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Scenario: You are moving to a new country (pick a country which has a different script such as China, Saudi Arabia or Bangladesh). You can only take a suitcase with you. Discuss your thoughts on the following groups of questions;
How would you feel about moving?
How would you feel about learning the language?
How would you feel about your work?
Plenary: Feedback the information from the groups.
Progress the thinking: “Using your understanding of how someone may feel about arriving in a new place and not being able to speak the language – can you think of actual things we can do in our class or school to help our new classmate settle in?”
Put together an action plan as a class with up to 5 concrete ways they can help.
This article follows ''A Recipe for a Successful Start for New Arrivals in School.'
Many of us have learnt to spell as a child without being specifically taught the sounds. In the past, the teaching of phonics was discouraged in schools, however, we learnt a lot through sounding out words independently. At a recent course on voice production, the importance of vowel sounds was emphasised as central to pronunciation. They were also emphasised as central to sounding out to help with spelling. Chunking (breaking up words into syllables) also helps to sound out and spell longer more challenging words.
As educators, we are naturally reflective creatures, habitually revisiting lessons in our minds to see if we could somehow improve. Could the outcomes have been better? Were the discussions rich and high in quality? Was the balance of activities right to get the best possible language learning progression? Here, we will explore how to get the right balance in lessons, as well as suggesting activities.
The Early Career Framework was made compulsory in the UK in September 2021. It replaces the year-long NQT period. It is a two-year programme of support and development for new teachers after they complete initial teacher training. The Framework covers 8 main areas: