Early Years
Settings
The
Talking School
Route Map
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Key Stages
1 and 2
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Promotes and values
talk; develops a ‘talk
culture’ and reflects
the home languages
of all pupils
Provides many
opportunities for
children to learn
how to talk and use
their talk to learn
Organises learning
so that talk is at the
heart of the
curriculum
Ensures that teachers
are skilled in
assessing children’s
talk skills
Places an emphasis on
early identification of
children’s language
and communication
difficulties
Uses rhymes, songs and
interactive dialogue to
develop a love of reading
and to support the teaching
of phonics, reading skills
and comprehension
Knows that high
quality learning relies
upon high quality
teacher talk
A Talking School ...
Uses drama to
develop thinking,
language and
learning
Ensures that children
have opportunities to
talk about big ideas and
investigate philosophical
concepts
print
Teaches children the
different types of talk
and associated
language structures
Explicitly models and
scaffolds high quality
oral language for
writing
Values debate and
discussion and provides
explicit teaching of
language structures
associated with it
Ensures that children
see talk as a way of
enhancing their learning
and provides
opportunities for children
to evaluate their talk
Knows the importance of
a wide vocabulary to
academic success and
has a whole school
systematic approach to
teaching it
Main
Menu
To exit the Route Map
press the Esc
keyboard button
Speaking and
listening are seen as
a priority in their own
right; discussion is
valued
Children are
encouraged to use
language to imagine
and recreate
experiences
Bilingualism is
valued and seen as
a positive asset
Skillful practitioners
support children in using a
variety of communication
strategies, including
signing
Children develop a love of
sharing books and stories
(both read and told),
rhymes and songs and
begin to use early reading
strategies
print
Through sustained
shared thinking,
practitioners encourage
children to explore and
express ideas
A Talking setting is
Adults make time to listen
to children respectfully
Adults know the
importance of a wide
vocabulary to future
academic success,
particularly mathematics,
and have a whole
school/setting approach to
vocabulary development
Children are provided with
a broad and exciting
curriculum to enrich their
language experience
There is an emphasis on early
identification of children with
speech, language and
communication difficulties Special
Educational Needs and support
involving parents and other
agencies if necessary
Practitioners talk with
children throughout the
day modeling appropriate
vocabulary and
structures
Adults model and
scaffold the writing
process and use rich
talk to support early
writing development
Opportunities and
provision are planned in
response to children’s
interests to promote
development of
language
Adults have a good
understanding of
communication and
language development and
are skilled in observing and
making assessments
What do we mean by ‘talking’?
We are using the word ‘talk’ to include all forms of communication –
including gesture, signing, use of expression and all other forms of
nonverbal communication
Promotes and values talk;
develops a ‘talk culture’ and
reflects the home languages of
all pupils

Through the whole range of Language for Learning training and programmes plus linked training
Provides many opportunities
for children to learn how to talk
and use their talk to learn

Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in
the classroom

Talk for Writing: includes how to develop sentence structures which lead into writing

Talk for Reading: includes how to develop children’s thinking through text talk

Philosophy for Children: training to support the development of children’s thinking through
dialogue

TalkingPartners@Primary: a targeted, time limited intervention programme designed to improve
the way children communicate across the curriculum, developing skills and strategies which can
be used with the whole class, small groups or individuals

ELKLAN training: a whole school project over 12 months following a five step process of how to
develop a Communication Friendly School

Special Educational Needs Services training – see BSO pages for more details
Organises learning so that talk
is at the heart of the curriculum

Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in
the classroom

Talk for Writing: includes how to develop sentence structures which lead into writing

Talk for Reading: includes how to develop children’s thinking through text talk

Philosophy for Children: training to support the development of children’s thinking through
dialogue.

