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Supporting children learning English as an additional language, 2007 (page 10) http://www.northamptonshire.gov.uk/en/councilservices/children/early-learning-childcare/Documents/PDF%20Documents/Supporting%20children%20EAL.pdf
[date accessed- 24/3/17]
Supporting children learning English as an additional language, 2007(page 16)http://www.northamptonshire.gov.uk/en/councilservices/children/early-learning-childcare/Documents/PDF%20Documents/Supporting%20children%20EAL.pdf [date accessed- 24/3/17]

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If you would like any of the following posts in a certain language, font size, font type, colour or if you have any other special requirements let me know

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Update on our new routines scheme...- Aktualizacja na naszym nowym systemem rutyny...                                                                                                                                                 D2

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Update on our new routines scheme...- Aktualizacja na naszym nowym systemem rutyny...                                                                                                                                                 D2

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Northamptonshire Government states that "Illustrated time lines of daily routines and sequences of everyday activities can be used very effectively to support language learning alongside concept development. Opportunities to take copies home to share with families can support language learning and extend home to setting links. Parents can extend the home language learning by supplying verbal or written captions to the pictures. Photographs are particularly effective." (Northamptonshire.gov.uk, 2007) In the classroom we will start to use this technique as I believe that it will be very useful for the children. I will discuss with parents if they would like to continue this at home as I believe it would be very effective for the children.
Our new scheme of using visual timetables is excellent! The children love it and as they come in and look at the board. From using this visual timetable the children have gained so much more independence as they are coming and looking what we have for the day and so for example when break finishes they remember what we have, which is normally phonics, and they go into there phonics groups. This saves so much time and we can spend more time learning great things! From that it means we get to learn new letters and sounds and be super at phonics! It has also been effective using a visual timetable as the children have tried to blend out the sounds of the words to figure out what it says. From this we have identified that the English language is super tricky and that all rules don't apply as some sounds sound different to what they are actually meant to be. The children have all learnt new sounds and tricky sounds whilst looking at our visual timetable. The children have also volunteered to help take the pictures off at the end of the day. My super stars!
The other day I sat down with small groups of children and did a little activity to look at all the different activities and lessons we could do and also if a different card was put on and we'd never had it before they could work it out. It was just like a little phonics lesson but was so much more fun as I found out what activities the children would like to do and also seeing the children's excitement of new lessons that will be introduced into our school day.
The benefits to using the visual timetable are that the children gain independence especially the children with English as an additional language. This is because they will be able to go over to the pictures and look at them and understand where in the day they are and what they need to do next. They can do this without relying on others to tell them, following others or the teacher/ member of staff to tell them. This will help the children in their everyday life as they will understand why routines are used and will help them outside school following routines such as bedtime routine.
In the room we will have set up many activities that will support the children's English acquisition even without the children knowing. Within the areas of play will be something that will help support the children's language development so this could be by putting letters in the water tray with nets for the children to catch the letters and make a word. This activity is effective because the children will be learning the letters and recognising them whether they do this by saying the letters when they catch it or if they form a word. This meets the statement in the Early Years Foundation Stage curriculum that when children are 40-60 months they should be able to " Link sounds to letters, naming and sounding the letters of the alphabet". (foundationyears.org ,2012)

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Working with parents and carers...- Współpraca z rodzicami i opiekunami...                                                                                                M2 AND D1

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Working with parents and carers...- Współpraca z rodzicami i opiekunami...                                                                                                M2 AND D1

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"It is important to find out about the language experiences of the child and talk to parents about how you can mutually support the child to develop their language skills at home and in your care. Parents’ views must be respected and their decisions made in light of sound information about language development and the benefits of bilingualism." (Northamptonshire.gov.uk, 2007)
Working with parents is so important when supporting children's development and even more so when we are developing a child's second language. Having a partnership with parents is important as we can share information about your child and the progress they are making. We can also discuss any issues you may have whether this be at home, your child or their development. It is important that we share information as if not if you have a worry it won't get solved and sorted out. Therefore it is really important to discuss any problems with me which can be done through email, on pick up or drop off or we can arrange an appointment. Also from a learning point of view if I believe you child may need to work on a certain area of their development in order to meet a milestone I would suggest or provide activities you can do at home to help the child. If the parent doesn't support the child at home, the child may fall behind further on their development. Also if the parent shows a negative view on homework and school the child will pick up on this behavior and they will form the same opinion as their parent or carer. Also if the parent and the teacher doesn't form a professional relationship the parent may find it hard to discuss any problems they may have. This then has an affect on the child because if they see that their parent or carer isn't talking to the teacher or isn't discussing any problems with them this will give the children the impression and idea that they can't talk to the teacher themselves if they are feeling worried or upset about something.

