Non-Intensive support
New for the 2021-2022 Academic Year:
Reading for Pleasure: Transforming your school's reading culture (TSRC)
Evidence-based leadership CPD for primary English Leads
The TSRC programme is a sustained, research based CPD programme aimed at primary English Leads. During the course of the programme participants will engage deeply with reading for pleasure pedagogy and leadership theory to transform their school's reading culture. Participants will attend 5 sessions and complete gap tasks in between sessions. Gap tasks will be related to developing participant's own knowledge of children's literature, understanding of reading for pleasure culture in their school. Those who commit will be expected to attend all sessions.
Programme aims:
- Understand the research underpinning RfP practice and pedagogy
- Widen knowledge of children's literature
- Transform whole school reading culture in your school
- Develop the leadership skills to initiate and sustain change
- Become advocates for RfP and share experiences and best practice
Core Session Overview:
| Session 1 | Reading for Pleasure: a whole school culture | 18/10/21 3pm-5pm |
|---|---|---|
| Session 2 | Creating a whole school change | 29/11/21 3pm-5pm |
| Session 3 | Creating a reading school: structural changes | 17/1/22 3pm-5pm |
| Session 4 | Creating a reading school: behavioural changes | 28/3/22 3pm-5pm |
| Session 5 | Celebrating impact and sustaining change | 13/6/22 3pm-5pm |
Optional Workshops:
In addition to the Core Sessions outline above, New Vision English Hub are offering a series of optional workshops, designed to complement and enhance the core programme offer. These 30 minute remote workshops will focus on specific, practical elements of creating an RfP culture. Participants on the TSRC programme will be invited to sign up for these free workshops, according to their school focus.
| If your school focus is: | You could sign up to workshop: |
|---|---|
| Teachers' knowledge of children's literature | 1,3,6,8 |
| Teachers' knowledge of children's reading practices | 4,5,6,8 |
Reading for Pleasure pedagogy
| 3,4,7,9 |
| Reading Teachers: teachers who read and readers who teach | 1,4,6,8 |
| Reading communities | 2,5,9,10 |
| Date | Workshop Title | |
|---|---|---|
| 1 | 23/11/21 | Setting up a staff book club |
| 2 | 7/12/21 | Making the most of libraries |
| 3 | 11/01/22 | Making World Book Day purposeful |
| 4 | 25/01/22 | Creating social and inviting book corners |
| 5 | 8/02/22 | Don't 'pay' children to read: developing children's intrinsic motivation to read |
| 6 | 1/03/22 | Developing informal 'book talk' |
| 7 | 15/03/22 | Intervention for Reading for Pleasure |
| 8 | 26/04/22 | Reading identities |
| 9 | 17/05/22 | Successful author visits |
| 10 | 14/06/22 | Engaging parents in your school's reading culture |
These optional workshops will run remotely from 4pm-4:30pm via Zoom.
Who is the TSRC programme for?
This programme is aimed at primary English Leaders from schools who have engaged with the English Hub programme in the past.
We will recruit 20 participants from 20 different schools.
If you are interested in the TSRC programme, please email orgillenglishhub@orgill.cumbria.sch.uk
Infusing Rich Vocabulary Throughout The Primary Curriculum
Chris Quigley
6th October 9:30am-3:00pm
Zoom online event
In this course you will learn:
Session 1:
• About the research that shows a pressing need to plan for vocabulary throughout the curriculum
• How vocabulary affects reading comprehension and writing fluency
• How being 'well read' affects comprehension.
Session 2:
• How to use the primary curriculum to create a whole-school vocabulary spine
• About the different tiers of words to include in the spine
• 10 ways to use your curriculum to derive the words for the vocabulary spine.
Session 3:
• About effective approaches for introducing new vocabulary to students
• 23 activities for introducing new vocabulary and deepening students' understanding of it.
Questions and answers
This is an evidence-informed course that uses a range of research for the basis of the activities.
Communication and Language in the Early Years
Kirstie Page
Zoom online events
Session 1:
Interaction and Language Enrichment
This session looks at the principles and strategies which underpin quality interactions. There is a strong focus on using our interactions to embed interventions for children who are not on-track and for those with Speech, Language & Communication Needs.
Thursday 30th September 3:30pm-5:30pm
Session 2:
EYFS Reforms: What to consider if children are not on-track
This session looks at the C&L Observation Checkpoints and considers, from a Speech, Language & Communication point of view, what are they asking us to look for? Most importantly, when a child is not meeting these checkpoints, what might be the reasons why and what might we need to do?! The focus will be on C&L although the language and social communication demands of PSED will also be discussed.
Thursday 14th October 3:30pm-5:30pm
Session 3:
Embedding Interventions
This session will look at the targets that are commonly given by Speech & Language Therapists and which are usually the focus of Intervention Programmes. Within the session, we will consider how these targets can be embedded into child-initiated learning, our daily routines and EYFS Practice.
Thursday 18th November 3:30pm-5:30pm