Language Policy December 2011
|
|
- Samuel Fowler
- 8 years ago
- Views:
Transcription
1 Language Policy December 2011
2 Table of Contents I. MISSION; PURPOSE AND AIMS... 3 II. LANGUAGE PROFILE AND ADMISSIONS POLICIES... 5 III. LANGUAGE PROGRAMMES OVERVIEW... 6 IV. LANGUAGE A AND MOTHER TONGUE PROGRAMMES... 7 V. ENGLISH LANGUAGE ACQUISITION PROGRAMME... 8 VI. LANGUAGE B AND OTHER LANGUAGES... 9 VII. SUPPORT SERVICES VIII. PARENTS AND COMMUNITY IX. COMMUNICATION OF LANGUAGE POLICY TO THE BIS COMMUNITY X. REVIEW PROCESS XI. REFERENCES XII. APPENDICES Appendix A: Admissions Process Regarding English Language Learners Appendix B: Language Learning Pedagogy Appendix C: EAL Programme Exit and Monitoring Procedures Appendix D: Mother Tongue Programmes Appendix E: EAL Programme Appendix F: German Language Programme Language Policy Handbook Page 2
3 I. MISSION; PURPOSE AND AIMS A. MISSION Inspiring and challenging young minds as a caring and committed international community to achieve excellence, assume responsibility and pursue life-long learning. The BIS mission statement is the foundation for our language policy. As language forms the basis for all learning, this policy is critical for helping the school to achieve its mission. The language policy aspires to fulfil each aspect of the mission statement as follows: Inspiring and challenging young minds While English is the language of instruction, the language policy allows for students to inquire in the mother tongue and aspires to multilingualism. The school is committed to providing as much diversity of language instruction as possible. As a caring and committed international community The language policy validates the equal status of all languages. It endorses an awareness of the host country s culture and language by teaching German at all acquisition levels throughout the school. The mother tongue programme in each section of the school reinforces literacy and cultural identity and reflects the multilingual society we live in. The modern foreign languages programme develops understanding and respect for other cultures. Achieve excellence The language policy recognises the transfer of cognitive skills from the mother tongue to English and vice versa and the acquisition of additional languages. This process encourages the acquisition of higher order thinking skills and development of multiple perspectives. The policy also recognises the importance of all teachers differentiating instruction for students at different levels of language acquisition. Language Policy Handbook Page 3
4 Assume responsibility The language policy supports the shared responsibility of all teachers, students and parents for all students language development. All teachers and students are encouraged to assume the responsibility to be language learners. And pursue life-long learning The language policy promotes life-long learning. Developing language learning skills gives students the capacity to solve problems, think critically and act creatively. Language empowers students to understand, interpret and respond to ideas, attitudes and feelings. Information literacy and technology also provide a gateway to life-long learning and a rich range of language learning opportunities. B. PURPOSE OF THE LANGUAGE POLICY This language policy is a working document developed by staff and administration from each school programme (IBPYP, IBMYP, IGCSE and IBDP). The policy is consistent with the stipulated principles and practices of the IB. This document outlines our school s linguistic and academic goals and defines the programme designed to help our students attain these goals. This policy is intended to provide an overview and guiding principles for language learning at BIS which permeates the entire school curriculum through authentic contexts in a culturally rich and diverse environment. Our policy is a statement of agreement one to which the staff and the BIS community are asked to commit to so our school can achieve its mission. C. BELIEFS AND AIMS We aim to nurture an appreciation of the richness and diversity of language. Language does much more than promote cognitive growth; it is crucial for maintaining cultural identity and emotional stability. The acquisition of more than one language and maintenance of the mother tongue enrich personal growth and help facilitate international understanding. As language, by its very nature, is integrated into all areas of the curriculum every teacher within the school is considered a language teacher. At BIS, we aim to foster in students the ability to think and express themselves with precision, clarity, confidence and imagination in at least two languages. Language development in more than one language enriches personal growth, provides cognitive advantages and is essential to the development of international mindedness. We strive to address the particular challenges of those students who Language Policy Handbook Page 4
5 are learning in a language other than their mother tongue by providing an integrated, well-implemented English as an Additional Language (EAL) programme at all school sections. We endeavour to integrate students cultural and linguistic heritage throughout the curriculum. II. LANGUAGE PROFILE AND ADMISSIONS POLICIES A. BIS LANGUAGE PROFILE Approximately 60% of our student body speaks English as an additional language. They have over 30 different mother tongues and come from approximately 45 different countries. All of our administrative and teaching staff speaks English and the majority is fluent in at least one other language. B. ADMISSIONS POLICIES Applicants are required to complete a Student Background Survey that indicates their proficiency in their mother tongue, English and other languages. In the Middle and Upper Schools, any application for a student who indicates that English is not their mother tongue will be reviewed by the US/MS EAL department as part of the admissions policy. Admissions will notify the EAL department of all EAL student applicants. An EAL Department Review form will be placed in the initial application of each candidate in Grades 6-12 for review by the EAL Coordinator. EAL staff will have the opportunity to review the submitted portfolio evidence of English language acquisition, the ISA online assessments for literacy and/or interview new students individually before placement in the programme. The admission of English language learners will adhere to the specific admissions policies outlined in Appendix A. Language Policy Handbook Page 5