TalkingPartners@Primary: a targeted, time limited intervention programme designed to improve
the way children communicate across the curriculum, developing skills and strategies which can
be used with the whole class, small groups or individuals
Ensures that teachers are
skilled in assessing children’s
talk skills

Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in
the classroom

Talk for Writing: includes how to develop sentence structures which lead into writing

ICAN assessment tool: www.ican.org.uk

TalkingPartners@Primary: training includes assessment tools which can be used with the whole
class, small groups or individuals
Knows that high quality
learning relies upon high
quality teacher talk

Adult – child interaction training: a short training programme developed by speech and
language specialists to support early language development for all children

Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in
the classroom

Sustained shared thinking: training to support the development of young children’s thinking
through dialogue

TalkingPartners@Primary: impact of the programme relies upon the adult modelling good S&L
behaviours and language structures; their self- awareness is essential
Teaches children the different
types of talk and associated
language structures

Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in
the classroom

Talk for Writing: includes how to develop sentence structures which lead into writing

Talk for Reading: includes how to develop children’s thinking through text talk

Philosophy for Children: training to support the development of children’s thinking through
dialogue

TalkingPartners@Primary: training includes understanding of language functions and their
application within the programme
Explicitly models and scaffolds
high quality oral language for
writing

Talk for Writing: includes how to develop sentence structures which lead into writing

Teaching grammar through Talk for Writing: training to support the creative teaching of
grammar

Exciting Sentences: training to support the creative teaching of grammar

TalkingPartners@Primary: training promotes modelling of good S&L behaviours and language
structures and the use of scaffolding strategies, e.g. Talk Frameworks
Knows the importance of a
wide vocabulary to academic
success and has a whole
school systematic approach to
teaching it

It’s only words… training which develops a whole school system for teaching vocabulary

Talk for Reading: using talk to support the development of reading skills and comprehension

Talk for Writing: training which includes ‘Warming up the word’ sections

Adult – child interaction training: a short training programme developed by speech and
language specialists to support early language development for all children

TalkingPartners@Primary: training explains how to develop vocabulary and is a key area in the
planning and delivery of sessions
Ensures that children see talk
as a way of enhancing their
learning and provides
opportunities for children to
evaluate their talk

Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in
the classroom

Talk for Writing: can include specific training on developing AfL for writing

TalkingPartners@Primary: incorporates AfL throughout the programme, including children
evaluating their own achievements after each session
Values debate and discussion
and provides explicit teaching
of language structures
associated with it

Talk for Learning: a CPD programme designed to develop high quality dialogue in the classroom

Philosophy for Children: training to support the development of children’s thinking through
dialogue
Ensures that children have
opportunities to talk about big
ideas and investigate
philosophical concepts

Philosophy for Children: training to support the development of children’s thinking through
dialogue

Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in
the classroom

Talk for Writing: includes how to develop thinking for writing

Talk for Reading: includes how to develop children’s thinking through text talk

Sustained shared thinking: training to support the development of young children’s thinking
through dialogue
Ensures that children have
opportunities to talk about big
ideas and investigate
philosophical concepts

Philosophy for Children: training to support the development of children’s thinking through
dialogue

Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in
the classroom

Talk for Writing: includes how to develop thinking for writing

Talk for Reading: includes how to develop children’s thinking through text talk

Sustained shared thinking: training to support the development of young children’s thinking
through dialogue

TalkingPartners@Primary: provides opportunities for extended, collaborative talk
Uses drama to develop
thinking, language and
learning

Powerful Drama: training on using drama techniques to support language development, writing
and learning across the curriculum

Talk for Writing: includes the use of drama techniques
Uses rhymes, songs and
interactive dialogue to develop a
love of reading and to support the
teaching of phonics, reading skills
and comprehension

Early Reading training: to support the early development of phonological awareness

Talk for Reading: using talk to support the development of reading skills and comprehension
Places an emphasis on early
identification of children’s
language and communication
difficulties

