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1 The Talking School Route Map Early Years Settings Key Stages 1 and 2 To exit the Route Map press Esc

2 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 children have opportunities to talk about big ideas and investigate philosophical concepts 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 Explicitly models and scaffolds high quality oral language for writing Ensures that teachers are skilled in assessing children’s talk skills Knows that high quality learning relies upon high quality teacher talk Teaches children the different types of talk and associated language structures A Talking School...Talking print Uses drama to develop thinking, language and learning Uses rhymes, songs and interactive dialogue to develop a love of reading and to support the teaching of phonics, reading skills and comprehension Places an emphasis on early identification of children’s language and communication difficulties Main Menu Main Menu To exit the Route Map press the Esc keyboard button

3 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 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 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 Adults know the importance of a wide vocabulary to future academic success, particularly mathematics, and have a whole school/setting approach to vocabulary development Practitioners talk with children throughout the day modeling appropriate vocabulary and structures Through sustained shared thinking, practitioners encourage children to explore and express ideas Adults make time to listen to children respectfully Children are provided with a broad and exciting curriculum to enrich their language experience Children develop a love of sharing books and stories (both read and told), rhymes and songs and begin to use early reading strategies Skillful practitioners support children in using a variety of communication strategies, including signing print A Talking setting isTalking Main Menu Main Menu To exit the Route Map press the Esc keyboard button

4 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

5 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

6 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 Learning:  Talk for Writing: includes how to develop sentence structures which lead into writing Talk for Writing:  Talk for Reading: includes how to develop children’s thinking through text talk Talk for Reading:  Philosophy for Children: training to support the development of children’s thinking through dialogue Philosophy for Children  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 TalkingPartners@Primary:  ELKLAN training: a whole school project over 12 months following a five step process of how to develop a Communication Friendly School ELKLAN training:  Special Educational Needs Services training – see BSO pages for more details

7 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 Learning:  Talk for Writing: includes how to develop sentence structures which lead into writing Talk for Writing:  Talk for Reading: includes how to develop children’s thinking through text talk Talk for Reading  Philosophy for Children: training to support the development of children’s thinking through dialogue. Philosophy for Children:  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 TalkingPartners@Primary

8 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 Learning:  Talk for Writing: includes how to develop sentence structures which lead into writing Talk for 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 TalkingPartners@Primary:

9 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 Adult – child interaction training:  Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in the classroom Talk for Learning:  Sustained shared thinking: training to support the development of young children’s thinking through dialogue Sustained shared thinking  TalkingPartners@Primary: impact of the programme relies upon the adult modelling good S&L behaviours and language structures; their self- awareness is essential TalkingPartners@Primary:

10 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 Learning:  Talk for Writing: includes how to develop sentence structures which lead into writing Talk for Writing:  Talk for Reading: includes how to develop children’s thinking through text talk Talk for Reading  Philosophy for Children: training to support the development of children’s thinking through dialogue Philosophy for Children:  TalkingPartners@Primary: training includes understanding of language functions and their application within the programme TalkingPartners@Primary:

11 Explicitly models and scaffolds high quality oral language for writing  Talk for Writing: includes how to develop sentence structures which lead into writing Talk for Writing:  Teaching grammar through Talk for Writing: training to support the creative teaching of grammar Teaching grammar through Talk for Writing:  Exciting Sentences: training to support the creative teaching of grammar Exciting Sentences  TalkingPartners@Primary: training promotes modelling of good S&L behaviours and language structures and the use of scaffolding strategies, e.g. Talk Frameworks TalkingPartners@Primary:

12 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 It’s only words… training  Talk for Reading: using talk to support the development of reading skills and comprehension Talk for Reading:  Talk for Writing: training which includes ‘Warming up the word’ sections Talk for Writing:  Adult – child interaction training: a short training programme developed by speech and language specialists to support early language development for all children Adult – child interaction training  TalkingPartners@Primary: training explains how to develop vocabulary and is a key area in the planning and delivery of sessions TalkingPartners@Primary

13 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 Learning  Talk for Writing: can include specific training on developing AfL for writing Talk for Writing:  TalkingPartners@Primary: incorporates AfL throughout the programme, including children evaluating their own achievements after each session TalkingPartners@Primary:

14 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 Talk for Learning:  Philosophy for Children: training to support the development of children’s thinking through dialogue Philosophy for Children:

15 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 Philosophy for Children:  Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in the classroom Talk for Learning:  Talk for Writing: includes how to develop thinking for writing Talk for Writing:  Talk for Reading: includes how to develop children’s thinking through text talk Talk for Reading:  Sustained shared thinking: training to support the development of young children’s thinking through dialogue Sustained shared thinking