6 III. LANGUAGE PROGRAMMES OVERVIEW A. PEDAGOGY At BIS, we recognise that all teachers are also language teachers who have the responsibility to facilitate language acquisition and promote communication skills through their grade level and content area classes. The pedagogical attributes of the IBPYP, IBMYP, IGCSE and IBDP as well as guiding documents are outlined in the table in Appendix B. B. ASSESSMENT While language acquisition follows distinct stages, students rate of acquisition varies greatly from individual to individual. Therefore, language teachers assess all language skills (reading, writing, listening and speaking), regularly differentiating through scaffolding or extension as required. Formative and summative assessments in the classroom provide information on language growth. Language teachers regularly standardise students work to ensure a fair application of assessment criteria. Standardised tests and external examinations in the Upper School also provide evidence of language acquisition levels. Students who are identified as requiring additional support in English to access the curriculum will be placed in the appropriate English language acquisition class and assessed regularly to monitor progress. A student may be exited from the pullout or scheduled EAL classes when the student can participate fully in the regular educational programme. When evaluating a student s possible exit, a team consisting of the EAL teacher, a classroom teacher and a Leadership team member will use information from several sources to make the determination to exit the student from the programme. Parents will be informed about the decision before the transfer takes place. After the student exits from the EAL programme, the EAL teacher at that level will closely monitor the student s academic progress. Specific procedures for exiting students from the EAL programme and monitoring their progress are outlined in Appendix C. C. PROFESSIONAL DEVELOPMENT As it is an expectation for all teachers to be language teachers, on-going training focused on integrated language instruction will be offered throughout the year. The school is committed to providing embedded professional development for language learning across the curriculum. The EAL Coordinator ensures that staff receives on-going professional development opportunities and monitors that strategies are successfully implemented. In all sections of the school (IBPYP, IBMYP, IGCSE and IBDP), the EAL staff coteach (or push-in) in grade level and subject area classes. The emphasis of coteaching and push-in is supporting the classroom or subject area teacher in the use of differentiation and language acquisition strategies. Through the co-teaching Language Policy Handbook Page 6
7 model, EAL teachers plan with the classroom or subject teachers and ensure that they receive the necessary support and professional development for integrating these strategies on a regular basis. EAL teachers provide ideas for developing listening, speaking, reading and writing skills of all students through the subject area. EAL teachers also offer workshops throughout the school year for all staff. The complete ESL in the Mainstream course as well as workshop modules from the Sheltered Instruction Observation Protocol (SIOP) and/or Enriching Content Instruction for Secondary ESOL Students are also offered. Professional development is embedded into the regular school day as often as possible to facilitate transfer to the classroom. Follow-up coaching by EAL teachers is an integral part of every workshop offered. Other professional development opportunities that focus on differentiated instruction include, but are not limited to: First Steps Resource Training (there are a number of trainers in the Lower School), curriculum review and assessment moderation, staff meetings, and off-site workshops and conferences. IV. LANGUAGE A AND MOTHER TONGUE PROGRAMMES All students are required to study a language A in the IBMYP, IGCSE and IBDP, which in some cases is the continued study of the students mother tongue. BIS offers English, German, Japanese and other mother tongues as language A. BIS believes that developing a child s mother tongue can accelerate the rate of English language acquisition, support achievement in all subject areas, increase self-esteem, and enhance intercultural understanding and international-mindedness. A. ENGLISH In each level of the school, students study English language and literature. When students begin the IBMYP or IBDP programmes, they may study English as their language A if their skills in all four language areas (reading, writing, listening, speaking) enable them to access this curriculum. B. GERMAN Native German speakers receive language instruction in their mother tongue beginning in first grade. Native German speakers in the IBMYP and IBDP programmes study German at the language A level. Other students who have reached native language proficiency in German may also study German at the language A level in the IBMYP and IBDP. C. JAPANESE Native Japanese speakers receive language instruction in their mother tongue at the Upper School level scheduled against Modern Foreign Languages. Native Language Policy Handbook Page 7
8 Japanese speakers study Japanese at the language A level in the IGCSE programme and in the IBDP. D. OTHER MOTHER TONGUES Mother tongue development opportunities are offered for students on a regular basis from Pre-Reception through to Grade 12. The school will review the language needs of the students on an annual basis. When numbers are sufficient, the school will seek to employ a mother tongue teacher in partnership with the community. The mother tongue programmes are outlined in the table in Appendix D. V. ENGLISH LANGUAGE ACQUISITION PROGRAMME A. EAL PULL-OUT AND SUPPORT CLASSES English language learners who are unable to fully access the academic curriculum delivered in English receive specialised instruction in English language acquisition from qualified staff on a regular basis. English as an Additional Language classes in the IBPYP are scheduled against German. In the IBMYP and IBDP, students receive additional individualised or small group English and academic support scheduled as appropriate. B. IN-CLASS OR CO-TEACHING SUPPORT EAL students may also receive support in their grade level and subject areas classes from qualified staff. In the IBPYP, EAL staff provide in-class support from Pre-Reception to Grade 5. In the IBMYP and IBDP, EAL staff provide in-class support and co-teaching for humanities, science and mathematics classes whenever possible. C. ENGLISH LANGUAGE B CLASSES In the IBMYP and IBDP, EAL students study English as their language B course. This course follows the IBMYP and IBDP curricula and develops students language and literacy competence in English as well as intercultural competence. The English language B classes are scheduled against the English language A classes. Depending on students ability, age and rate of language acquisition, the EAL department strives to transition students to English language A whenever appropriate. Students may transition from English language B to English language A classes as determined by a review of their coursework portfolio and as outlined in the EAL Department Handbook. The English Language Acquisition Programme service model at BIS is consistent across the programmes and described in detail in Appendix E. Language Policy Handbook Page 8