ELKLAN Training courses and accreditation

The Autism Team run “drop-in” sessions each term at 10 “hub” schools across the city. These are
for any professional to attend (not parents) to talk to the team about any issues they have
regarding children with autism. Information on the drop-ins is on the Autism Team page on BSO

Other useful websites include:
‒
www.talkingpoint.org.uk
‒
www.thecommunicationtrust.org.uk
‒
www.afasic.org.uk
Actively engages parents in
understanding how to support
their children’s language and talk

Talking Families: a training programme developed by Education Works to highlight the
importance of talk and providing practical ideas for family workshops–course aimed for adults in
school working with parents and families

Family Storytelling: using Talk for Writing with families
Talk for Learning
Go Back
To book this training programme or to find out more contact:
carol.satterthwaite@btinternet.com
Talk for Learning [dialogic learning and teaching]
What is talk for learning [dialogic learning and teaching]?
A particular kind of interactive experience which includes key pedagogical principles and practices.
Dialogic teaching harnesses the power of talk to engage children, stimulate and extend their
thinking and advance their learning and understanding. It has been developed by Professor Robin
Alexander and trialled by North Yorkshire and Barking and Dagenham LEAs.
What will it do for you?
It will develop teachers’ skills in the following ways:
develop the planning and teaching of talk for learning e.g. developing children’s skills in explaining,
analysing and solving problems, discussing and negotiating
increase understanding of the different kinds of talk for teaching i.e. rote, recitation, instruction,
discussion and dialogue
develop skills in the organisation of different interactive contexts e.g. whole class teaching;
collective group work [teacher led]; collaborative group work [pupil led]; one-to-one [teacher and
pupil]; one-to-one[pupil pairs]
extend understanding of the centrality of talk
improve ‘question-answer-feedback to children’s responses’ sequences
extend understanding of successfully implementing the right ethos and classroom culture for talk
Philosophy for Children
Go Back
What is P4C?
P4C was developed by Professor Matthew Lipman in the late 60’s to encourage students to be
able to reason and be reasoned with. The emphasis is on questioning or enquiry where children
and teachers collaborate with each other to grow in understanding, not only of the material world
but also of the personal and ethical world around them. There are clear links with thinking skills,
and P4C has been proven to develop a child’s learning in different aspects of the curriculum.
Why do we need it?
Discusses issues across the curriculum
Gives children the thinking tools for discussing sensitive issues in a mature and considered way
Children develop responsibility for their own ideas and thoughts
Develops their skills in problem solving
Develops their ability to appreciate the experience and perspective of others
Can recognise forms of manipulation and persuasion
Develops skills of resolving conflicts
Willingness to change one’s opinions and attitudes in the light of discussion and evidence
Courage to defend a point of view
To book this training programme or find out more contact:
www.sapere.org.uk
Janet.Penrose@Marshfield.bradford.sch.uk
Talk for Writing
To book this training programme or find out more contact:
talk4writing.com
carol.satterthwaite@btinternet.com
Go Back
Grammar through
Talk for Writing
To book this training programme or find out more contact:
talk4writing.com
carol.satterthwaite@btinternet.com
Go Back
Go Back
Exciting Sentences
To book this training programme or find out more contact:
www.alanpeat.com
Go Back
Sustained Shared Thinking
To book this training programme or find out more contact:
carol.satterthwaite@btinternet.com
Go Back
Powerful Drama
To book this training programme or find out more contact:
J.Kershaw@eldwick.bradford.sch.uk
Talk for Reading
To book this training programme or to find out more contact:
carol.satterthwaite@btinternet.com
What is it?
A training day on how to develop comprehension and reading skills through high quality
classroom dialogue
Course objectives:
To refresh and develop a whole school philosophy towards reading
To explore the importance of talk in underpinning reading motivation and engagement and its
crucial role in developing reading comprehension skills
