Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
160405 zuyd hogeschool video teaching and blended learning (slideshare)Zac Woolfitt
Using educational video as part of a blended learning strategy. Flipping the classroom. A Webinar for Zuyd Hogeschool April 5th 2016. Thinking outside the box with video
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
160405 zuyd hogeschool video teaching and blended learning (slideshare)Zac Woolfitt
Using educational video as part of a blended learning strategy. Flipping the classroom. A Webinar for Zuyd Hogeschool April 5th 2016. Thinking outside the box with video
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Alan Tait is Director of International Development and Teacher Education at The Open University, UK
This presentation was delivered as part of his keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
ALO Finland online courses - What, why and how?ALO Finland
Since the first PISA results over 10 years ago, Finland has received 1000s of educators globally to learn from the Finnish education system. Helsinki's schools have already closed their doors and most schools charge for visits. Finland is also an expensive country, making it difficult for teachers to learn from the Finnish educators. Thus, affordable ALO Finland courses were created to make it possible for teachers to learn from Finnish schools and teaching.
Many countries know the Finnish national curriculum, educational system, phenomenal learning and 21st century competences. However, they fail at the implementation part of them.
Highly trained teachers are the key behind Finnish educational success. ALO Finland courses offer opportunities to learn from Finnish teachers online.
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Alan Tait is Director of International Development and Teacher Education at The Open University, UK
This presentation was delivered as part of his keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
ALO Finland online courses - What, why and how?ALO Finland
Since the first PISA results over 10 years ago, Finland has received 1000s of educators globally to learn from the Finnish education system. Helsinki's schools have already closed their doors and most schools charge for visits. Finland is also an expensive country, making it difficult for teachers to learn from the Finnish educators. Thus, affordable ALO Finland courses were created to make it possible for teachers to learn from Finnish schools and teaching.
Many countries know the Finnish national curriculum, educational system, phenomenal learning and 21st century competences. However, they fail at the implementation part of them.
Highly trained teachers are the key behind Finnish educational success. ALO Finland courses offer opportunities to learn from Finnish teachers online.
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Queuing is the common activity of customers or people to avail the desired service, which could be processed or distributed one at a time. Bank ATMs would avoid losing their customers due to a long wait on the line. The bank initially provides one ATM in every branch. But, one ATM would not serve a purpose when customers withdraw to use ATM and try to use other bank ATM. Thus the service time needs to be improved to maintain the customers. This paper shows that the queuing theory used to solve this problem. We obtain the data from a bank ATM in a city. We then derive the arrival rate, service rate, utilization rate, waiting time in the queue and the average number of customers in the queue based on the data using Little’s theorem and M/M/I queuing model. The arrival rate at a bank ATM on Sunday during banking time is 1 customer per minute (cpm) while the service rate is 1.50 cpm. The average number of customer in the ATM is 2 and the utilization period is 0.70. We conclude the paper by discussing the benefits of performing queuing analysis to a busy ATM.
OPEN EDUCATIONAL RESOURCES FOR ONLINE LANGUAGE TEACHER TRAINING: CONCEPTUAL F...IJITE
This paper discusses a conceptual framework for the design of Open Educational Resources (OERs) for
online language teacher training including an example of practical implementation. The authors identify in
the principles of micro- and macro- learning, cognitive load theory and Threshold Concepts (TCs), the key
elements that lead to the creation of effective OERs designed for the Lilac Project which aims to support
language teachers in managing online learning environments. Data from questionnaires and focus groups
were utilised to establish a set of TCs connected to online language teaching. These were then crossreferenced with existing TCs, and utilised to create micro learning content that does not negatively impact
the cognitive load, but, at the same time, is positioned within a larger macro structure that allows for the
development of deeper knowledge and competences. The structure of Lilac OERs will be presented as a
practical example of how the potential of technologies to support learning can be embedded in online
contexts.
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
Enhancement of cultural and linguistic variety through OERicdeslides
Many examples show that Open Education Resources OER are coming closer to a tipping point. And OER is demonstrating evidence for and potential for big cost savings, quality at least as costly commercial learning resources, better relevance of the educational material, innovation in education through co-creation and creative use of learning resources. Educational resources in your native language will favour better learning experiences,
is stimulating creative capacities among learners and builds self-confidence – compared with the alternative.