9 VI. LANGUAGE B AND OTHER LANGUAGES Studying a third language is a requirement for all students in Grades 6 to 8. French, Spanish, German and English are offered as languages B in Grades 6 to 10, and as IB Diploma language B Higher Level and Standard Level in Grades 11 and 12. For EAL students, their mother tongue counts as a third language. A. GERMAN Students at BIS learn German as the language of our host country. In order to meet the needs of the various acquisition levels of our students, German classes are offered at five ability levels from Grade 1 to Grade 12. From Grades 1 to 5, native German speakers, intermediate level learners and beginning German language learners receive instruction appropriate to their level in small groups for the equivalent of one 45-minute class period per day. In Grades 6 to 12, students receive German instruction at the same provision level as other languages. Students who progress faster or slower than the rest of their group may be moved to another more appropriate group. Native or close to native speakers are placed in German language A classes. The school offers German as a language A and language B examination subject at IB Diploma level. Details about our German provision in each IB programme are outlined in the table in Appendix F. B. FRENCH AND SPANISH While a student's previous knowledge or exposure to the target language is ascertained on the admissions forms, Spanish and French classes consist of mixed ability levels and teachers differentiate instruction to meet the needs of the various language acquisition levels in each class and are expected to cater to the needs of beginners. Students entering Spanish or French classes as beginners will be assessed with appropriate criteria for reporting purposes. Mother tongue French and Spanish speaking students may study their mother tongue or study the other language. C. ENGLISH As described under the English Language Acquisition section, English language learners may study English as their Language B at the IBMYP and IBDP level. This course develops students language and literacy competence in English as well as intercultural competence. In the IBDP, students may study English language B at the higher or standard level. D. AB INITIO In the IBDP, students may study French, Spanish or German at the beginning level if they have had minimal exposure to the language previously. BIS also admits English language learners at the ab initio level from Pre-Reception to the beginning of Grade 8. Language Policy Handbook Page 9
10 VII. SUPPORT SERVICES A. LANGUAGE LEARNING AND THE LIBRARY AND MEDIA CENTRES Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more selfdirected, and assume greater control over their own learning. An information literate individual is able to: Determine the extent of information needed; Access the needed information effectively and efficiently; Evaluate information and sources critically. The role of the BIS libraries is to promote and facilitate information literacy across all curricula and to all members of the BIS Community. The libraries have databases that contain professional material, scholarly articles, newspapers and magazines in many languages. Sessions are offered to the BIS community on information literacy, MLA (Modern Language Association) formatting for source citations, and research skills. Sessions may be requested with the school librarians and future plans include designated periods scheduled on a weekly basis or as a drop in session. B. LEARNING SUPPORT When a student has been identified with additional learning needs including language difficulties or gifted and talented abilities, intervention and support are provided through the Learning Support programme in line with the referral process. The Learning Support department works with teachers to help them meet the needs of students identified with special language learning needs. This support may be formalised through an In-class Support Plan or an Individual Education Plan and may involve short and long term interventions. If the identified student speaks English as an additional language, the EAL department works closely with the Learning Support department and other teachers to provide the best service for this individual child. (See the Learning Support Policy for more information on identification procedures and service model.) Language Policy Handbook Page 10
11 VIII. PARENTS AND COMMUNITY A. PARENTAL INVOLVEMENT Parents are an integral part of our community of learners and provide tremendous support for language learning at BIS. The school uses multiple methods to communicate to parents the critical importance of maintaining academic proficiency in the mother tongue. Parents are involved as mother tongue teachers, buying resources for the library and providing resources for the mother tongue programmes. The Parent Teacher Organisation has also organised mother tongue language support groups with a contact person for many of the mother tongues represented at BIS. Parents often volunteer in the classroom, provide support for EAL students or serve in the Learning Assistance Programme. In the Upper School, parents help invigilate external exams and serve as readers for students who require this support. Other parents translate documents and interpret during meetings. BIS offers workshops for parents each year. Such workshops include, but are not limited to: The Importance of Maintaining the Mother Tongue, Third Culture Kids, Personal Cultural Identity, Raising Bilingual Children. B. LANGUAGE PROVISION FOR THE BIS COMMUNITY German classes for staff are offered once a week. Staff may also use professional development funds to take a German course. English lessons are also offered for employees working within the school including food and cleaning services personnel. Rosetta Stone is a language learning software programme that is available to BIS staff and students in 23 different languages and is in the process to be offered to the entire BIS community. Information literacy courses are also offered regularly to the BIS community. C. PUBLISHED MATERIALS Students, parents and staff members at BIS originate from different countries and educational systems. To maintain consistency in published materials, British English spelling will be used for our formal written documentation. However, teachers and students may use their native country s spelling and punctuation for all other work provided it is employed consistently throughout the document. Language Policy Handbook Page 11