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Routine we do in our school- Procedury robimy w szkole                                                                                      P7 and M3

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Routine we do in our school- Procedury robimy w szkole                                                                                      P7 and M3

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In our classroom we have a visual timetable for all children to look at when they come into school. On the cards is a picture of what we will be doing and also the written words eg: ' Literacy'. We will have several of these around the room all in different languages. We will have it in the language of the month, English and 2 others languages one being Polish. Using a visual timetable is a great way to show what we are doing today because it is available to the children at any time of the day. It is easy for them to use especially 4 and 5 year olds as they may not be able to sound out the correct word of one of the activities so they can look at the picture instead and work out what they are doing today. For children who are a little older they will most likely be able to read the words on the cards. The children can also go for a challenge and learn new words or phrases in a different language.
We use different resources in the classroom depending on the stage of the child's second language development. As you know children who's first language is not English have to go through 5 stages to become fluent, advanced speakers of English. All children will go through these stages at different rates so we have the cater for everyone. So for children in the pre-production stage flash cards are what will be used to help the children communicate and understand the routines of the day. On the cards will be the English, a picture of the task we will be doing such as 'snack time' and the word in the child's spoken language. For children in the 'early production stage' we will use a visual timetable. At this stage the children will start to be using one or two words and understands keywords. The children will become familiar and will begin to recognise the cards on the visual time table and so they will understand the routines of the day and when they are going to happen. For example the child will come in from break time and go and look on the timetable and understand that they know have maths. The children will then use the visual timetable throughout the other stages of their second language development. Whilst the children are going through the next 3 stages the children may ask other children or adults what they have next as through this stages they are able to ask.

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Observations of your children...- obserwacje dzieci...                                                                                             P6

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Observations of your children...- obserwacje dzieci...                                                                                             P6

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Observations are really important and are used a lot in our school.
Through doing observations  we can see what your child enjoys playing with, who they play with or if they prefer playing on their own. Then we can track your child by setting out fun and interactive activities and see what they can do. We then may encourage the child to do a certain thing or ask them lots of questions to see what they know. From the information we gather we can then link this to the current curriculum which is the Early years foundation stage, and see if the child is achieving the milestone they are meant to be achieving for their age and stage.
If they are not quite achieving this then we will set up an activities and support the child by showing or explaining to them how to do it.
For children who have another home language we will observe your child in the exact same way. However the children will possibly have more interventions depending on how far on they are to learning English.
Once we have observed your child we will talk to yourself, the parents or carers, an talk about the next steps. This can be in school or at home.

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Making our school multilingual- Dokonywanie naszej szkoły wielojęzycznych                                              P5

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Making our school multilingual- Dokonywanie naszej szkoły wielojęzycznych                                              P5

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In our school we love learning new languages. Every month we pick a language of the month and in this month we are learning things about this language, where people speak it?, If they have any traditions, the food they eat and learn a few simple words. Our new activity what we have introduced for the children is in our home corner we have a little shop and café where children can try, cook, buy and serve food from the chosen language/culture.
This months language of the month is.......Spanish!
In this area we will have flashcards with sayings on such as 'please' and 'thank-you'. The children will be encouraged to speak Spanish and we will be learning a lot about Spain in our lessons.
Espero que los niños están emocionados como yo soy!   (Hope the children are excited as I am!)

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The stages of second language development...- Etapy rozwoju języka drugiego...                                                                                                                                                                                                                                                                                      P4

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The stages of second language development...- Etapy rozwoju języka drugiego...                                                                                                                                                                                                                                                                                      P4

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For a child who's first language is not English it can be very challenging and difficult for them when mixing with children who do not speak their language. There are 5 stages a child has to go through for them to become fluent speakers of English. All children will develop differently through this process and can be very challenging for them.
On the attachment below is a table of the stages.
Please have a read so you can understand and support any children who many not speak English.