Still many governments and educational authorities are hesitant and reluctant investing in open education resources, OER.
What is holding back a turnaround to active utilising this potent resource?
What concept and stepping stones can be used to build and use these potent resources? This presentation discuss these issues and suggest a pathway: Build a well-functioning OER lifecycle – create-access-use-adapt.
Webinar Series: Public engagement, education and outreach for CCS. Part 2: CC...Global CCS Institute
The second webinar in the public engagement, education and outreach for CCS Series took a more in-depth look at CCS education, specifically the creation and delivery of CCS education programs within developing countries.
Education has long been recognised as a critical component in understanding how science, society, and adaptation influence thinking about issues impacting our climate. As an emerging technology with an important role to play in shaping our low carbon energy future, CCS plays a role in our teaching around these topics in both developed and developing countries.
In this webinar, geochemist and renowned CCS education professional Sallie Greenberg, PhD, was joined by the Stakeholder Engagement Team from the South African Centre for Carbon Capture & Storage (SACCCS) to discuss the key learnings and experiences highlighted in, CCS education in developing countries a recent guidance paper for the Global CCS Institute.
Drawing on learning from existing CCS education initiatives and good practice from the wider education literature, Dr Greenberg highlighted areas of universal approach while facing particular challenges when working in the context of a developing country. Ms Polly Modiko, the Head of Stakeholder Engagement at SACCCS, then introduced the comprehensive program of education and outreach activities that the SACCCS team have been developing to support exploration of opportunities for an onshore Pilot CO2 Storage Project (PCSP) in South Africa.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS. This second Webinar combined elements of education research with real world application and discussion, showcasing important learnings, and concluding with links to further education resources for those wishing to learn more.
Library-Faculty-Student Collaboration to Create OERs for TESL
Presented at ARLD Day, Chaska, MN, April 26, 2019
Michael Schwartz, Rachel Wexelbaum, Plamen Miltenoff
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
This report contains the preliminary findings from a research project that aimed to explore:
• What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed?
• And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
This list of resources is one of the outputs of the HEA Social Sciences funded project 'The role of assessment in teaching research methods' led by Anesa Hosein (University of Surrey) and Namrata Rao (Liverpool Hope University).
For further details of this project, please see HEA Social Sciences blog post:
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Presentation by Phil Taylor and Dario Faniglione for the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, one of four projects supported by the HEA in 2014, has created an app which can be used by student teachers and other practitioners to carry out both individual and collaborative research,
Further details can be found in the project report at http://bit.ly/ZpLMfU
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Douglas Barnes contributed to an HEA Education event on curriculum in April 2014. This is a further piece to add to his thoughts from the day.The blog post about the event can be found at http://bit.ly/1nVGkIr
These vignettes have been produced as part of the HEA-funded project 'Digitalised cultures and spaces of schooling'. For further details of this project please see: http://bit.ly/ZCqNq8
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Theme: English as Additional Language
This is one of 11 lists of themed resources originally created as a result of recommendations by
participants at a series of eight HEA workshops held around England in spring/summer 2012. In this
sense, they form a record of the views of the particular contributors, and are not intended to be
exhaustive, or exclusive.
Lists are in alphabetical order, and enough information is included in the referencing to allow
resources to be located readily. If the individual resources are to be used (in course documentation,
academic work, etc.), you may need to adapt this to fit your own institutional referencing
requirements.