12 IX. COMMUNICATION OF LANGUAGE POLICY TO THE BIS COMMUNITY The language policy will be introduced to the BIS community through multiple pathways including staff meetings, PTO meetings, grade level meetings and Director s News and Notes. The policy will also be featured on the BIS intranet. New staff will be familiarised with the document during orientation. X. REVIEW PROCESS The language policy will be reviewed regularly as part of the curriculum review cycle and as part of the whole school improvement plan. The Leadership team will review the implementation of the policy in classrooms and throughout the school on a regular basis as part of the appraisal process. XI. REFERENCES Allen, Allen M. Thought, Word and Deed: The Roles of Cognition, Language and Culture in Teaching and Learning in IB World Schools. International Baccalaureate Organization, 1 May Carder, Maurice. Bilingualism in International Schools: a Model for Enriching Language Education. Clevedon: Multilingual Matters, Council of Europe. Common European Framework of Reference for Languages (CEFR): Learning, Teaching, Assessment. Language and Learning in IB programmes. International Baccalaureate Organization, Sept Learning in a language other than mother tongue in IB programmes. Baccalaureate Organization, April International Primary Years Programme: Guidelines for developing a school language policy. International Baccalaureate Organization, January Towards a continuum of international education, International Baccalaureate Organization, Middle Years Programme: Second Language Acquisition and Mother-tongue Development. International Baccalaureate Organization, January Language Policy Handbook Page 12
13 GLOSSARY CL = Curriculum Leader EAL= English as an Additional Language ESOL=English to Speakers of Other Languages GAL= German as an Additional Language IB= International Baccalaureate IBDP= International Baccalaureate Diploma Programme IBMYP= International Baccalaureate Middle Years Programme IBPYP= International Baccalaureate Primary Years Programme IGCSE= International General Certificate of Secondary Education PD= Professional Development Language Policy Handbook Page 13
14 XII. APPENDICES Appendix A: Admissions Process Regarding English Language Learners BIS accepts students at all levels of English language acquisition up to start of the school year of Grade 8 with the requirement that proficiency in the mother tongue is maintained at grade level. Students grade level placement will be determined by the school through the admission process. Students applying to Grades 8 to 10, who do not have English as their mother tongue, will be required to submit an extended piece of academic writing and evidence of achievement in English. Furthermore, the student may be asked to complete the iachieve on-line English placement test. Students should have achieved the required language proficiency level based on the indicators for each grade level (8 to 11) of the Common European Language Framework. Students entering Grades 11 or 12 must give evidence of near native English proficiency. A table describing IB and Common European Framework language levels is available for download from the school website. Acceptable evidence of English language ability might include a portfolio of school work, video recordings of an oral presentation in an academic classroom, an extended piece of academic writing, and results from a standardised English language acquisition test. In order to access the IB Diploma curriculum in Grades 11 and 12, all students are expected to have reached the C1 level of the Common European Framework by the beginning of Grade 11. If a student s English language proficiency level does not meet the indicators on the Common European Framework, the school cannot guarantee success for the student and therefore reserves the right to refuse admission. For further information, please see the BIS Admissions Policy. Language Policy Handbook Page 14
15 Appendix B: Language Learning Pedagogy Language Learning in the IBPYP Promotes inquiry based authentic language learning Focuses on the transdisciplinary nature of language learning Incorporates the teaching and learning of language into the programme of inquiry Develops the skills of listening, speaking, reading, writing and media literacy Interrelates the skills of listening, speaking, reading, writing and media literacy Provides for the teaching of additional languages Promotes consistency of practice in the teaching and learning of all languages where more than one language of instruction is used Provides appropriate feedback to support learning Language Learning in the IBMYP/ IGCSE Formulates practices for the provision of languages A and B Integrates the learning of languages with learning in the subject groups Integrates language learning with interdisciplinary planning. Formulates multifaceted unit questions that stem from the areas of interaction Promotes purposeful, disciplined and integrative understanding of the topics Promotes collaborative learning Provides targeted assessment that integrates MYP objectives and criteria Provides appropriate feedback to support learning Language Learning in the IBDP Considers prior knowledge Develops language in context in each content area Promotes collaborative learning Provides appropriate feedback to support learning Accommodates diverse learning styles Values and respects students ideas Makes expectations explicit Embraces a multitude of perspectives Enables students to understand how judgments about learning are made, and how to provide evidence of their learning Develops meta-cognition, structured inquiry and critical thinking Promotes engaging, challenging, rigorous, relevant and significant learning Pedagogical attributes of programmes Further guidance and support Language scope and sequence document is maintained and reviewed in accordance with the curriculum review cycle. The PYP language guide can be found in Making the PYP Happen, subject guides and IB sample scope and sequence document. Language scope and sequence document is maintained and reviewed in accordance with the curriculum review cycle. The MYP language A and language B subject guides and MYP: From Principles into Practice provide further guidance Diploma Programme language A Literature, and language A Language and Literature, language B, and language ab initio subject guides, and in the Diploma Programme assessment Principles and Practice document. Language Policy Handbook Page 15
16 Appendix C: EAL Programme Exit and Monitoring Procedures Exit criteria and evidence examined Monitoring procedures IBPYP IBMYP and IGCSE IBDP Christopher Gordon reading and writing criteria at the Becoming Competent phase Classroom observations Running records EAL and homeroom class work Informal assessments Consistently score a 7/8 on the Standard Level language B rubric on EAL class assignments in all criteria MYP grade level subject reports demonstrating achievement at the 50 percentile in each criterion across the content areas Successfully produce grade level appropriate written work as reviewed by language A English teacher Score a 5 or above (A -B) on the IGCSE EAL mock and/or external exam Achieve a 4 or above in all content areas across the curriculum Provide an extended writing sample for English language A teachers Weekly monitoring for first 6 weeks after exit followed by monthly monitoring for the next 8 months. Monitoring procedures may include the following: - to classroom teachers - Observation during in-class support - Conversations with student and parents - Review of reports Any student who demonstrates difficulty in the mainstream programme may be readmitted to the EAL programme Language Policy Handbook Page 16