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Learning a new language - uczenie się nowego języka                                                                                                                                                                                                      P2

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Learning a new language - uczenie się nowego języka                                                                                                                                                                                                      P2

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In our class we have a child who is from Poland and today they taught myself and the rest of the class some Polish. We learn't how to say 'hello', (cześć), 'goodbye',(do widzenia) and how to count to ten. The child's parent wrote me down the numbers and broke down how you would say them. We then let our polish child come to the front and tell us how to say these words and numbers. I then made some cards which have the numbers in English and Polish on for the children to sit down and look at in their own choosing time. The children enjoyed learning a new language today and said it was great fun.
The benefits of this was that our polish child was that they felt important, respected by the other children and felt included in our school even though she had a different nationality to the rest of the children.
If any other children would like to show me and the rest of the class some words from another language it would be excellent as we love learning new things especially a new language!

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Parents evening appointments will be available to make throughout this week. I will be doing appointments all week, W/C - 5/12/16, at different times from 3:30 till 7:00. The appointments will go very quick as this is a very important parents evening as it is your child's first in our school. Could you please bring your appointment slips into school when you drop your child off or come to collect them. Please can i have all reply slips in by 2/12/16

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As a class we learnt some more about Poppies and remembrance day. The children made a giant poppy out of jelly. We had lots of fun making this and the children said 'The best bit was eating it at the end'.

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Policies and Procedures in our school Zasady i procedury w naszej szkole

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Policies and Procedures in our school Zasady i procedury w naszej szkole

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Anti-bullying policy...

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Policies and Procedures in our school  Zasady i procedury w naszej szkole

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Policies and Procedures in our school  Zasady i procedury w naszej szkole

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Our Equal opportunities policy...

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Policies and Procedures in our school Zasady i procedury w naszej szkole

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Policies and Procedures in our school Zasady i procedury w naszej szkole

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Our Behavior policy...

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The christmas disco is on the approach. Children will be sent home with a letter and a reply slip at the end of this week, 25/11/16. Please bring the reply slip and £2 sealed in an envelope with the child's name and class on the front to the main reception.

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Today we have been designing our Christmas cards for them to be sent off for them to arrive home in time for Christmas.

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Below are links to activities that the children can complete for homework and put it in their 'Books of brilliance'. The child only has to pick ONE of the following activities for their homework however if the children would like to complete more than one of them extra points will be available.
http://www.twinkl.co.uk/resource/t2-t-797-simple-split-pin-remembrance-day-poppy-paper-craft
http://www.twinkl.co.uk/resource/t-t-23879-remembrance-day-themed-mindfulness-colouring-sheets
http://www.twinkl.co.uk/resource/t2-t-525-remembrance-day-colouring-pages
http://www.twinkl.co.uk/resource/t-t-428-remembrance-day-design-a-medal

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Today we learnt about Remembrance Day. We watched the video in the link below and described how the animals felt during the war. http://www.bbc.co.uk/iplayer/cbeebies/episode/b04p4zsl/poppies

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To be completed at home - należy wypełnić w domu                     P3 and P5

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To be completed at home - należy wypełnić w domu                     P3 and P5

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I would like all children in the class to complete the Culture Wheel. I would like this completed as soon as possible please. This will help me and the other staff get to know your child just that little bit better and to make sure that their experiences at school are amazing and fun for them. We will also be able to set up activities and games in our classroom that we know the children will enjoy. These could include different ranges of books in different languages, posters around the room of different topics in several languages. We will also be starting to watch our favourite movies and films in another language.

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British Values - wartości Brytyjskie                           P1 AND M1

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British Values - wartości Brytyjskie                           P1 AND M1

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At school we learn't what the British values were and then we made a chain of people from all different countries and joined them together by their hands. This is now above the door to our classroom to welcome everybody to our school.
In our class we have children who have family from different countries all over the world and in class we looked at where all of these countries are.
After this discussion about where we was all from around the world we then discussed how we would feel if somebody was mean and laughed at us  about where we was from. All of the children said that they would feel 'sad and lonely'. I then extended this and said that they would feel unwanted and may not feel welcome in our school. This way all children will feel valued and will enjoy their time at our school.
From a professionals point of view I believe that it is important that children feel welcome into our school especially if a child speaks another language or is from another country. If a child isn't valued they may avoid coming into school so may fall behind on their learning and development. This may then affect them in the future if something is not changed or sorted in school. This is why I involve and input different languages into our lessons and classroom so everybody feels welcome wherever they are from.

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Welcome to our school! You will find all the information you may need here on this page. If you require the information in another language please let me know. 

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Welcome to our school! You will find all the information you may need here on this page. If you require the information in another language please let me know. 

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Witamy w naszej szkole! Znajdziesz tu wszystkie informacje, które mogą być potrzebne tutaj na tej stronie. Jeśli potrzebujesz informacji w innym języku, proszę dać mi znać.