To revisit the role of guided reading and provide a range of practical ideas and activities
Go Back
It’s only words… a whole school
system for teaching vocabulary
To book this training programme or to find out more contact:
jane.dallas@yahoo.co.uk
carol.satterthwaite@btinternet.com
What is it?
Course objectives:
To develop a greater understanding of how to support children in their acquisition and usage of
vocabulary for reading, writing, communication and thinking
To explore a systematic approach to the teaching and learning of vocabulary
To provide practical ideas, strategies and activities
‘Poor vocabulary is the primary cause of academic failure.’
[Becker 1977]
Go Back
Early Reading
Go Back
To book this training programme or to find out more contact:
jane.dallas@yahoo.co.uk
What is it?
Course objectives:
To develop teachers’ and other practitioners’ understanding of phonological awareness
To encourage development of children’s skills in early reading development
To provide a ideas for a range of activities to use rhymes, songs and rhyming stories in Foundation
Stage and Y1 classrooms and in Early Years settings
Good phonological awareness is critical for children to become successful decoders in
reading. One vital element of understanding how sounds work is to experiment with rhyme
and rhythm .
Adult-Child interaction training
Go Back
To book this training programme or to find out more contact:
www.keenacummins.co.uk
or carol.satterthwaite@btinternet.com
What is it?
Language, communication and learning skills are developed through natural interaction. It is what
the adult does and the timing of their response that helps the child on to the next phase in their
vocabulary development, word order, use of language and experimentation for learning. Children
who are confident communicators are easy to support and teach. This is because those children pull
the skills out of the adult and by initiating, support the adult in knowing what they need to say or do
next and how they need to do it. Children who present as less able in their speech, language
communication and learning abilities can send out different communication signals which in turn
affect the confidence and responses of the adult. They may not initiate, so the adult finds it hard to
know what to say or do, or they may initiate but be unclear in their words, word order, intention or
action. This makes it challenging for the adult to know how to respond, what to say or what to do
next.
Adult - Child Interaction supports adults in seeing what they already do to support each child, how
and when they use these skills, and how to optimize on them in order to support each child in
increasing their rate of progress.
Talking Partners
Go Back
To book this training programme or to find out more contact:
clare.reed@educationworks.org.uk
or www.educationworks.org.uk
What is it?
TalkingPartners@Primary has been developed from the internationally renowned Talking Partners
programme. It is designed to improve the delivery of SLC (Speech, Language and
Communication) in the classroom on a day to day basis by practitioners, as well as support target
children who may lack skills or confidence to express themselves clearly. Such children may often
find it difficult to listen and group work can be a challenge.
What will it do for you?
TalkingPartners@Primary ensures that children make accelerated progress in both speaking and
listening. It improves children’s literacy skills and also supports learning across the curriculum.
Talking Families
Go Back
To book this training programme or to find out more contact:
clare.reed@educationworks.org.uk
or www.educationworks.org.uk
What is it?
The Talking Families course has been developed for Parental Involvement Workers, Children Centre
practitioners, Nursery Teachers, Nursery Nurses, Teaching Assistants/Learning Support Assistants
(particularly those working with families) and Child Minders. It will provide them with a range of skills
and strategies to encourage parents and children to communicate more effectively through a series of
workshops or drop in sessions. This will be a practically based course with lots of fun ideas and
activities.
What will it do for you?
To provide practitioners with the training skills and strategies to develop speaking, listening and
communication skills with targeted groups of parents and children.
understand how to differentiate activities according to need
Benefits to schools, parents and children
increased parental participation in school life through involvement with workshops to create resources