17 Appendix D: Mother Tongue Programmes Mother Tongue Programme description IBPYP IBMYP and IGCSE IBDP Parent volunteers offer mother tongue classes once a week during the school day. The focus of these classes is the maintenance of oral/aural language skills. For more information on the mother tongue programme in the PYP, see the BIS intranet. Students have the opportunity to study their mother tongue during the Modern Foreign Language (Spanish/French) class time. The mother tongue class works in partnership with the parents to provide instruction that is grade appropriate and develops all language skill areas (reading, writing, listening and speaking). Direct instruction in the mother tongue may happen during or outside of the normal school day. If mother tongue teachers are able to come to the school, BIS will provide classroom space and instructional materials as necessary. The mother tongue class during the school day will provide facilitated time for students to work on projects in their mother tongue. This class may consist of students with several different mother tongues working on similar projects in their respective mother tongues. The facilitator of the mixed mother tongue class works in cooperation with the English language A teacher and the mother tongue teachers to ensure that students are assigned appropriate projects. Japanese mother tongue classes are offered at the IGCSE level. Students with other mother tongues are also encouraged to take the IGCSE exam in their mother tongue. Parents work in cooperation with the school to find a mother tongue teacher for the self taught mother tongue language A class. Students have time during the school day to work on projects and/or receive instruction in their mother tongue. Language Policy Handbook Page 17
18 Appendix E: EAL Programme Support for differentiated instruction EAL specialised instruction In-class support Mother Tongue Instruction IBPYP IBMYP and IGCSE IBDP ESL in the mainstream by Differentiated resources, expectations, tasks EAL teacher as resource from Pre-Reception to Grade 5 Beginner EAL students Grades 1 to 5 attend a pull-out class scheduled against German Pre-Reception and Reception structured immersion In class support Team teaching Modified task Small group with EAL teacher Enriching Content Instruction for Secondary ESOL students by In-class coaching support Assessment rubrics designed to enable all students to succeed EAL assessment option available Beginner EAL students receive English language B instruction during English language A and German classes. Intermediate EAL students receive English language B instruction during English language A classes. EAL students receive individual tutoring as needed following an Individual Learning Plan Grades 9 and 10 EAL students take the IGCSE ESL course. They may complete this course in 1 or 2 years depending on their language proficiency. Students who successfully complete the IGCSE ESL course in 1 year may enrol in the IGCSE Language A course in Grade 10 EAL teachers support humanities and science classes through team teaching or parallel classes EAL teachers offer task specific language support EAL teachers develop background knowledge prior to content area instruction Enriching Content Instruction for Secondary ESOL students by In-class coaching support EAL students take the IB English language B course. EAL students receive individual tutoring as needed following an Individual Learning Plan See Appendix D See Appendix D See Appendix D Language Policy Handbook Page 18
19 Appendix F: German Language Programme Organisation of Classes IBPYP IBMYP and IGCSE IBDP German is taught for 5 periods a week 5 teachers provide instruction Students are assessed at the beginning of the school year and placed in three level groups maximum: German (mother tongue students and other students with very good oral German skills) GAL2 (students who have some communication skills in German) GAL1 (students learning German for the first time) As soon as the students exceed the grade level expectations, they can move up to the next level during the school year. This usually happens when a new unit begins New students in Middle School language B German (Grades 7 and 8) start at MYP Foundation Level. They may be integrated into the existing classes after consultation with the Curriculum Leader In Grades 9 and 10 almost fluent German B students may sit in German mother tongue classes with modified assessments. In Grade 10 they may take the IGCSE German Foreign Language exam or the First Language German exam Students may move sections after each school break. Students arriving in Grade 10 with no prior German experience may wait and take the IB German ab initio course during the IBDP Teachers recommend the course and level according to previous performance Mother tongue German students or students with sufficient linguistic competence take either language A course Students may change from German language B to A (or vice versa) after consultation with the CL, in agreement with the principal and after parents have been informed Support classes or individual tutoring for mother tongue German students with no prior exposure to German class and German writing may be offered, if necessary Curriculum Aims and Overview German teachers integrate with all Units of Inquiry, except for the GAL1 class, which integrates only when meaningful The integrations with the Units of Inquiry focus on the German perspective The German group also follows a curriculum that was created according to the existing BIS Lower School language curriculum and the German curriculum German spelling is The language A and language B syllabi are followed The German language B programme supports students integration into the host country by both the choice of topics and texts and through excursions. The German language A programme supports the teaching of language and literature through activities like visits to theatres, local tours and cultural excursions Languages A and B syllabi followed in the IBDP for the following courses: - language A Literature - language A Language and Literature - language B - language ab initio Language Policy Handbook Page 19
20 explicitly taught from Grade 2 onwards At the end of Grade 5, samples of written work and results of a reading test are provided to the Middle School German teachers, in order to support transition The local culture and the physical environment are embedded in the German lessons in all levels. Local resources are regularly used. They enhance student learning and provide students with authentic learning experiences Language Policy Handbook Page 20
Nefertari International Schools IBDP Candidate School Whole School Language Policy
Nefertari International Schools IBDP Candidate School Whole School Language Policy Release Date: September 2014 To be Reviewed: September 2019 Introduction Before framing the language policy for the International
More informationSecondary School Language Policy
Secondary School Policy Philosophy In the Secondary School section of the International School of Toulouse (IST) we understand that all learning involves learning languages, learning about languages, and
More informationAlbert Einstein Academies Charter Elementary School. Language Policy 2015 2016. Teaching our children today to advance our shared humanity tomorrow