Links checked 24 February 2016
Key website for EAL Resources: National Association for Language Development in the
Curriculum (Naldic), http://www.naldic.org.uk/
For Naldic’s pages on EAL and ITE go to http://www.naldic.org.uk/eal-initial-teacher-education/ite-programmes
Naldic (2012), EAL and initial teacher training: Guidance for Providers. Available at
http://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher%20Education/Documents/Essential-ITT-Guidance.pdf
Naldic’s EAL guidance pages contain EAL guidance from NALDIC, government agencies and others
which can help you with teaching EAL and bilingual learners. Available at http://www.naldic.org.uk/eal-
teaching-and-learning/outline-guidance
Guidance on Supporting the education of refugee and asylum seeking children - Refugee guidance in
the 'Aiming High' series (DfES, 2004). Available at-
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/asylumguidance.pdf
Naldic’s YouTube channel - http://www.youtube.com/user/NALDICvideo
Naldic’s EAL news pages: http://www.naldic.org.uk/eal-advocacy/eal-news-summary
Excellence and Enjoyment documents (Primary) from DSCF
A culturally inclusive curriculum - Learning and Teaching for bilingual children in the primary years
(PNS, 2006). Available at
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/pri_pubs_bichd_213406_019.pdf
Creating a learning culture: Making it work in the classroom - Learning and Teaching for bilingual
children in the primary years Unit 2(PNS, 2006) -
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/pri_pubs_bichd_213306_015.pdf
Creating an inclusive learning culture - Learning and Teaching for bilingual children in the primary
years Unit 3(PNS, 2006) -
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/pri_pubs_bichd_213306_015.pdf
2. Creative Commons license: CC BY-NC-SA 4.0
+44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
Culture and identity:ethos,environment and curriculum - Learning and Teaching for bilingual children
in the primary years PDM 7 (PNS, 2006) -
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/pri_pubs_bichd_214206_011.pdf
Day-to-day assessment - Learning and Teaching for bilingual children in the primary years PDM
6(PNS, 2006) -
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/pri_pubs_bichd_214106_010.pdf
Developing learning partnerships with parents, carers and families - Learning and Teaching for
bilingual children in the primary years PDM 8(PNS, 2006) communities -
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/pri_pubs_bichd_214306_0
12.pdf
EAL principles, pedagogy and practice: first language as a tool for learning - Learning and Teaching
for bilingual children in the primary years PDM 2(PNS, 2006)
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/pri_pubs_bichd_213706_0
6.pdf
Development Matters in the Early Years Foundation Stage - This non-statutory guidance material
supports practitioners to implement the statutory requirements of the EYFS. Contains many references to EAL
and home languages -
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/Development%20Matters%20FINAL%20PRI
NT%20AMENDED.pdf
Classroom Assessment of English as an Additional Language: Key Stage 1 Contexts - ERSC funded research
into assessment in primary contexts -
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/classroomassessreport.pdf
Access and engagement documents (Secondary) fromDSCF
The twelve Access and Engagement documents (each one covering a different curriculum subject) from the
DCSF to be found on through the following link are highly recommended.
Art: http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/sec_ks3_en_access_engage_art.pdf
Design and Technology:
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/en_eal_access_engagement_dt.pdf
English:
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/ks3_en_eal_access_engagement.pdf
Review: This is a substantial document which aims to enable teachers to integrate learners of EAL into KS 3
Strategy English lessons, both "to develop their understanding and use of the English language" and "to
enhance their learning in English lessons." The document is divided into two sections, one aimed at supporting
subject leaders in providing guidance to their department. This section is based on current research (although
the references are not given) and focuses on certain key issues such as the development of academic
language, the use of first language and the importance of flexible groupings in the classroom. The second part
of the document provides teaching strategies which focus on planning for the different range of needs of
pupils at different stages of learning English. The document is a useful for ensuring that trainees are aware of
the range of different classroom situations they may encounter and of the range of strategies available for
differentiation. The document has been found to be useful by teachers of all subjects.
Geography:
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/sec_ks3_ge_access_engage_eal.pdf
History:
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/sec_ks3_hi_eal_access_engage.pdf
ICT: http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/0611-2002ICT.pdf
Review: This document aims to enable teachers to ensure that learners of EAL have full access to KS 3 ICT
lessons. The document is very similar to the guidance document for English. It is divided into two sections,
one aimed at supporting subject leaders in providing guidance to their department. This section is based on
3. Creative Commons license: CC BY-NC-SA 4.0
+44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
current research (although the references are not given) and focuses on certain key issues such as the
development of academic language, the use of first language and the importance of flexible groupings in the
classroom. The second part advises teachers on creating a supportive learning environment in the mainstream
classroom and on planning for the different range of needs of pupils at different stages of learning English.