increased support from parents with children’s work in class and homework
improved pupil attendance and behaviour
development of children’s self-esteem and self-confidence
increased desire for children to contribute more in class
improved achievement in speaking and listening
Family Storytelling: T4W
To book this training programme or find out more contact:
talk4writing.com
carol.satterthwaite@btinternet.com
Go Back
ELKLAN Training
Go Back
To book this training programme or find out more contact:
Catherine.Pass@bradford.gov.uk
What is it?
Elklan are a range of accredited training courses for those working with children who have
Speech, Language and Communication Needs. It is aimed primarily at teaching assistants but
teachers have also completed and benefited from the course. Participants have a choice of
studying at level 2 or 3 and the course is accredited by the Open College Network.
Participants will be required to attend the course one half day each week and complete a portfolio
of work. They will receive an Elklan Language Builders book which includes detailed advice and
strategies to promote communication skills. The courses also include a practical element
providing opportunities to work with pupils using the skills taught on the course. Course tutors
provide regular monitoring and support for course members with their portfolios and work with
pupils. Following the course we offer visits to support Elklan-trained staff and help schools
effectively employ their skills.
All Elklan courses are taught by specialist teachers from SEN Services’ Learning Difficulties Team,
Autism Team and Pre-5 team. We have an excellent working relationship with the Elklan Network
and all our previous courses have been moderated as excellent by the Elklan Team.
What do we mean by ‘talking’?
We are using the word ‘talk’ to include all forms of communication – including
gesture, signing, use of expression and all other forms of nonverbal
communication
Skillful practitioners support
children in using a variety of
communication strategies,
including signing
•
•
•
Statutory Framework for the Early Years Foundation Stage 2012
Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage 2009
Challenging Practice to further improve learning, playing and interacting in the Early Years
Foundation Stage 2010
•
Every Child a Talker: Guidance for Early Language Lead Practitioners 2008
•
Inclusion Development Programme – Supporting children with speech, language and
communication needs: guidance for practitioners in the Early Years Foundation Stage 2008
•
www.foundationyears.org.uk/
•
www.ican.org.uk/
•
www.keenacummins.co.uk/
•
http://www.thecommunicationtrust.org.uk/
•
The Makaton Charity www.makaton.org/
Training
Bradford Early Years Training Prospectus :
Creating a Communication Friendly Setting
Every Child a Talker Cluster Meeting
http://www.bradford.gov.uk/bmdc/health_well-being_and_care/information_for_workers/working_with_children/training
Speaking and listening are seen as
a priority in their own right;
discussion is valued
•
Statutory Framework for the Early Years Foundation Stage 2012
•
Every Child a Talker: Guidance for Early Language Lead Practitioners 2008
•
www.foundationyears.org.uk/
•
http://www.literacytrust.org.uk/early_years
•
http://www.ncb.org.uk/ycvn/aims-and-vision
•
www.ican.org.uk/
The Cost to the Nation of Children's Poor - I Can
Adults make time to listen to
children respectfully
•
Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage 2009
•
Every Child a Talker: Guidance for Early Language Lead Practitioners 2008
•
Social and Emotional Aspects of Development – guidance for practitioners working in the Early
Years Foundation Stage 2008
•
www.foundationyears.org.uk/
•
www.keenacummins.co.uk/
•
http://www.ncb.org.uk/what-we-do/early-years/early-years-peer-to-peer-support/early-years-peerto-peer-support-resources/early-years-resource-bank/listening-to-young-children
•
Communication Friendly Spaces – Improving speaking and listening skills in the Early Years
Foundation Stage by Elizabeth Jarman (Basic Skills Agency 2007)
Practitioners talk with children
throughout the day modeling
appropriate vocabulary and
structures
•
Statutory Framework for the Early Years Foundation Stage 2012
•
Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage 2009
•
Challenging Practice to further improve learning, playing and interacting in the Early Years
Foundation Stage 2010
•
www.foundationyears.org.uk/
•
Julie Fisher www.early-education.org.uk/training-and-associates/associates/55