16 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 Philosophy for Children:  Talk for Learning: a CPD programme designed to develop high quality dialogue and thinking in the classroom Talk for Learning  Talk for Writing: includes how to develop thinking for writing Talk for Writing:  Talk for Reading: includes how to develop children’s thinking through text talk Talk for Reading:  Sustained shared thinking: training to support the development of young children’s thinking through dialogue Sustained shared thinking  TalkingPartners@Primary: provides opportunities for extended, collaborative talk TalkingPartners@Primary

17 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 Powerful Drama:  Talk for Writing: includes the use of drama techniques Talk for Writing

18 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 Early Reading training:  Talk for Reading: using talk to support the development of reading skills and comprehension Talk for Reading:

19 Places an emphasis on early identification of children’s language and communication difficulties  ELKLAN Training courses and accreditation 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

20 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 Talking Families:  Family Storytelling: using Talk for Writing with families Family Storytelling:

21 Talk for Learning 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 To book this training programme or to find out more contact: carol.satterthwaite@btinternet.com Go Back

22 Philosophy for Children 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 Go Back

23 Talk for Writing To book this training programme or find out more contact: talk4writing.com carol.satterthwaite@btinternet.com Go Back

24 Grammar through Talk for Writing To book this training programme or find out more contact: talk4writing.com carol.satterthwaite@btinternet.com Go Back

25 Exciting Sentences To book this training programme or find out more contact: www.alanpeat.com Go Back

26 Sustained Shared Thinking To book this training programme or find out more contact: carol.satterthwaite@btinternet.com Go Back

27 Powerful Drama To book this training programme or find out more contact: J.Kershaw@eldwick.bradford.sch.uk Go Back

28 Talk for Reading 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 To book this training programme or to find out more contact: carol.satterthwaite@btinternet.com Go Back

29 It’s only words… a whole school system for teaching vocabulary 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] To book this training programme or to find out more contact: jane.dallas@yahoo.co.uk carol.satterthwaite@btinternet.com Go Back

30 Early Reading 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. To book this training programme or to find out more contact: jane.dallas@yahoo.co.uk Go Back

31 Adult-Child interaction training 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. To book this training programme or to find out more contact: www.keenacummins.co.uk or carol.satterthwaite@btinternet.com Go Back

32 Talking Partners 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. To book this training programme or to find out more contact: clare.reed@educationworks.org.uk or www.educationworks.org.uk Go Back

33 Talking Families 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 To book this training programme or to find out more contact: clare.reed@educationworks.org.uk or www.educationworks.org.uk Go Back

34 Family Storytelling: T4W To book this training programme or find out more contact: talk4writing.com carol.satterthwaite@btinternet.com Go Back

35 ELKLAN Training 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. Go Back

36 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

37 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 2008Every Child a Talker: Guidance for Early Language Lead Practitioners 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/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

38 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 2008Every Child a Talker: Guidance for Early Language Lead Practitioners 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

39 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 2008Every Child a Talker: Guidance for Early Language Lead Practitioners 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-peer- to-peer-support-resources/early-years-resource-bank/listening-to-young-childrenhttp://www.ncb.org.uk/what-we-do/early-years/early-years-peer-to-peer-support/early-years-peer- to-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)

40 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/55www.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

41 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

42 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/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

43 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

44 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

45 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)

46 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

47 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.ukwww.ican.org.uk Early support materials: www.ncb.org.uk/.../launch-of-the-new-early-support-early-years- developmental-journal SEN Early Intervention Team : Bradford Schools Online https://bso.bradford.gov.uk/Schools/Home.aspx includes portage) https://bso.bradford.gov.uk/Schools/Home.aspx 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

48 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 http://www.blss.portsmouth.sch.uk/ http://www.emas4success.org/ http://www.hvec.org.uk/HvecMain/index.asp http://www.islingtonschoolsemas.net/primary_resources.htm http://www.milton-keynes.gov.uk/emass/DisplayArticle.asp?ID=20075 http://nationalstrategies.standards.dcsf.gov.uk/earlyyears http://www.qcda.gov.uk/assessment/87.aspx

49 Adults model and scaffold the writing process and use rich talk to support early writing development Development Matters in the Early Years Foundation Stage (EYFS) www.early-education.org.uk Mark making matters webarchive.nationalarchives.gov.uk/20110202093118/.../132558 - Bromley, H. 2006 Making my own mark: play and writing. 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

50 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 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


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