EAL/D Standards Elaboration

Size: px
Start display at page:

Download "EAL/D Standards Elaboration"

Transcription

1 Elaboration of the Australian Professional Standards for Teachers: For use when working with learners of English as an Additional Language or Dialect (EAL/D) EAL/D Standards Elaboration Australian Council of TESOL Associations (ACTA) December, 2013 The Australian Council of TESOL Associations Inc (ACTA) is the national professional body representing teachers of English to Speakers of Other Languages (TESOL). As such, it has prepared this elaboration of the Australian Professional Standards for Teachers working with learners of English as an Additional Language or Dialect (EAL/D), by adding relevant criteria in each Focus Area. Pdf and electronic versions of this document may be found at Teachers as well as an expanded version and glossary links. 2

2 Aims The EAL/D Standards Elaboration is closely aligned with the Australian Professional Standards for Teachers (APST), each Focus Area and descriptor being elaborated in terms of working with. The document specifies relevant criteria for interpreting the APST in EAL/D settings, thus facilitating the effective use of the APST. The aims of the EAL/D Standards Elaboration are to maximise support for by informing: teacher practice and professional learning goals staffing considerations in addressing the needs of whole-school practice pre-service teacher courses in-service professional learning requirements assessments in terms of the Australian Professional Standards for Teachers The EAL/D Standards Elaboration is intended for leaders and teachers catering for learners of English as an Additional Language or Dialect () across the full range of and the full range of Australian educational settings, whilst nevertheless focusing primarily on school settings. The EAL/D learner The EAL/D learner is (a) learning English, (b) learning through English, and (c) learning about English. a) Learning English refers to Standard Australian English and the cultures of Australian schools and the wider Australian society. b) Learning through English involves both social learning and academic learning becoming socialised into a new culture whilst also accessing the curriculum on offer in the school, making sense of it and achieving expected learning outcomes. c) Learning about English involves understanding how the various systems of English work together to produce intelligible spoken and written texts that are culturally appropriate to the situation, eg curriculum activities. The Teacher Descriptors In this document, the Highly Accomplished career stage has been allocated to the experienced EAL/D specialist and addresses both targeted EAL/D classroom teaching and specialised support and/or mentoring for mainstream teachers. Teachers working as novices in EAL/D positions would need to build up to this level over time. Descriptors for Graduate and Proficient teachers provide a progression for mainstream teachers in their work with. Descriptors for the Lead teacher category are directed towards mainstream Lead teachers with or without specific EAL/D expertise, as well as towards EAL/D specialists in Lead positions. All Standards emphasise the importance of accessing EAL/D and intercultural knowledge sources, ranging from official EAL/D websites to family and community representatives. Graduate teachers should know the characteristics of, understand the basics of how to support them in their schooling, recognise the teaching challenges and know where to find support. Proficient teachers will offer a culturally inclusive learning program that addresses the language needs of in terms of the Year Level curriculum; they actively collaborate with EAL/D specialists, either in the school or in the region, as well as with intercultural officers (eg bilingual support workers and community liaison officers) and with families. Lead teachers effectively draw on those same intercultural and EAL/D sources in reviewing and initiating school policies and practices for supporting ; they not only engage in EAL/D professional learning themselves but create whole school opportunities for it. 3

3 EAL/D specialists and intercultural officers, particularly bilingual teacher aides, directly support and have a highly skilled understanding of the challenges of being an EAL/D learner and how to address these from different perspectives. They are thus key EAL/D and intercultural knowledge sources in schools, and are referred to as such in the Standards Elaboration. Elaboration of the overarching Australian Professional Standards for Teachers (APST) in regard to working with learners of English as an Additional Language or Dialect (EAL/D) STANDARD 1: Know and how they learn EAL/D Know and have empathy for the diverse linguistic, cultural and socio-historical characteristics of ; understand the nature of EAL/D learning and its relationship to culture and wellbeing. STANDARD 2: Know the content and how to teach it for Understand the language-and-culture demands of curriculum areas, and how to teach these for. Standard 3: Plan for and implement effective teaching and learning for Plan for and implement effective teaching and learning for, taking account of the language-and-culture demands of curriculum. STANDARD 4: Create and maintain supportive and safe EAL/D learning environments Create and maintain non-racist, non-judgemental learning environments that are both culturally and linguistically inclusive. STANDARD 5: Assess, provide feedback and report on English language learning and subject area content learning for Assess, provide feedback and report on student outcomes for learning English, learning content through English and learning about English, using a sound understanding of the language-and-culture demands of set tasks. STANDARD 6: Engage in EAL/D professional learning Engage in professional learning about, how they learn and how to support them to learn English, learn through English and learn about English. STANDARD 7: Engage professionally with colleagues, parents/carers and the community regarding EAL/D matters Engage professionally with colleagues, parents/carers and community members regarding cultural and linguistic EAL/D matters, using intercultural skills as appropriate. 4

4 STANDARD 1: Know and how they learn EAL/D Know and have empathy for the diverse linguistic, cultural and socio-historical characteristics of ; understand the nature of EAL/D learning and its relationship to culture and wellbeing. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Physical, social and intellectual development and characteristics of 1.1 Demonstrate understanding that are in the process of developing English for both social and academic purposes and that their social and intellectual development may not be accurately represented through English. Use teaching strategies that recognise students level of conceptual understanding and English proficiency (and their social and academic needs for English at different Year Levels), Select flexible and effective EAL/D teaching strategies from a repertoire which addresses specific learner characteristics, and support colleagues to extend their repertoire of strategies responsive to EAL/D learner needs. Work with EAL/D specialists and intercultural officers to collect data on and use it with teachers to extend their repertoire of teaching strategies that improve students learning and wellbeing. Understand how learn in school 1.2 Demonstrate understanding of how concurrently (a) learn English, (b) learn subject area content through English, and (c) learn about English. Structure teaching programs using EAL/D specialist advice and resources for EAL/D learners who concurrently (a) learn English, (b) learn subject area content through English, and (c) learn about English using EAL/D specialist advice and resources, Apply and articulate to colleagues a deep understanding of EAL/D Learning Progressions and how concurrently (a) learn English, (b) learn subject area content through English, and (c) learn about English. Use EAL/D Learning Progressions to lead schoolwide processes that evaluate and improve linguistic and cultural access to the curriculum. diverse linguistic, cultural, religious and socioeconomic backgrounds 1.3 Demonstrate empathy with the values of inclusivity, reconciliation and countering racism and knowledge of the linguistic, cultural, religious and socioeconomic diversity among. Use understanding of diversity, inclusivity, reconciliation and countering racism to design and implement teaching practices with the support of EAL/D specialists and intercultural officers. Enact practices of inclusivity, reconciliation and countering racism and support colleagues to develop and implement teaching practices that incorporate these values. Evaluate wholeschool uptake of inclusivity, reconciliation and countering racism, drawing on student, expert and community knowledge to revise practices as needed. 5