The document is of value for ensuring that trainee teachers are aware of the range of different classroom
situations they may encounter and of the range of strategies available for differentiation. However the advice
is very generic and there is little mention of the rich possibilities of ICT for developing the use of first
languages in the classroom.
Mathematics: http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/ma_eal.pdf
Review: This document is aimed at subject leaders and classroom teachers to support them in making
Mathematics lessons accessible to learners of EAL. The document has a strong focus on the importance of talk
in making mathematics accessible to EAL learners. A section on reading and writing in mathematics notes the
importance of modelling the very different types of text used in mathematics and the very specific skills they
require. There is a strong focus in the booklet on the development of vocabulary and less of a focus on
making meaning in mathematics. The document provides a range of strategies to support trainee teachers in
making mathematics lessons accessible to learners of EAL.
Modern Languages:
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/sec_eal_mfl_access_engage.pdf
Music:
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/sec_mus_eal_access_engag.pdf
Physical Education:
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/sec_pe_eal_access_engag.pdf
Religious Education:
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/sec_re_eal_access_engagRE.pdf
Science: http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/0610-2002Science.pdf
Review: This document is aimed at subject leaders and classroom teachers to support them in making
Science lessons accessible to learners of EAL. The document is divided into two sections, the first aimed at
supporting subject leaders in providing guidance to their department. This section is broadly based on current
research (although references are not given). It has a strong focus on "models as concrete representations of
abstract ideas and complex relationships". The second section contains practical guidance for teachers and
classroom examples. The document is very strongly focused on issues of language, and vocabulary,
development in particular. The document is useful for ensuring that trainee teachers are aware of the
complexity of the language learning process in science and in providing strategies.
Review of the other Access and Engagement documents (MFL, Music, Art, P.E., R.E., History, Geography,
Design and Technology): Each document covers one area of the curriculum at KS3. All aim to enable teachers
to integrate learners of EAL into all subject lessons, both "to develop their understanding and use of the
English language" and "to enhance their learning in... the appropriate subject". Each document is divided into
two sections, the first one aimed at supporting subject leaders in providing guidance to their department. This
section is based on current research (although the references are only provided in the MFL document) and
focuses on certain key issues such as the development of academic language, the use of first language and
the importance of flexible groupings in the classroom. The second part of the document provides teaching
strategies which focus on planning for the different range of needs of pupils at different stages of learning
English in the mainstream classroom. The documents are all very similar in structure and in the advice
provided. The MFL guidance is the only one that provides substantial examples of practice; it also draws out
the similarities in FLE and EAL pedagogy. The documents are useful tools for ensuring that trainee teachers
are aware of the range of different classroom situations they may encounter and of the range of strategies
available for differentiation.
Reviews contributed by Dr Raymonde Sneddon.
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our permission. VAT registered no. GB 152 1219 50.
NALDIC (last updated 2011) Bilingualism and Second Language Acquisition. Available at
http://www.naldic.org.uk/eal-initial-teacher-education/resources/ite-archive-bilingualism.
Grammar for writing: supporting pupils learning EAL - Guidance for secondary EAL teachers on teaching text
cohesion, sentence construction, subordination and word choice. (KS3 National Strategy, 2002) -
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/ealgrammar.pdf
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+44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
Other Learning Resources
Abji, H., (2005), Supporting Language and Cognitive Development. Available at
http://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher%20Education/Documents/SupportingLanguageandCogni
tivedevelopment.pdf
Ainscow, M., Conteh, J., Dyson, A. and Gallannaugh, F. (2007) Children in Primary Education: demography,
culture, diversity and inclusion (Primary Review Research Survey 5/1). Cambridge: University of Cambridge
Faculty of Education. Available at:
http://cprtrust.org.uk/wp-content/uploads/2014/06/Primary_Review_5-1_briefing_Demography-culture-diversity-
inclusion_071214.pdf
Baker,C. (2006), Foundations of bilingual education and bilingualism. (4th Edition) Clevedon: Multilingual
Matters.
