching & Learning courses we deliver. If you have any particular training needs that are not outlined above, please feel free to contact us to discuss your requirements.
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