5 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students See Capability Framework (hyperlink) Differentiate teaching to meet the specific learning needs of students across the full range of proficiencies in EAL/D 1.5 Demonstrate understanding of how to scaffold students learning at different levels of English proficiency and stages of schooling and how to use resources, including intercultural officers and families, to support this. Scaffold student learning of the English language-andculture demands of curriculum areas, recognising the increasing complexity of academic language across the Year Levels, and drawing on EAL/D resources. Use EAL/D assessment data and linguistic and cultural analysis of academic texts to scaffold students EAL/D learning, evaluate learning and teaching programs, and model this for colleagues across all curriculum areas. Lead colleagues in evaluating and strengthening whole school practices for scaffolding teaching for, drawing on EAL/D knowledge sources. Strategies to support full participation of students with disability while learning EAL/D 1.6 Demonstrate understanding that EAL/D learning needs differ from speech, language impairment and other learning needs, and that EAL/D learners with disability must be identified. Design and implement teaching activities distinguishing EAL/D learning needs from disability, by addressing relevant policy legislative requirements to support the participation of with disability. Support the participation of with disability, addressing relevant policy legislative requirements, and provide specialist knowledge to colleagues on distinguishing EAL/D learning needs from disability. Lead the review of school policies and practices to ensure the engagement and full participation of EAL/D learners with disability, distinguishing EAL/D learning needs from disability.

6 STANDARD 2: Know the content and how to teach it for Understand the language-and-culture demands of curriculum areas, and how to teach these for. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Content and teaching strategies of the curriculum area to support EAL/D learners 2.1 Demonstrate understanding that each curriculum area has particular language-andculture demands, including text types, grammar and vocabulary, which become more complex over the years and need to be explicitly taught. Address the specific language-and-culture demands of each curriculum area, including text types, grammar and vocabulary, as they become more complex over the years. Apply deep knowledge and understanding of the language-and-culture demands of curriculum areas, and articulate these for colleagues, with guidance on how to address them. Lead initiatives that deepen teachers knowledge of the language-and-culture demands of curriculum areas, drawing on EAL/D knowledge sources. Content selection and organisation to support EAL/D learners 2.2 Begin to select content that addresses identified gaps in knowledge within the curriculum area, based on an initial understanding of its particular language-and-culture demands. Select content and experiential activities that address identified gaps in knowledge within the curriculum area, based on an understanding of its particular language-and-culture demands. Deliver targeted EAL/D learning and teaching programs, drawing on recognised theories of language teaching and support colleagues to address gaps in curriculum area knowledge. Initiate professional learning that addresses identified gaps in knowledge within curriculum areas by drawing on EAL/D knowledge sources in the selection and organisation of content. Curriculum, assessment and reporting for EAL/D learners 2.3 Demonstrate understanding that gaps in EAL/D learner language and knowledge will need to be addressed to support achievement of curriculum requirements, and that EAL/D Learning Progressions should be used to inform teaching and learning. Address the knowledge and language gaps of EAL/D learners through the design of learning sequences and lesson plans informed by EAL/D Learning Progressions in collaboration with EAL/D specialists and intercultural officers. Use EAL/D curriculum resources and assessment data to plan and implement targeted EAL/D learning and teaching programs and support colleagues to take account of typical EAL/D Learning Progressions in their planning. Initiate professional learning to develop understanding of EAL/D Learning Progressions and their implications for learning, teaching, assessment and reporting. 7

7 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-indigenous Australians See Capability Framework (hyperlink) Literacy and numeracy strategies for 2.5 Demonstrate understanding that English literacy and numeracy development for EAL/D needs to be responsive to levels of literacy and numeracy in both the home language and English. Use teaching strategies that respond to levels of literacy and numeracy in both the home language and English, drawing on EAL/D knowledge sources. Apply deep understanding of the language-and-culture demands of developing literacy and numeracy in English, and support colleagues to explicitly teach English language alongside literacy and numeracy concepts. Monitor and evaluate the implementation of explicit teaching strategies responsive to EAL/D learners' diverse levels of literacy and numeracy in both the home language and English. Information and Communication Technology (ICT) for 2.6 Demonstrate understanding that the use of ICT provides visual and auditory support for English language learning and content but also makes languageand-culture demands on. Use ICT to provide visual and auditory support for both content learning and English language learning, and respond to the language-and-culture demands made by the use of ICT. Model the use of ICT for English language and content learning and articulate for colleagues the language-andculture demands of using ICT in their curriculum areas. Lead and support colleagues to respond to language-andculture demands in their use of ICT and collaborate with EAL/D specialists and intercultural officers to support its use across curriculum areas.