•
“Developing preschool communication and language“ Chris Dukes and Maggie Smith
•
Communication Friendly Spaces – Improving speaking and listening skills in the Early Years
Foundation Stage by Elizabeth Jarman (Basic Skills Agency 2007)
Training
Bradford Early Years Training Prospectus :
Creating a Communication Friendly Setting
Every Child a Talker Cluster Meeting
http://www.bradford.gov.uk/bmdc/health_well-being_and_care/information_for_workers/working_with_children/training
Through sustained shared
thinking, practitioners
encourage children to explore
and express ideas
•
Statutory Framework for the Early Years Foundation Stage 2012
•
www.foundationyears.org.uk/
•
http://www.early-education.org.uk/publications-and-resources/1414
Dowling, M. ( 2005) Supporting young children’s sustained shared thinking Early education
“Time of our lives”:Bradford MDC
Children are provided with a
broad and exciting
curriculum to enrich their
language experience
•
•
•
•
•
•
•
•
•
Statutory Framework for the Early Years Foundation Stage 2012
Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage 2009
Challenging Practice to further improve learning, playing and interacting in the Early Years
Foundation Stage 2010
Finding and exploring young children’s fascinations: DfES 2010
www.foundationyears.org.uk/
“Hands on learning”: Bradford MDC ; “Time of our lives”:Bradford MDC
Katherine Finkill: www.playwise.co.uk/about-us/
Communication Friendly Spaces – Improving speaking and listening skills in the Early Years
Foundation Stage by Elizabeth Jarman (Basic Skills Agency 2007)
Training
Bradford Early Years Training Prospectus :
Creating a Communication Friendly Setting
Every Child a Talker Cluster Meeting
http://www.bradford.gov.uk/bmdc/health_well-being_and_care/information_for_workers/working_with_children/training
Opportunities and provision are
planned in response to children’s
interests to promote
development of language
•
•
•
Statutory Framework for the Early Years Foundation Stage 2012
Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage 2009
Challenging Practice to further improve learning, playing and interacting in the Early Years
Foundation Stage 2010
•
www.foundationyears.org.uk/
•
http://www.ecersuk.org/
•
http://www.communityplaythings.co.uk/
•
http://www.letthechildrenplay.net/
•
http://www.elizabethjarmantraining.co.uk/
•
Communication Friendly Spaces – Improving speaking and listening skills in the Early Years
Foundation Stage by Elizabeth Jarman (Basic Skills Agency 2007)
Resources
My Learning Picture – part of the Hands on series – Version 2, April 2013
available from the Early Years Consultant, Locality Team, Early Childhood Services
Training
Bradford Early Years Training Prospectus :
Creating a Communication Friendly Setting
Every Child a Talker Cluster Meeting
http://www.bradford.gov.uk/bmdc/health_well-being_and_care/information_for_workers/working_with_children/training
Children develop a love of sharing
books and stories (both read and
told), rhymes and songs and begin to
use early reading strategies
•
•
•
•
•
Statutory Framework for the Early Years Foundation Stage 2012
www.foundationyears.org.uk/
http://www.literacytrust.org.uk/early_years
www.bookstart.org.uk
https://www.gov.uk/government/publications/letters-and-sounds
Training
Bradford Early Years Training Prospectus :
Creating a Communication Friendly Setting
Every Child a Talker Cluster Meeting
http://www.bradford.gov.uk/bmdc/health_well-being_and_care/information_for_workers/working_with_children/training
Children are encouraged to
use language to imagine and
recreate experiences
•
•
•
•
•
Statutory Framework for the Early Years Foundation Stage 2012
Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage 2009
Challenging Practice to further improve learning, playing and interacting in the Early Years
Foundation Stage 2010
Finding and exploring young children’s fascinations: DfES 2010
www.foundationyears.org.uk/
“Supporting creativity and imagination in the early years” Duffy B. 1998 Buckingham Open university
press
Communication Friendly Spaces – Improving speaking and listening skills in the Early Years Foundation
Stage by Elizabeth Jarman (Basic Skills Agency 2007)
Adults have a good understanding of
communication and language
development and are skilled in
observing and making assessments
•
Statutory Framework for the Early Years Foundation Stage 2012
•
Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage 2009
•
Challenging Practice to further improve learning, playing and interacting in the Early Years
