Central Online CPD 2023-2024
CPD webinars delivered by the EMAS advisory teaching team
Please note that the cost of all central CPD sessions is £43 per delegate. For those schools who have a Service Level Agreement (SLA) with EMAS, this cost can be deducted from your SLA. Please also note that some of the CPD sessions are free of charge for Coventry’s Maintained Schools.
If you wish to attend, please contact our admin team on admin.emas@coventry.gov.uk or the EMAS teacher team emasteachers@coventry.gov.uk who will include you on the attendee list and a link to the MS Teams session will be sent out just prior to the CPD session.
EMAS Training Programme 2023-2024
| Course title and outline | Audience | Date |
|---|---|---|
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Including Newly Arrived Pupils: Planning and support in the classroom Newly Arrived pupils need time to settle at school, acquire basic English and learn how to fit in. This course will enable practitioners to build a whole school approach to welcoming new arrivals and gain an understanding of potential barriers to learning. We will explore how to plan for an inclusive environment and ensure key staff are confident and equipped with strategies to engage new arrivals from the outset! This session is fully funded for participants from maintained Coventry schools |
EAL leads, Classroom Teachers, TAs | Thursday 14 September 3:30pm-5pm |
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Supporting EAL learners in Maths In this session, we shall explore ways to make the maths lesson accessible for EAL learners at all levels of English proficiency. We will look at a range of strategies such as models and images, reasoning, and problem-solving skills and planning for language and promoting talk to develop fluency. Will we also consider the use of first language for concept development and differences in the way maths operates/is taught around the world. |
Maths leads, EAL leads, classroom teachers |
Wednesday 20 September 3:30pm-5pm and additional date: Thursday 12 October 3:30pm-5pm |
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Early Career Teachers: Strategies and resources to support newly arrived and more advanced EAL learners in the classroom part 1 In this first of two sessions, we will be introducing EMAS and our role in supporting EAL learners in Coventry. We will look at the background of Coventry’s EAL learners and the differences between newly arrived and more advanced EAL learners. We will examine how the teacher standards apply to EAL learners in regard to behaviour management and creating a positive learning environment amongst others and explore practical strategies and resources to help EAL learners access the curriculum. |
ECTs, EAL leads (must attend both dates) |
Postponed: Please contact EMAS Teachers for more information |
|
Bell Foundation: Leading a whole school strategy for EAL |
Senior Leaders, EAL leads |
Wednesday 18 October 3:30pm-5pm |
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EAL Co-ordinators: Best Practice This session will equip you to co-ordinate EAL work in your school with a whole-school approach. It focuses on analysing your data, creating successful whole-school induction systems for new EAL pupils as well as assessment, target setting and tracking progress to raise the achievement of EAL pupils linked to school improvement. You will have the chance to hear from experienced colleagues on how to plan, prioritise and develop expertise in meeting the language and learning needs of bilingual children in your schools. |
EAL leads |
Wednesday 15 November 3:30pm-5pm |
|
Assessment, tracking progress and target setting of EAL learners Learners of EAL in your school make up a diverse group with a wide range of language skills and prior educational experiences, and time of arrival into the English school system. This session will help you evaluate your current practice and adopt processes for English language proficiency assessment of pupils learning EAL to improve your understanding of the language learning needs of EAL pupils and develop appropriate targeted support. |
All staff |
Tuesday 28 November 3:30pm-5pm |
|
Working with English as an additional language (EAL) learners in EYFS Effective practice can ensure that the bilingual and multilingual learners in our Early Years Settings progress well in all areas of learning. This session will cover areas such as building positive relationships with parents of EAL learners, the importance of home language, creating a multicultural and welcoming classroom environment, planning for development of language and tracking progress of English proficiency. |
Early Years Leads and practitioners |
Wednesday 7 February 3:30pm-5pm |
| Course title and outline | Audience | Date |
|---|---|---|
|