8 Standard 3: Plan for and implement effective teaching and learning for Plan for and implement effective teaching and learning for, taking account of the language-and-culture demands of curriculum. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Establish challenging learning goals for 3.1 Demonstrate understanding of the need to access EAL/D specialists and intercultural officers to set achievable content and language learning goals responsive to EAL/D learners proficiencies in English and familiarity with Australian education. Set explicit, challenging and achievable content and language learning goals drawing on EAL/D knowledge sources to make them responsive to varying proficiencies in English and familiarity with Australian education. Set explicit, challenging and achievable content and language learning goals in EAL/D programs, and support colleagues to set learning goals responsive to EAL/D learner characteristics, noting differences in English proficiency familiarity with Australian education, and the language-and-culture demands of the Year Level curriculum. Lead colleagues in accessing EAL/D knowledge sources to establish appropriately challenging content and language learning goals, informed by students English language proficiency, familiarity with Australian education, and the language-and-culture demands of the Year Level curriculum. Plan, structure and sequence learning programs to address the diverse needs of 3.2 Plan lesson sequences responsive to students English language proficiency and cultural understandings and those demanded by the curriculum, drawing on EAL/D knowledge sources. Plan and implement learning and teaching programs that engage and scaffold English language-andculture learning towards curriculum achievement by drawing on EAL/D knowledge sources and analysis of the language-and-culture demands of Year Level curriculum. Plan and evaluate effective EAL/D learning and teaching programs and guide colleagues to be responsive in their programming to EAL/D learner characteristics such as English language proficiency, and the language-and-culture demands of Year Level curriculum. Lead colleagues to review and improve their capacity to evaluate, plan, structure and sequence learning and teaching programs that respond to EAL/D learner characteristics. Use teaching strategies that support 3.3 Demonstrate awareness of teacher strategies that address the language-andculture needs of EAL/D learners in different curriculum areas. Use effective EAL/D teaching strategies that address the language-and-culture demands of problem solving and critical and creative thinking, drawing on EAL/D knowledge sources. Address the language-andculture demands of problem solving and critical and creative thinking in an EAL/D program and support colleagues to do this in other curriculum areas. Work with EAL/D specialists and intercultural officers to review and expand teachers repertoire of EAL/D teaching strategies to support problem solving and develop critical and creative thinking across curriculum areas.

9 Select and use resources that support EAL/D learners 3.4 Begin to select resources that address the knowledge gaps of, recognising the need for scaffolding learning when using resources, and drawing on EAL/D knowledge sources to identify languageand-culture demands of resources. Select resources that address the knowledge gaps of EAL/D learners, scaffold learning when using resources, and draw on EAL/D knowledge sources to identify the language-and-culture demands of resources so that EAL/D learners may readily access the curriculum. Articulate and demonstrate criteria for the effective selection, creation and use of resources that support EAL/D learners to access the curriculum, and guide colleagues in these processes. Work with EAL/D knowledge sources in selecting, creating and evaluating resources that support to access the curriculum. Use classroom communication effective for EAL/D learners 3.5 Demonstrate awareness of communication strategies that are responsive to EAL/D learners level of English proficiency and familiarity with Australian culture, recognising the need for concrete and visual support to achieve student understanding. Use communication strategies that are responsive to EAL/D learners level of English proficiency and familiarity with Australian culture, providing concrete and visual support to achieve student understanding and curriculum achievement. Model and explain to colleagues communication strategies that are responsive to level of English proficiency and familiarity with Australian culture, demonstrating concrete and visual support for student understanding and curriculum achievement. Initiate professional learning for teachers on communication strategies that are responsive to EAL/D learners level of English proficiency and familiarity with Australian culture and support curriculum achievement, drawing on EAL/D knowledge sources. Evaluate and improve teaching programs to address EAL/D learner characteristics 3.6 Demonstrate knowledge of criteria to evaluate the cultural inclusivity and effectiveness of learning and teaching programs offered to. Evaluate own teaching in terms of cultural inclusivity and effectiveness for EAL/D learners, using student assessments and feedback from students, EAL/D specialists, intercultural officers, and parents/carers. Work with colleagues to evaluate learning and teaching programs using evidence from EAL/D Learning Progressions, knowledge of, and feedback from students, intercultural officers and parents/carers. Conduct regular reviews of teaching and learning programs in relation to EAL/D learner characteristics, achievement and wellbeing, using evidence from EAL/D Learning Progressions and feedback from EAL/D specialists, intercultural officers, parents/carers and students. Engage parents/ carers of EAL/D learners in the educative process 3.7 Describe a range of strategies for involving EAL/D parents/carers and associated community members in the educative process, drawing on the support of intercultural officers and EAL/D specialists. Plan opportunities for EAL/D parents/carers and community members to be involved in the educative process, drawing on the support of intercultural officers and EAL/D specialists. Work with colleagues and intercultural officers to include families and communities as a resource for classroom activity, as well as involving them in their children s learning. Review and strengthen inclusive and contextually relevant programs involving EAL/D parents/carers and community members in the education of their children and in broader school priorities and activities.

10

11 STANDARD 4: Create and maintain supportive and safe EAL/D learning environments Create and maintain non-racist, non-judgemental learning environments that are both culturally and linguistically inclusive. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Support EAL/D learner participation 4.1 Identify culturally and linguistically inclusive strategies that support to participate in classroom activity, including the use of home languages and knowledges and connecting with intercultural EAL/D knowledge sources. Use culturally and linguistically inclusive strategies that support to participate in classroom activity, including the use of home languages and knowledges and connecting with intercultural EAL/D knowledge sources. Support colleagues to implement culturally and linguistically inclusive strategies and model scaffolding of learning that facilitates the participation of both in classroom activity and in the wider school community. Lead the professional learning of colleagues to enable optimal participation through culturally and linguistically inclusive strategies and evaluate the participation of in the school community. Manage classroom activities involving 4.2 Understand that particular groupings or behaviours may make uncomfortable within a classroom and find out about this from intercultural EAL/D knowledge sources. Respect and understand cultural differences and requirements related to grouping and behaviours when engaging in learning tasks within the classroom. Model and share with colleagues groupings and activities that are consistent with current EAL/D practice for fostering learning in and through an additional language/dialect and that promote responsibility for learning. Initiate strategies and lead colleagues to implement effective classroom management for students of different cultures and English language proficiencies, and promote responsibility for learning. Manage challenging behaviour involving 4.3 Begin to develop intercultural competence to support the use of behaviour management techniques in cases where EAL/D learners find these strategies linguistically or culturally challenging. Deal with behaviour issues respectfully with reference to linguistic and cultural factors, such as misunderstanding or responding from past trauma, while maintaining the safety and integrity of all students. Develop, use and share with colleagues strategies that are culturally inclusive and flexible and which take into account and respect different ways of behaving in different cultures, intercultural misunderstanding and past trauma. Lead and implement behaviour management initiatives that respectfully educate and inform EAL/D learners and their parents/carers about expected behaviours in Australian schools.

12 Maintain student safety 4.4 Understand the nature of a non-racist, non-judgemental environment in the classroom and school, and what this means for teacher behaviour and classroom expectations. Promote a non-racist, nonjudgemental environment in the classroom and school by modelling, articulating expectations, and implementing legislation on anti-racism, anti-discrimination and human rights. Initiate and take responsibility for implementing policies in line with anti-racism, antidiscrimination and human rights laws also modelling, articulating and advocating non-racist, nonjudgemental behaviour. Evaluate the effectiveness of school policies in terms of anti-racism, antidiscrimination and human rights laws, and assist colleagues to update their practices in light of such policies. Use ICT safely, responsibly and ethically 4.5 Explicitly outline to EAL/D learners expectations in Australian schools of safe, responsible and ethical use of ICT. Ensure that all EAL/D learners and carers/parents understand expectations in Australian schools of safe, responsible and ethical use of ICT. Work with colleagues to identify potential issues for in using ICT safely, responsibly and ethically, and develop strategies to address such issues and support carers/parents. Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in EAL/D learning and teaching.

13 STANDARD 5: Assess, provide feedback and report on English language learning and subject area content learning for Assess, provide feedback and report on student outcomes for learning English, learning content through English and learning about English, using a sound understanding of the language-and-culture demands of set tasks. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Assess English language learning and subject area content learning for 5.1 Demonstrate understanding of the language-and-culture demands of assessment tasks and the relationship between English language proficiency and subject area content learning. Develop, select and use assessment strategies that take account of the language-and-culture demands for EAL/D learners in comprehending and responding to subject area assessment tasks. Support colleagues to identify students needing targeted EAL/D support, and develop, select and use assessment strategies that identify the language-and-culture demands for and scaffold their comprehension and responses to assessment tasks. Collaborate with EAL/D specialists to evaluate school assessment policies and practices in the light of EAL/D learner needs, EAL/D assessment documents and the allocation of targeted EAL/D support. Provide feedback to on their learning 5.2 Demonstrate understanding that feedback must be sensitive to students English language proficiency and the language-and-culture demands of the task. Work with an EAL/D specialist to analyse the language-and-culture demands of tasks to provide feedback that is linked to learning goals that are sensitive to students English proficiency and intercultural competence. Support colleagues to analyse the language-andculture demands of tasks at whole text, grammar and word level, and to provide feedback that is linked to learning goals that are sensitive to students English proficiency and intercultural competence. Collaborate with EAL/D specialists and intercultural officers to support colleagues to analyse the language-and-culture demands of tasks and to develop sensitivity to students English proficiency and intercultural competence. Make consistent and comparable judgements for 5.3 Demonstrate familiarity with moderation through EAL/D annotated samples of student work such as those in local and national EAL/D curriculum and assessment documents. Understand and participate in moderation of EAL/D assessments, working with EAL/D specialists and using EAL/D annotated samples of student work such as those in local and national EAL/D curriculum and assessment documents. Guide moderation of EAL/D assessments, supporting colleagues to use EAL/D annotated samples of student work such as those in local and national EAL/D curriculum and assessment documents. Lead and evaluate moderation activities, by working with EAL/D specialists and using annotated samples of student work such as those in local and national EAL/D curriculum and assessment documents.

14 Interpret data on 5.4 Demonstrate understanding that responses to assessment tasks provide information about both content learning and English language proficiency, and can be used to evaluate learning and modify teaching practices. Collaborate with EAL/D specialists to interpret responses to assessment tasks, discriminating between gaps in content learning and English language proficiency, and then to evaluate learning and modify teaching practices. Support colleagues to interpret responses to assessment tasks, discriminating between gaps in content learning and English language proficiency, and modify teaching practices accordingly, also using data history. Collaborate with EAL/D specialists to facilitate all teachers understanding of EAL/D assessment data and data history, and its implications for teaching practice. Report on EAL/D learner achievement 5.5 Connect with intercultural officers to learn about ways of appropriately reporting to parents/carers of EAL/D learners. Collaborate with EAL/D specialists and intercultural officers to report clearly, accurately and respectfully to students and parent/ carers about EAL/D learner achievement. Work with intercultural officers to develop guidelines for reporting clearly, accurately and respectfully to students and parent/carers about EAL/D learner achievement in learning English, learning through English and learning about English. Collaborate with EAL/D specialists and intercultural officers to evaluate and revise EAL/D reporting and accountability mechanisms in the school to meet the needs of students, teachers, parents/carers, educational systems and other schools.