Foundation Stage 2010
•
www.foundationyears.org.uk/
“Communication, Language and Literacy from Birth to 5” ,London, Sage publications Ltd
Resources
My Learning Picture – part of the Hands on series – Version 2, April 2013
available from the Early Years Consultant, Locality Team, Early Childhood Services
Training
Bradford Early Years Training Prospectus :
Creating a Communication Friendly Setting
Every Child a Talker Cluster Meeting
http://www.bradford.gov.uk/bmdc/health_well-being_and_care/information_for_workers/working_with_children/training
There is an emphasis on early identification of
children with speech, language and
communication difficulties Special Educational
Needs and support involving parents and other
agencies if necessary
•
Children’s communication charity: www.ican.org.uk
•
Early support materials: www.ncb.org.uk/.../launch-of-the-new-early-support-early-yearsdevelopmental-journal
•
SEN Early Intervention Team : Bradford Schools Online
https://bso.bradford.gov.uk/Schools/Home.aspx includes portage)
•
www.bdct.nhs.uk /our...health-services/.../speechlanguagetherapy/
Resources
My Learning Picture – part of the Hands on series – Version 2, April 2013
available from the Early Years Consultant, Locality Team, Early Childhood Services
Training
Bradford Early Years Training Prospectus :
Creating a Communication Friendly Setting
Every Child a Talker Cluster Meeting
http://www.bradford.gov.uk/bmdc/health_well-being_and_care/information_for_workers/working_with_children/training
Bilingualism is valued and seen
as a positive asset
•
Statutory Framework for the Early Years Foundation Stage 2012
•
Supporting children learning English as an additional language – Guidance for practitioners in the
Early Years Foundation Stage
•
www.foundationyears.org.uk/
•
Development Matters in the Early Years Foundation Stage (EYFS)
•
www.early-education.org.uk
•
Words and Phrases in other languages including Eastern European and Asian - My Learning
Picture – Part of the Hands on series – Bradford Childcare and Early Education, Department of
Children’s Services
•
Useful websites for advice, guidance and multilingual resources
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http://www.blss.portsmouth.sch.uk/
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http://www.emas4success.org/
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http://www.hvec.org.uk/HvecMain/index.asp
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http://www.islingtonschoolsemas.net/primary_resources.htm
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http://www.milton-keynes.gov.uk/emass/DisplayArticle.asp?ID=20075
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http://nationalstrategies.standards.dcsf.gov.uk/earlyyears
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http://www.qcda.gov.uk/assessment/87.aspx
Adults model and scaffold the
writing process and use rich talk
to support early writing
development
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Development Matters in the Early Years Foundation Stage (EYFS)
www.early-education.org.uk
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Mark making matters webarchive.nationalarchives.gov.uk/20110202093118/.../132558 Bromley, H. 2006 Making my own mark: play and writing.
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London: British Association of Early Education
David, T e al2000 Making sense of early literacy: A practitioners perspective
Ring, K Moving into writing. the significance of drawing Hull City Council
A journey from within – A celebration of children’s development using Learning through Movement Leeds City Council
Help your child to learn through movement – Department of Early Childhood Services, City of Bradford
MDC
http://fis.bradford.gov.uk/fis/schools
Adults know the importance of a wide
vocabulary to future academic success,
particularly mathematics, and have a
whole school/setting approach to
vocabulary development
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Children thinking mathematically: PSRN essential knowledge for Early Years Practitioners 2009
Teaching effective vocabulary - What can teachers do to increase the vocabulary of
children who start education with limited vocabulary? London DCSF
Training
Bradford Early Years Training Prospectus :
Creating a Communication Friendly Setting
Every Child a Talker Cluster Meeting
http://www.bradford.gov.uk/bmdc/health_well-being_and_care/information_for_workers/working_with_children/training