Albert Einstein Academies Charter Elementary School Language Policy 2015 2016 Teaching our children today to advance our shared humanity tomorrow What is the Purpose of the Language Policy? Achieve a common
More informationDeledda International Language Policy
Deledda International Language Policy At DIS, we believe that language is crucial for all members of the school community to develop a global mindset, allowing access to a greater range of experiences
More informationDiploma Programme. The unique benefits of the DP
Diploma Programme The unique benefits of the DP Contents IB mission statement Learner profile What is the IB Diploma Programme? Diploma Programme curriculum Subjects Curriculum contents Assessment University
More information(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education;
Effective May 15, 2014 505-3-.90 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals
More informationJapanese International School. Assessment Recording and Reporting Policy
Japanese International School Assessment Recording and Reporting Policy 1.0 Philosophy and beliefs Through a positive learning environment, the Japanese International School respects the diversity of its
More informationLEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON
Last reviewed Wednesday 25 th November 2015 Mission Statement Diversity Passion Identity Understanding LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON The International
More informationInternational Baccalaureate Middle Years Programme (IB MYP)
International Baccalaureate Middle Years Programme (IB MYP) What is IB? IB stands for the International Baccalaureate a non-profit organization which serves more than 1 million students each year in its
More informationProgramme Specification: BA Teaching English as a Foreign Language
Programme Specification: BA Teaching English as a Foreign Language 1. Programme title Teaching English as a Foreign Language 2. Awarding institution Middlesex University 3. Teaching institution Middlesex
More informationGuide to school authorization: Diploma Programme
Diploma Programme Guide to school authorization: Diploma Programme Diploma Programme Guide to school authorization: Diploma Programme Published October 2010 Updated February 2015 International Baccalaureate
More informationHow To Write A Thesis
Woodring College of Education Preparing thoughtful, knowledgeable, and effective educators for a diverse society Master s in Education - Literacy Assessment Plan Consistent with the Mission Statement of
More informationTHE POLICY AND PROVISION FOR PUPILS FOR WHOM ENGLISH IS AN ADDITIONAL LANGUAGE
ROSSALL SCHOOL THE POLICY AND PROVISION FOR PUPILS FOR WHOM ENGLISH IS AN ADDITIONAL LANGUAGE Statement of Aims The school is committed to making appropriate provision of teaching and resources for pupils
More informationOSU CASCADES. Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014
1 OSU CASCADES Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014 TCE 573 Instructional Approaches for ESOL/Bilingual Education (3 credits)
More informationApplication for authorization:
Diploma Programme Application for authorization: Diploma Programme Name of the school School code Date of submission International Baccalaureate Organization 2015 Note to the user 1. This application form
More informationThe IB continuum of international education
The IB continuum of international education Education for a better world What is an IB education? The IB continuum of international education for 3-19 year olds is unique because of its academic and personal
More informationMasters Comprehensive Exam and Rubric (Rev. July 17, 2014)
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
More informationGuide to school authorization: Primary Years Programme
Primary Years Programme Guide to school authorization: Primary Years Programme Primary Years Programme Guide to school authorization: Primary Years Programme Published October 2010 International Baccalaureate
More informationProgramme standards and practices. For use from 1 January 2014
For use from 1 January 2014 For use from 1 January 2014 Primary Years Programme, Middle Years Programme, Diploma Programme and IB Career-related Certificate Published January 2014 Published on behalf
More informationLanguage acquisition guide. For use from September 2014 or January 2015
Language acquisition guide For use from September 2014 or January 2015 Language acquisition guide For use from September 2014 or January 2015 Middle Years Programme Language acquisition guide Published
More informationLanguage policy. Information on the International Baccalaureate s support for languages, language courses and languages of instruction
Language policy Information on the International Baccalaureate s support for languages, language courses and languages of instruction Updated February 2014 This language policy was approved by the IB Board
More informationInstruction: Design, Delivery, Assessment Worksheet
Reading Specialist Instruction: Design, Delivery, Assessment Worksheet Sponsoring Organization University of Massachusetts Amherst Program/Group of Programs Reading Specialist Required Documents Program
More informationCh. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN
Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationLanguage Policy from 2014
Language Policy from 2014 Katedralskolan s IB Diploma Language Policy presents the school language philosophy, language support and the language courses offered. Diploma Programme (DP) Students at Katedralskolan
More informationMASTER OF EDUCATION 1. MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu
MASTER OF EDUCATION 1 MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu MISSION AND OBJECTIVES The Teacher Education programs offered by Marist College are integrally linked
More informationTHE WORLD IN A CLASSROOM. Berlin International School Campus Dahlem in the Heart of the Capital City
THE WORLD IN A CLASSROOM Berlin International School Campus Dahlem in the Heart of the Capital City CAMPUS DAHLEM Google Earth PRIMARY SCHOOL ADMISSION BERLIN INTERNATIONAL SCHOOL Phone +49 (0) 30. 820
More informationCALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION
CALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION International Baccalaureate Primary Years Program Teacher Studies and Preparation: From Instruction to Action EDUC 631 Fall 2012 Professor: Laurel
More informationBilingual/ESL Instructional Plan
Bilingual/ESL Instructional Plan Approved by PISD Board of Trustees 2012-2013 I. District Mission/Beliefs/Goals... 3 II. Program Overview... 4 III. LEP Identification, Placement, and Exit... 4 IV. Program
More informationQuality for All and All for Quality
Quality for All and All for Quality The motto above, Quality for All and All for Quality, was designed to represent all we stand for and value. It is the essence of our mission statement which itself encompasses
More informationTwo steps are necessary to implement this process. 1. Administer the Home Language survey to all students enrolled in the school corporation.