15 STANDARD 6: Engage in EAL/D professional learning Engage in professional learning about, how they learn and how to support them to learn English, learn through English and learn about English. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Identify and plan EAL/D professional learning needs 6.1 Access the EAL/D Elaboration of the National Professional Standards for Teachers to identify the professional learning needed to effectively support. Use the EAL/D Elaboration of the National Professional Standards for Teachers and advice from colleagues to plan professional learning needed to effectively support. Analyse the expanded EAL/D Elaboration of the National Professional Standards for Teachers to plan personal professional development goals, and to support colleagues and pre-service teachers to identify and achieve personal development goals to effectively support. Lead the development of professional learning and work with EAL/D specialists and the EAL/D Elaboration of the National Professional Standards for Teachers to plan and evaluate policies and programs that address the professional learning needs of colleagues and pre-service teachers to effectively support EAL/D learners. Engage in EAL/D professional learning and improve practice 6.2 Understand the relevant and appropriate sources of professional learning for effectively supporting EAL/D learners, including local intercultural officers, community members and EAL/D specialist sources. Participate in learning to update EAL/D knowledge and practice targeted to the local intercultural context and EAL/D learner needs for accessing the curriculum. Initiate EAL/D professional learning for self and colleagues, access and critique relevant research to effectively support EAL/D learners, and conduct and disseminate research into classroom learning of EAL/D. Initiate collaborative relationships to expand EAL/D professional learning, related research, and opportunities for pre-service teachers to develop the skills and understandings needed to effectively support. Engage with colleagues and improve EAL/D practice 6.3 Seek and apply constructive feedback from supervisors, teachers and intercultural officers to improve teaching practices to effectively support. Seek and apply feedback to improve professional knowledge and practice in effectively supporting by participating in discussions with EAL/D learners and families, intercultural officers and the school community. Initiate and engage in professional discussions with and families, intercultural officers, and others in the school community in a range of forums to evaluate and improve EAL/D professional knowledge and practice, and the educational outcomes of EAL/D learners. Initiate collaborative relationships to foster EAL/D innovation and research within the school and expand professional learning opportunities for teachers by analysing current EAL/D research and practice. EAL/D Standards Elaboration: Working Group draft, November, Please feedback to convenor: jenny.barnett@adam.com.au

16 Apply professional learning and improve learning among EAL/D learners 6.4 Demonstrate an understanding of the rationale for continued EAL/D professional learning and the implications for improved social and academic outcomes for. Draw on EAL/D specialist knowledge to identify issues and work collaboratively on how to address concerns in current provisions for within the educational setting and the wider community. Collaborate with colleagues to evaluate the effectiveness of EAL/D professional learning and to actively engage with cultural diversity, inclusive practice and support for English language learning, to address EAL/D learning needs. Advocate for, lead and participate in strategies to support effective EAL/D professional learning and improved outcomes for all by providing opportunities for colleagues, focusing on positive engagement with cultural and linguistic diversity,. EAL/D Standards Elaboration: Working Group draft, November, Please feedback to convenor:

17 STANDARD 7: Engage professionally with colleagues, parents/carers and the community regarding EAL/D matters Engage professionally with colleagues, parents/carers and community members regarding cultural and linguistic EAL/D matters, using intercultural skills as appropriate. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Meet professional ethics and responsibilities towards 7.1 Understand and apply values of cultural inclusivity, multiculturalism, multilingualism, reconciliation and anti-racism and the key principles described in codes of ethics especially as they relate to. Meet codes of ethics especially as they relate to the values of cultural inclusivity, multiculturalism, multilingualism, reconciliation and anti-racism. Model sensitivity to EAL/D learners cultural and community experiences, by commitment to inclusivity, multiculturalism, multilingualism, reconciliation and anti-racism, and by supporting colleagues to understand the effects that migration, colonisation and dislocation may have on personal and social development. Lead the school community in inclusivity, multiculturalism, multilingualism, reconciliation and anti-racism and exercise informed judgments in professional dealings with all students, families, colleagues and the community. Comply with legislative, administrative and organisational requirements regarding EAL/D learners 7.2 Understand the linguistic, cultural and contextual factors and processes involved in the learning of EAL/D and the organisational policies and processes required to support. Understand and comply with professional requirements, policies and processes to support equity and inclusion for all and to understand the implications of language-andculture. Support colleagues to review and interpret policies and processes which may impact on and to understand the implications of language-and-culture and existing legislative, administrative, and organisational aspects of support. Initiate, develop and implement relevant policies and processes to support compliance with and professional responsibility for and to support understanding of new and existing legislative, administrative, and organisational aspects of support. Engage with the parents/carers of 7.3 Understand the pivotal role of language-and-culture in interactions with EAL/D parents/carers and begin to grasp the meaning and practices of intercultural competence. Demonstrate sensitivity to EAL/D parents /carers and students language-and-culture needs and expectations by using intercultural skills to establish and maintain respectful collaborative relationships. Model intercultural skills and sensitivity in interactions with parents/carers, drawing on coherent theories of language-and-culture which support the learning and well-being of children, and are respectfully responsive to family and community. Identify, initiate and build on intercultural opportunities that engage parents/carers from all socio-cultural and linguistic backgrounds in both the progress of their children s learning and in the educational priorities of the school. EAL/D Standards Elaboration: Working Group draft, November, Please feedback to convenor: jenny.barnett@adam.com.au

18 Engage with EAL/D professional teaching networks and broader communities 7.4 Understand the role of EAL/D professionals and community representatives in contributing to reflective practice and program evaluation that is responsive to students cultural and linguistic needs. Collaborate with EAL/D professionals and participate in professional and community networks to broaden intercultural skills and improve practice by developing understanding of the local educational context and students English language proficiencies. Contribute to EAL/D professional networks and associations, build productive links with local EAL/D communities, and support colleagues with a knowledge of relevant methodologies, resources, and technologies which value diversity, intercultural competence and inclusion. Take an intercultural leadership role in professional and community networks that support colleagues to broaden their intercultural learning opportunities and apply their learning. EAL/D Standards Elaboration: Working Group draft, November, Please feedback to convenor: jenny.barnett@adam.com.au

Professional Experience - Mentor Information

Professional Experience - Mentor Information Professional Experience - Mentor Information EDU40006 Ready to Teach Early Childhood: Practicum 5E Required days: 20 days full time. Any missed days must be made up. Required setting: Preschool Early Childhood

More information

Aurora College Annual Report

Aurora College Annual Report Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.

