Did you know:

Over 50% of learners in Tri-borough schools are developing English as an additional language

The majority of more advanced learners of EAL reach national expected levels at the end of NC Key Stages

More advanced learners of EAL are vastly under-represented at higher levels of attainment (e.g. Level 3 at KS1 or Level 5 at KS2)
The LILAC course will enable teachers working in Key Stages 2, 3 and 4 to:
 develop successful classroom strategies for improving the learning achievements of all their pupils;
 focus on developing pupils’ language skills across the curriculum, moving from oracy to literacy;
 take particular account of pupils who are developing English as an additional language.
The course incorporates:
 group workshops
 classroom-based activities
 highly practical readings
 between module tasks
Applications from schools and settings sending two or more participants are particularly welcomed, as impact on provision and practice has been demonstrably greater where this has been the case, and colleagues have been able to support each other in developing, implementing and disseminating strategies from the course.
Cost per participant:
For maintained schools in LBHF and WCC:
- no charge
For maintained schools in RBKC:
- £350 (including £100 for course materials and manual)
For all other schools academies, free schools and non-LBHF schools:
-
£600 (including £100 for course materials and manual)

All sessions will take place at Lilla Huset, 13.15 – 16.30
Date Module Focus
Wednesday
09/03/16
Wednesday
16/03/16
Wednesday
13/04/16
Wednesday
20/04/16
Wednesday
04/05/16
Wednesday
18/05/16
Wednesday
25/05/16
Wednesday
15/06/16
Wednesday
29/06/16
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Bilingual students and learning in a second language
Bilingual students: Who are they and what affects their learning?
Learning in and through an additional language
How can we support bilingual students?
Language and learning and the role of scaffolding
Language, text and context
A functional model of language
Scaffolding and a teaching and learning cycle
Oral language: how the task shapes the talk
Developing understandings of oral language across the mode continuum
Oral language tasks
Using oral language: interpreting and producing oral texts
Oral language: ‘talk as performance’
Talk as performance: issues for bilingual students and classroom strategies
Assessment of oral language
Working with written and visual texts
Different ways of making meaning
Exploring genre
Genres across the curriculum
Working with written and visual texts at the text level
Looking at language at the text level
Supporting bilingual students with reading
Linking back to the Teaching and Learning Cycle
Developing knowledge of genre and language at the language level
Moving along the register continuum
Focusing on the nominal group
Moving to highly written texts through nominalisation
Matching the register — Dictogloss
Assessing written texts
How accessible are the texts we use?
Assessment of written language
Programming and whole school models of support for language development
Programming
Whole-school framework for supporting bilingual students
Applications should be made through:
The Learning Centre – http://lms.rbkc.gov.uk/login/index.php
or Clare Sumpter – clare.sumpter@rbkc.gov.uk
Further information from Margaret Brown – margaret.brown@lbhf.gov.uk