INDIANA DEPARTMENT OF EDUCATION Office of English Language Learning & Migrant Education Guidelines to Satisfy Legal Requirements of Title VI of the Civil Rights Act of 1964 (42 USCS, 2000d) Lau v. Nichols
More informationWhat is an IB education?
The IB programme continuum of international education This document is provisional pending review of the IB learner profile. Additional resources to support and communicate What is an IB Education? will
More informationMEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL)
MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT Descriptive Report on Services to English Language Learners (ELL) Student Identification Student Language Assessment ESL Program Participation Student Placement
More informationPROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice
PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice Awarding body: Institute of Education, University of London / City University London Teaching Institutions:
More informationTHE SCHOOL DISTRICT OF PALM BEACH COUNTY. Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement
THE SCHOOL DISTRICT OF PALM BEACH COUNTY Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement 2011 2016 William F. Malone, Acting Superintendent Constance Tuman Rugg,
More informationIBDP at ANATOLIA COLLEGE. Special Educational Needs Policy
IBDP at ANATOLIA COLLEGE May 2013 1 IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world
More informationSupporting English Language Learners
Supporting English Language Learners English language learners are a richly heterogeneous group. The paths they take to acquire a new language and to adjust to their new environment are also varied and
More informationHuman ingenuity: Supporting international-mindedness through university initiatives for teachers. Developing international-mindedness
Human ingenuity: Supporting international-mindedness through university initiatives for teachers Presentation at the Association of Australian International Baccalaureate Schools Conference Prince Alfred
More informationCommunity Consultation Wednesday May 16, 2012
Community Consultation Wednesday May 16, 2012 Background IB program offered in Burnaby School District from 1982-2003 IB Diploma Program Burnaby South Secondary School Program phased out in 2003-04 Purpose
More informationProgram Models. proficiency and content skills. After school tutoring and summer school available
Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or
More informationESL HANDBOOK. CCISD ESL Handbook/01/11/2011/Curr/TBG
ESL HANDBOOK State Goals Chapter 89.1201 Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students The goal of English
More informationTHE FRAMEWORK FOR INTEGRATIVE SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS (STEM) EDUCATION ENDORSEMENT GUIDELINES September 2014
THE FRAMEWORK FOR INTEGRATIVE SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS (STEM) EDUCATION ENDORSEMENT GUIDELINES September 2014 Commonwealth of Pennsylvania Tom Corbett, Governor Department of Education
More informationPlanning and Programming Guidelines for Teachers. Transition Year 9
Planning and Programming Guidelines for Teachers Transition Year 9 2010 Planning and Programming Guidelines for Teachers Transition Year 9 NT Department of Employment and Training Requirements for curriculum,
More informationSchool Strategic Plan for Highvale Secondary College 7918 2016-2019
School Strategic Plan for Highvale Secondary College 7918 2016-2019 Endorsement by School Principal Signed Name Ian Watkins Date 15 September 2015 Endorsement by School Council Signed Name Fred Butcher
More informationPearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership
Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership at the London College of Business Programme Title Awarding Body Pearson Edexcel BTEC Level 7 Diploma in Strategic Management
More informationCommendations, recommendations and matters to be addressed
, recommendations and matters to be addressed The visiting team s commendations and recommendations are detailed below. Whilst schools are not expected to meet all the IB Standards and Practices at the
More informationQUESTIONS AND ANSWERS MassCore Updated October 16, 2015
GENERAL QUESTIONS 1. What is? is a recommended, rigorous course of study based on standards in Massachusetts s curriculum frameworks that aligns high school coursework with college and career expectations.