More information

Classroom Teacher Primary Setting Job Description

Classroom Teacher Primary Setting Job Description Classroom Teacher Primary Setting Job Description Christian Ethos To work with the Headteacher and colleagues to create, inspire and embody the Christian ethos and culture of this Church Academy, securing

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Researcher Development Assessment A: Knowledge and intellectual abilities

Researcher Development Assessment A: Knowledge and intellectual abilities Researcher Development Assessment A: Knowledge and intellectual abilities Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable

More information

Annual School Report 2014 [school code] 1682

Annual School Report 2014 [school code] 1682 Cronulla Public School Annual School Report 2014 [school code] 1682 Principal s message This report gives information about the programs and performance of Cronulla Public School. It has been written for

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK

IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK A focus on Dr Jean Ashton Faculty of Education and Social Work Conclusive national and international research evidence shows that the first five years of

More information

ASSISTANT DIRECTOR OF SCHOOLS (K 12)

ASSISTANT DIRECTOR OF SCHOOLS (K 12) Employee Services P 4979 1230 F 4979 1369 POSITION DESCRIPTION ASSISTANT DIRECTOR OF SCHOOLS (K 12) REF NO: 7081 POSITION DESCRIPTION REPORTS TO Director of Schools PURPOSE The Assistant Director of Schools

More information

SEN INFORMATION REPORT

SEN INFORMATION REPORT SEN INFORMATION REPORT Kinds of special educational needs Hinchingbrooke is an Academy school. We have the provision to meet the needs of students with moderate learning difficulties, dyslexia and dyspraxia,

More information

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning

More information

Lord Howe Island Central School Annual Report

Lord Howe Island Central School Annual Report Lord Howe Island Central School Annual Report 2015 1921 Introduction The Annual Report for 2015 is provided to the community of Lord Howe Island Central School as an account of the school s operations

More information

Knowle DGE Learning Centre. PSHE Policy

Knowle DGE Learning Centre. PSHE Policy Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

Special Educational Needs Policy (including Disability)

Special Educational Needs Policy (including Disability) Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS

More information

LANGUAGES SPEAK UP! F 12 STRATEGY FOR VICTORIAN CATHOLIC SCHOOLS

LANGUAGES SPEAK UP! F 12 STRATEGY FOR VICTORIAN CATHOLIC SCHOOLS LANGUAGES SPEAK UP! F 12 STRATEGY FOR VICTORIAN CATHOLIC SCHOOLS LANGUAGES SPEAK UP! F 12 STRATEGY FOR VICTORIAN CATHOLIC SCHOOLS Foreword It is with pleasure that I introduce CECV Languages Speak Up!,

More information

Chatswood Public School Annual School Report 2015

Chatswood Public School Annual School Report 2015 Chatswood Public School Annual School Report 2015 7409 Introduction The Annual Report for 2015 is provided to the community of Chatswood Public School as an account of the school s operations

More information

2016 Annual Report 1

2016 Annual Report 1 2016 Annual Report 1 Messages from the Principal and School Board Chair. 3 School Context, Vision Statement, Purpose, Beliefs, Priority Areas and Enrolment Trends 4 School Performance and Student Achievement.

More information

ACCREDITATION STANDARDS

ACCREDITATION STANDARDS ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer

More information

Special Educational Needs & Disabilities (SEND) Policy

Special Educational Needs & Disabilities (SEND) Policy Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.

More information

Pearson BTEC Level 3 Award in Education and Training

Pearson BTEC Level 3 Award in Education and Training Pearson BTEC Level 3 Award in Education and Training Specification BTEC Specialist qualification First teaching September 2013 Issue 3 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding

More information

Carinya School Annual Report

Carinya School Annual Report Carinya School Annual Report 2016 5703 Page 1 of 13 Carinya School 5703 (2016) Introduction The Annual Report for 2016 is provided to the community of Carinya School as an account of the school's operations

More information

Digital Media Literacy

Digital Media Literacy Digital Media Literacy Draft specification for Junior Cycle Short Course For Consultation October 2013 2 Draft short course: Digital Media Literacy Contents Introduction To Junior Cycle 5 Rationale 6 Aim

More information

Professional Experience - Mentor Information

Professional Experience - Mentor Information Professional Experience - Mentor Information EDU10001 Introduction to curriculum planning and assessment: Practicum 1 Required days: 20 days full time. Any missed days must be made up. Required setting:

More information

Special Educational Needs and Disability (SEND) Policy

Special Educational Needs and Disability (SEND) Policy Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and

More information

ANNUAL SCHOOL REPORT SEDA COLLEGE SUITE 1, REDFERN ST., REDFERN, NSW 2016

ANNUAL SCHOOL REPORT SEDA COLLEGE SUITE 1, REDFERN ST., REDFERN, NSW 2016 2016 ANNUAL SCHOOL REPORT SEDA COLLEGE SUITE 1, 134-138 REDFERN ST., REDFERN, NSW 2016 Contents Statement from the Principal... 2 SEDA College Context... 2 Student outcomes in standardised national literacy

More information

Head of Music Job Description. TLR 2c

Head of Music Job Description. TLR 2c Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

Special Educational Needs School Information Report

Special Educational Needs School Information Report Special Educational Needs School Information Report At Holy Trinity Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support

More information

VTCT Level 3 Award in Education and Training

VTCT Level 3 Award in Education and Training VTCT Level 3 Award in Education and Training Operational start date: 1st April 2014 Credit value: 12 Total Qualification Time (TQT): 120 Guided learning hours (GLH): 48 Qualification number: 601/2758/2

More information

Qualification Guidance

Qualification Guidance Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this

More information

Authentically embedding Aboriginal & Torres Strait Islander peoples, cultures and histories in learning programs.