Refugee Week: Planning and Inspiration Refugee week takes place every year across the world in the week around World Refugee Day on the 20 June. This year, Refugee Week is 16th-22nd June 2024. In the UK, Refugee Week is a nationwide programme of arts, cultural and educational events that celebrate the contribution of refugees to the UK, and encourages a better understanding between communities. During this session, you will have the opportunity to learn more about what Refugee Week entails, receive Refugee Week teaching and learning materials and listen to colleagues across the city talk about their past celebrations and future plans. This should inform you in planning your own Refugee Week celebration in your school or setting to raise awareness of the journeys made and experiences encountered by refugees and asylum seekers. |
All Staff |
Wednesday 17 January 3:30-5pm |
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Effective communication with new communities for admin and reception (front of house) staff It is important that our EAL families feel welcomed and included in the school community. This course will cover some concrete and practical ways in which staff can support parents in the initial days. Collecting appropriate data, providing comprehensible information about the school, conducting initial meetings and highlighting the importance of home language will be just some of the areas covered in this session. |
Business managers, Reception staff |
Tuesday 23 January 10:30am-12pm |
|
Early Career Teachers: Strategies and resources to support newly arrived and more advanced EAL learners in the classroom part 2 In this second session we will continue to explore the Teachers’ Standards and how these apply for EAL learners in relation to planning for English language development, assessment and tracking progress of EAL learners and then using scaffolds in the classroom to support speaking and writing development. |
ECTs, EAL leads (must attend both dates) |
Postponed: Please contact EMAS Teachers for more information |
|
The Bell Foundation: Teaching Assistants, Working with learners using EAL (Primary) |
Teaching Assistants in Primary settings |
Tuesday 27 February 1:00pm-3:00pm |
|
The Bell Foundation: Teaching Assistants, Working with learners using EAL (Secondary) |
Teaching Assistants in Secondary settings |
Wednesday 28 February 1:00pm-3:00pm |
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Supporting Reading Skills of Multilingual learners This session will cover how to support the reading skills of both newly arrived and more advanced bilingual learners in the classroom, covering before reading, during reading and after reading activities to encourage learners to engage with curriculum texts, improve retrieval skills and develop their comprehension and fluency. We will also look at possible reading interventions and the importance of vocabulary development. |
All Staff |
Wednesday 13 March 3:30-5pm |
| Course title and outline | Audience | Date |
|---|---|---|
|
English as an additional language and Special Educational Needs When a child learning English as an additional language makes slow progress in school, it can be difficult to establish whether the delay is caused because they are not confident using the language of the school or because they have additional learning needs independent of the language barrier. Similarly, language differences may mask the potential and ability of gifted or more able learners. Join us to discover more about the process of distinguishing whether an EAL learner may have additional language or learning needs. |
Classroom teachers, SEND and EAL Co-ordinators |
Tuesday 16 April 3:30pm-5pm |
|
Accelerating Progress for Multilingual Learners Beyond New Arrivals This session will enable school staff to identify and meet the needs of more advanced multilingual learners. Pupils who have had all or most of their education in the UK and whose oral proficiency in English is usually indistinguishable from that of English monolingual learners may still require guidance in accessing and producing high quality academic writing. We will demonstrate how to support EAL learners to work with challenging texts and improve writing, exam techniques and outcomes. |
All Staff |
Wednesday 8 May 3:30pm-5pm |
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The Bell Foundation: Adaptive Teaching for Learners using EAL for primary colleagues |
Classroom Practitioners EAL leads |
Tuesday 21 May 3:30pm-5pm |
|
Bell Foundation: Adaptive Teaching for Learners using EAL for secondary colleagues |
Classroom Practitioners EAL leads |
Wednesday 22 May 3:30pm-5pm |
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The importance of Speaking and Listening for EAL learners in the classroom |
All staff |
Wednesday 12 June 3:30pm-5pm |
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The Bell Foundation: Language Awareness for the Classroom Primary (KS2) |
Classroom Practitioners EAL/SEND leads |
Tuesday 18 June 3:30pm-5pm |
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The Bell Foundation: Language Awareness for the Classroom Secondary |
Classroom Practitioners EAL/SEND leads |
Wednesday 19 June 3:30pm-5pm |
EMAS general enquiries
Address: PO Box 15Council House
Earl Street
Coventry
CV1 5RR