Bialystok, E. (2001) Bilingualism in Development: Language, Literacy and Cognition. Cambridge: Cambridge
University Press.
Bialystok, E. (2002) Cognitive processes of L2 users. In Cook, V. (ed.) Portraits of the L2 User. Clevedon:
Multilingual Matters. 145-166.
Brandford, V. (2010) Foreign Language Education: Preparing for Diversity. (Chapter 7). In Heilbronn, R. and
Yandell, J. (eds.) (2010) Critical Practice in Teacher Education. London: IoE Publications.
Cambridge Assessment (2012), A brief summary of Government policy in relation to EAL Learners. Available at
http://www.cambridgeassessment.org.uk/images/116003-a-brief-summary-of-government-policy-in-relation-to-eal-
learners.pdf
Gaine, C., Hallgren, C., Perez Dominguez, S., Noguero, & S. Weiner, G. (2006), ‘Eurokid: an innovative
pedagogical approach to developing intercultural and anti-racist education on the Web’ Intercultural
Education, Vol. 14, No. 3, September 2003 Available at:
http://futurescholars.rutgers.edu/futurescholars/images/eurokid.pdf
Cameron. L., (2003), A research study investigating the writing skills of more advanced learners of English at
KS4 and post-16. This document includes an excellent analysis and examples. Available at
http://www.naldic.org.uk/research-and-information/research+summaries/cameron.html
CILT (2006). Positively Plurilingual.The contribution of community languages to UK education and society.
Available at http://ccat.sas.upenn.edu/plc/clpp/other/positively_plurilingual.pdf
Cook, V. (2003) Effects of the Second Language on the First. (Introduction). Clevedon: Multilingual Matters
Conteh, J. (2012) Teaching Bilingual and EAL Learners in Primary Schools. Learning Matters.
Conteh, J. (2013) Global voices in local spaces 2: new challenges for language diversity in teacher education
(PowerPoint presentation on the TEAN Teacher Educators’ Storehouse). Available at
http://www.cumbria.ac.uk/Public/Education/Documents/Research/EducatorsStorehouse/DrContehsPowerPoint.pdf
Cummins, J. (2000) Language, Power and Pegagogy. Clevedon: Multilingual Matters.
6. Creative Commons license: CC BY-NC-SA 4.0
+44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
Dale, L., Van der Es, W. and Tanner, R. (2011) CLIL Skills. Haarlem: Europees Platform. (ISBN 978-90-70910-
50-1)
Review: A practical book on Content and Language Integrated Learning for subject teachers working in
bilingual schools. Good CLIL teaching interweaves content and language. This book covers six important
CLIL skills: activating, providing lesson input, guiding and understanding, encouraging speaking and writing,
assessing and giving feedback, and using projects. Edited by a team of academics from universities in
Holland, the book includes:
- Over 70 practical lesson ideas
- Case studies from schools
- Examples and illustrations from teachers
- Useful, clearly explained theory
- A glossary of handy terms
- Activities for teacher development.
DCSF (2008), New Arrivals - Excellence Programme - CPD Modules. Available at
http://dera.ioe.ac.uk/2545/
DfES (2003), Aiming High: Raising the Achievement of Minority Ethnic Pupils. Available at
http://www.refugeetoolkit.org.uk/sites/refugeetoolkit/files/imce_user_files/ahconsultation.pdf
DfES (2004), Aiming High: Guidance on supporting the education of asylum seeking and refugee
children. Available at http://repository.forcedmigration.org/show_metadata.jsp?pid=fmo:3656
DfES (2005), Aiming High: Guidance on the assessment of pupils learning English as an
additional language: http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/5865-
DfES-AimingHigh1469.pdf and Aiming High: understanding the educational needs of minority ethnic
pupils in mainly white schools:
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/Isolatedpupilsgdc04.pdf .
Available
DfES (2005) Aiming High: Meeting the needs of newly arrived learners of English as an additional language.