Authentically embedding Aboriginal & Torres Strait Islander peoples, cultures and histories in learning programs. Authentically embedding Aboriginal & Torres Strait Islander peoples, cultures and histories in learning programs. Learning Intention What is the purpose of this learning session? Teaching and learning

More information

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,

More information

School Experience Reflective Portfolio

School Experience Reflective Portfolio School Experience Reflective Portfolio Primary PGCE Name Year of Entry Organisation of the Reflective Portfolio You will continue to make contributions to the RP throughout all 3 School Experiences. Set

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 All Staff in NAS schools, NAS IT Dept Head of Operations - Education

Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 All Staff in NAS schools, NAS IT Dept Head of Operations - Education Schools E-Safety Policy Document Title Schools E-Safety Policy Reference Number Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 Distribution All Staff in NAS schools, NAS IT Dept Owner

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

Pentyrch Primary School Ysgol Gynradd Pentyrch

Pentyrch Primary School Ysgol Gynradd Pentyrch Pentyrch Primary School Ysgol Gynradd Pentyrch Learning and Growing Together Dysgu a Thyfa Gyda n Gilydd Special Educational Needs Policy Updated: March 2017 2016 2017 1 SPECIAL EDUCATIONAL NEEDS POLICY

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

The Curriculum in Primary Schools

The Curriculum in Primary Schools The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005 Planning the curriculum whole school

More information

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information

Willoughby Girls High School Annual Report

Willoughby Girls High School Annual Report Willoughby Girls High School Annual Report 2015 8159 Introduction The Annual Report for 2015 is provided to the community of Willoughby Girls High School as an account of the school s operations and achievements

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

Implementation Manual

Implementation Manual Implementation Manual for THE NATIONAL SAFE SCHOOLS FRAMEWORK For use by schools in association with systemic or infrastructure support Australian Government Department of Education, Science and Training

More information

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification

More information

Drs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context

Drs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context Learning and Teaching Investment Fund final report Building Capacity Through Partnerships: Embedding Aboriginal and Torres Strait Islander cultures, histories and perspectives at the School, College and

More information

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding

More information

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...

More information

MATHS Required September 2017/January 2018

MATHS Required September 2017/January 2018 St Martin s School Hanging Hill Lane Hutton Brentwood ssex CM13 2HG Tel: 01277 238300 NOR: 1768 including 369 A-Level students Headteacher: Mike O Sullivan MATHS Required September 2017/January 2018 Main

More information

BILD Physical Intervention Training Accreditation Scheme

BILD Physical Intervention Training Accreditation Scheme BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing

More information

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy Policy Number: Originator: Neil Gage,/ Jason Goddard Issue Number: Authoriser: Jason Goddard Issue Date: 01/04/2017 Service Type: Education Next Review Due: 01/04/2018 Policy Location: Keys PCE 1: Aim

More information

Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke

Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke Adopted: January 2017 Review date: Spring 18 Contents: 1 Introduction: New legislation,

More information

Fair Measures. Newcastle University Job Grading Structure SUMMARY

Fair Measures. Newcastle University Job Grading Structure SUMMARY Outline Level I Roles in this family are wholly or mainly focused on research and teaching. They may combine elements or research, teaching or management, but the relative emphasis on these elements and

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

2 Research Developments

2 Research Developments 2 Research Developments Indigenous primary school experiences Kate Reid discusses the findings of a seven-year study of the literacy and numeracy achievement of Indigenous students as they progress through

More information

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by

More information

Brisbane Central State School Queensland State School Reporting 2013 School Annual Report

Brisbane Central State School Queensland State School Reporting 2013 School Annual Report T DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT Brisbane Central State School Queensland State School Reporting 2013 School Annual Report YPEOVER TO INSERT SCHOOL NAME Postal address Rogers Street Spring

More information

2015 Annual Report to the School Community

2015 Annual Report to the School Community 2015 Annual Report to the School Community Narre Warren South P-12 College School Number: 8839 Name of School Principal: Rob Duncan Name of School Council President: Greg Bailey Date of Endorsement: 23/03/2016

More information

Message from the Principal

Message from the Principal 1 The Annual Report for 2015 is provided to the community of Epping North Public School as an account of the school s operations and achievements throughout the year. It provides a detailed account of

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Programme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences

Programme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching

More information

3 of Policy. Linking your Erasmus+ Schools project to national and European Policy

3 of Policy. Linking your Erasmus+ Schools project to national and European Policy 1 2 3 of Policy Linking your Erasmus+ Schools project to national and European Policy 1 2 what is policy? Policy is the set of values and objectives that guide the work of organisations or bodies. This

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

2016 Annual Report to the School Community

2016 Annual Report to the School Community 2016 Annual Report to the School Community Toorak Primary School School Number: 3016 Name of School Principal: Name of School Council President: Date of Endorsement: Julie Manallack Michelle Osborne All

More information

Mater Dei Institute of Education A College of Dublin City University

Mater Dei Institute of Education A College of Dublin City University MDI Response to Better Literacy and Numeracy: Page 1 of 12 Mater Dei Institute of Education A College of Dublin City University The Promotion of Literacy in the Institute s Initial Teacher Education Programme

More information

Valkyrie State School ANNUAL REPORT. Inspiring minds. Creating opportunities. Shaping Queensland s future.

Valkyrie State School ANNUAL REPORT. Inspiring minds. Creating opportunities. Shaping Queensland s future. Valkyrie State School ANNUAL REPORT 2016 Queensland State School Reporting Inspiring minds. Creating opportunities. Shaping Queensland s future. Every student succeeding. State Schools Strategy 2016-2020

More information

Stakeholder Engagement and Communication Plan (SECP)

Stakeholder Engagement and Communication Plan (SECP) Stakeholder Engagement and Communication Plan (SECP) Summary box REVIEW TITLE 3ie GRANT CODE AUTHORS (specify review team members who have completed this form) FOCAL POINT (specify primary contact for

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List Mandatory Review of Social Skills Qualifications Consultation document for Approval to List February 2015 Prepared by: National Qualifications Services on behalf of the Social Skills Governance Group 1

More information

VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009

VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications

More information

Level 3 Diploma in Health and Social Care (QCF)

Level 3 Diploma in Health and Social Care (QCF) Level 3 Diploma in Health and Social Care (QCF) The purpose of this FAQ Level 3 Diploma in Health and Social Care (QCF) is to guide and assess the development of knowledge and skills relating to the health

More information

Council of the European Union Brussels, 4 November 2015 (OR. en)

Council of the European Union Brussels, 4 November 2015 (OR. en) Council of the European Union Brussels, 4 November 2015 (OR. en) 13631/15 NOTE From: To: General Secretariat of the Council JEUN 96 EDUC 285 SOC 633 EMPL 416 CULT 73 SAN 356 Permanent Representatives Committee/Council

More information

Special Educational Needs and Disability (SEND) Policy. November 2016

Special Educational Needs and Disability (SEND) Policy. November 2016 Special Educational Needs and Disability (SEND) Policy November 2016 This Policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (January 2015) and has been written with

More information

PROGRAMME SPECIFICATION: MSc International Management (12 month)

PROGRAMME SPECIFICATION: MSc International Management (12 month) PROGRAMME SPECIFICATION: MSc International Management (12 month) 1 Awarding Institution: University of Exeter 2 School(s)/Teaching Institution: Business School 3 Programme accredited/validated by: 4 Final

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

PUPIL PREMIUM POLICY

PUPIL PREMIUM POLICY PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL

More information

Health and well-being in Scottish schools and how Jigsaw can contribute

Health and well-being in Scottish schools and how Jigsaw can contribute Health and well-being in Scottish schools and how Jigsaw can contribute Principles and Practice Curriculum for Excellence, the Scottish national curriculum, plays an important role in promoting the health

More information

Services for Children and Young People

Services for Children and Young People Services for Children and Young People Learning Difficulties and Disabilities Team TITLE: Services for Young People s Preparing for Adulthood Strategy for Young People with High Needs (14-25) PUBLICATION

More information

Bomaderry High School Annual Report

Bomaderry High School Annual Report Bomaderry High School Annual Report 215 8448 Introduction The Annual Report for 215 is provided to the community of Bomaderry High School as an account of the school s operations and achievements throughout

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

School self-evaluabon summary report for school community

School self-evaluabon summary report for school community ! St. Colmcille s N.S. Ballinahown, Athlone, Co. Westmeath. Roll No: 19632S School self-evaluabon summary report for school community EvaluaBon period: September 2014 June 2015 Report issue date: 24/09/15

More information

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers Dyslexia and Dyscalculia Screeners Digital Guidance and Information for Teachers Digital Tests from GL Assessment For fully comprehensive information about using digital tests from GL Assessment, please

More information

Initial teacher training in vocational subjects

Initial teacher training in vocational subjects Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it

More information

Postal address c/- Post Office Palm Island Phone (07) Fax (07)

Postal address c/- Post Office Palm Island Phone (07) Fax (07) Bwgcolman Community School Queensland State School Reporting 2015 School Annual Report Postal address c/- Post Office Palm Island 4816 Phone (07) 4770 0333 Fax (07) 4770 0300 Email Webpages Contact person

More information

Denbigh School. Sex Education and Relationship Policy

Denbigh School. Sex Education and Relationship Policy Denbigh School Sex Education and Relationship Policy 2014 2017 This policy was developed in response to Sex and Relationship Education (SRE) Guidance DfES 2000, the National Teenage Pregnancy Strategy

More information

Eastbury Primary School

Eastbury Primary School Eastbury Primary School Dawson Avenue, Barking, IG11 9QQ Inspection dates 26 27 September 2012 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement

More information

Billett, S. (1994). Situating learning in the workplace: Having another look at Apprenticeships. Industrial and Commercial Training, 26(11) 9-16.

Billett, S. (1994). Situating learning in the workplace: Having another look at Apprenticeships. Industrial and Commercial Training, 26(11) 9-16. Billett, S. (1994). Situating learning in the workplace: Having another look at Apprenticeships. Industrial and Commercial Training, 26(11) 9-16. Situating learning in the workplace - having another look

More information

Assessment Pack HABC Level 3 Award in Education and Training (QCF)

Assessment Pack HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration

More information

e-learning Coordinator

e-learning Coordinator 1 e-learning Coordinator Position Description (insert title) : Updated (Insert date) POSITION DESCRIPTION JOB TITLE BUSINESS UNIT REPORTING TO LOCATION e-learning Coordinator Academic Pathways Manager,

More information

Programme Specification 1

Programme Specification 1 Programme Specification 1 1. Programmes: Programme Title UCAS GU Code Code MA Film & Television Studies P390 P390-2000 2. Attendance Type: Full Time 2.1 SCQF Level: 10 2.2 Credits: 480 3. Awarding Institution:

More information

Programme Specification

Programme Specification Programme Specification Awarding Body/Institution Teaching Institution Queen Mary, University of London Queen Mary, University of London Name of Final Award and Programme Title MSc Accounting and Finance

More information

St Matthew s RC High School

St Matthew s RC High School St Matthew s RC High School Teacher of Mathematics with TLR Application Pack - 1 - Appointment of Teacher of Mathematics The Governors are keen to invite applications from successful and enthusiastic qualified

More information

MULTIPLE SUBJECT CREDENTIAL PROGRAM HANDBOOK. Preparing Educators to Be Effective Reflective Engaged

MULTIPLE SUBJECT CREDENTIAL PROGRAM HANDBOOK. Preparing Educators to Be Effective Reflective Engaged MULTIPLE SUBJECT CREDENTIAL PROGRAM HANDBOOK Preparing Educators to Be Effective Reflective Engaged 2017 2018 1 TABLE OF CONTENTS SECTION 1 Credential Program Overview SECTION 2 Credential Program General

More information

Additional Qualification Course Guideline Computer Studies, Specialist

Additional Qualification Course Guideline Computer Studies, Specialist Additional Qualification Course Guideline Computer Studies, Specialist Schedule D Teachers Qualifications Regulation July 2010 Ce document est disponible en français sous le titre Ligne directrice du cours

More information