Available at https://www.gov.uk/government/publications/aiming-high-meeting-the-needs-of-newly-arrived-learners-of-
english-as-an-additional-language
Education Scotland (webpage, no date), English as an Additional Language,
http://www.educationscotland.gov.uk/supportinglearners/additionalsupportneeds/eal/
Gillborn, D. & Gipps,C. 1996. Recent Research on the Achievement of Ethnic Minority Pupils. OFSTED.
Global Footprints, Global Leaflet 6: Refugees. Available at
http://www.globalfootprints.org/files/zones/teach/GL06%20Refugees%20May09.pdf
Gravelle, M. (Ed) (2000) Planning for Bilingual Learners – an inclusive curriculum. Stoke on Trent:
Trentham Books.
Harris, R. (1997) Romantic Bilingualism: time for a change? In Leung, C. & Cable, C. (eds.) English as an
Additional Language: Changing Perspectives. Watford: NALDIC.
7. Creative Commons license: CC BY-NC-SA 4.0
+44 (0)1904 717500 enquiries@heacademy.ac.uk
Innovation Way, YorkScience Park, Heslington, York, YO10 5BR
Twitter: @HEAcademy www.heacademy.ac.uk
Higher Education Academy is a company limited by guarantee registered in England and Wales no.
04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in
Scotland no. SC043946. The words “Higher Education Academy” and logo should not be used without
our permission. VAT registered no. GB 152 1219 50.
Nagy, W. and Townsend D. (2012) Words as Tools: Learning Academic Vocabulary as Language Acquisition,
Reading Research Quarterly 47(1) pp. 91 –108
http://edc448uri.wikispaces.com/file/view/Nagy+et+al+2012+RRQ+Words+as+Academic+Lang+Tools.pdf/307209844/N
agy%20et%20al%202012%20RRQ%20Words%20as%20Academic%20Lang%20Tools.pdf
Newcastle University School of Education, Communication and Language Sciences Professional Tutors'
Practice Sharing Hub – EAL. Available at http://www.ncl.ac.uk/ecls/secpgcepart/practicesharing/eal/
OfSTED, 2005. Raising the Achievement of post 16 bilingual learners. London, OfSTED. A survey of good
practice in schools and colleges for 16-19 year old pupils.
QCA (2000), A Language in Common: Assessing English an additional language. Available at
http://dera.ioe.ac.uk/4440/
This document includes an Extended Scale which is appropriate for early learners of English.
REAL (Realising Equality and Achievement for Learners) Project (2007). Information available at
http://www.realproject.org.uk/
Refugee Council (2005), Daring to dream: Raising the achievement of 14 to 16 year old asylum-
seeking and refugee children and young people. Available at
http://www.refugeecouncil.org.uk/assets/0002/9738/RaisingachievementOct05.pdf
Runnymede Trust (no date) The Real Histories Directory. Available at http://www.realhistories.org.uk/
Sneddon,R. (2000). Language and Literacy: Children’s Experiences in Multilingual environments,
International Journal of Bilingual Education and Bilingualism 3(4), 265-282.
South East Grid for Learning (no date) Digital storytelling http://digitalstorytelling.segfl.org.uk/.
Teachers TV (archived) (2009) The Teachers TV ITE Lectures: English as an Additional Language.
Available at http://www.teachfind.com/teachers-tv/english-additional-language.
Teachers TV (2005) Managing EAL –Secondary strategies around the clock. Available at
http://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher%20Education/Documents/Managing%20EAL%20Second
ary%20-%20Strategies%20around%20the%20clock.pdf
Teachers TV (2007), Working with other adults to support bilingual learners. Available at
http://www.naldic.org.uk/eal-initial-teacher-education/ite-programmes/working-with-others
TDA (2007) Inclusion - Training module on inclusion for teaching support staff. Available at
http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and%20Learning/prim_induction_inclusion.pdf
Weatherhead H., Sadler, L. and Taylor , P. (2004), Falinge Park High School – raising the
achievement of EAL learners in science. School Science Review, Sept 2004, 86(314)
A number of Local Authorities have excellent sites with resources and advice for teaching bilingual
learners for example - http://schools.leicester.gov.uk/search/?q=EAL&Search_site.x=30&Search_site.y=18