More informationGreenwood College Business Plan 2015-2017
Greenwood College Business Plan 2015-2017 Greenwood College 2015-2017 Business Plan Our Business Plan 2015 2017 is a reflection of the College s priorities and change initiatives that endeavour to ensure
More informationUrban Education: School, Student, Family, Community Influences on Student Learning
MA Degree: Core Curriculum and Specializations Coursework Overview: Elementary and Special Education DTR Course Work Plan 2012-2013 Degree Plan: Master s Degree in Curriculum and Instruction to begin June,
More informationSecondary School Assessment, Recording and Reporting Policy
Secondary School Assessment, Recording and Reporting Policy Introduction The aims of this document are to establish clear guidelines on the use of assessment in the International School of Toulouse (IST)
More informationTENNESSEE STATE BOARD OF EDUCATION
Alternative Education Program Model/Standards Standard 1.0: Mission An exemplary alternative education program operates with a clearly stated mission, a formal set of standards, and a plan for program
More informationItalian Language & Culture Courses for Foreigners. ITALY Language Training
Italian Language & Culture Courses for Foreigners ITALY 1 Good Practice Executive Summary Founded in the early 1920's with the aim of teaching Italian civilisation and artistic heritage to foreigners,
More informationCrosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
More informationCollege. Of Education
College Of Education Contact Us 00971-2-5993111 (Abu Dhabi) 00971-4-4021111 (Dubai) 00971-2- 5993783 (College of Education) @Zayed_U www.facebook.com/zayeduniversity www.zu.ac.ae Introduction and Mission
More informationK-12 Lau (EL) Plan for Serving English Learners (ELs)
Bondurant Farrar Community School District 300 Garfield SW Bondurant, IA 50035 K-12 Lau (EL) Plan for Serving English Learners (ELs) August, 2015 Required Lau Leadership Team Members: Central Office Administrator
More informationFrequently Asked Questions
Frequently Asked Questions What is International Baccalaureate Organization? Founded in 1968, the International Baccalaureate Organization (IBO) is a non-profit educational organization based in Geneva,
More informationTeaching ESL Students in Mainstream Classrooms: language in learning across the curriculum. 2013 Information for Schools
: language in learning across the curriculum 2013 Information for Schools What is Teaching ESL student in Mainstream Classrooms (TESMC)? (TESMC) is for educators seeking to develop understandings of the
More informationLanguage Policy International Baccalaureate Diploma Programme Rio Mesa High School
Language Policy International Baccalaureate Diploma Programme Rio Mesa High School Last revised September 2014 Introduction and Purpose: In accordance with the International Baccalaureate Organization,
More informationASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
More informationThe following is a tentative schedule for the program. All courses except the Practicum will meet in the evening at a local area high school.
1 Department of Linguistics ESL Endorsement The Department of Linguistics has received approval from the State of Michigan Board of Education to offer an ESL Endorsement to teacher certification. To enroll
More informationTESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target
TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the
More informationSecondary Program Descriptions
Secondary Program Descriptions Designated ELD at the Secondary Level CVUSD requires that sites group students who score in the Beginning through Intermediate CELDT levels by proficiency to receive daily
More informationAPEC Online Consumer Checklist for English Language Programs
APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,
More informationIB Diploma. & Course Descriptions 2015-2016
IB Diploma & Course Descriptions 2015-2016 Busan International Foreign School Guiding Statements Vision Our students will develop and pursue their passions, be successful and contribute to a positive global
More informationKey Principles for ELL Instruction (v6)
Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require
More informationCalifornia University Intermediate Unit 1 ESL Professional Development Project
California University Intermediate Unit 1 ESL Professional Development Project The California University of Pennsylvania (Cal U)/ Intermediate Unit 1 (IU1) English as a Second Language (ESL) Professional
More informationMonroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012
Monroe Public Schools Language Learner Program Description and Guidelines Revised, Fall 2012 It is the policy of Monroe Public Schools not to discriminate on the basis of race, color, national origin,
More informationApproaches to learning (ATL) across the IB continuum
Approaches to learning (ATL) across the IB continuum Through approaches to learning in IB programmes, students develop skills that have relevance across the curriculum that help them learn how to learn.
More information505-3-.05 GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY (GaTAPP)
Effective July 3, 2014 505-3-.05 GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY (GaTAPP) (1) PURPOSE. This rule states specific content standards and requirements for approving nontraditional preparation
More informationCALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
More informationNorth Carolina School Library Media Coordinators Standards
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
More informationLanguage teaching and learning in multilingual classrooms. Summary and conclusions
Language teaching and learning in multilingual classrooms Summary and conclusions Table of Contents Table of Contents... 5 Executive summary... 6 Focus of this study... 6 The challenge... 6 Method...
More informationProgramme Specification and Curriculum Map for MSc Electronic Security and Digital Forensics
Programme Specification and Curriculum Map for MSc Electronic Security and Digital Forensics 1. Programme title Electronic Security & Digital Forensics 2. Awarding institution Middlesex University 3. Teaching
More informationThe IB Career - related Programme
The IB Career - related Programme The International Baccalaureate: A Continuum of international education for the 21 st Century The IB continuum of international education IB mission statement IB learner
More informationBrazos School for Inquiry and Creativity
English as a Second Language (ESL) January 2013 It is the policy of the Brazos School for Inquiry and Creativity not to discriminate on the basis of race, color, national origin, sex or handicap in its
More informationPROGRAMME SPECIFICATION. Foundation Degree (Working with Children: Education and Well-Being) Foundation Degree / Foundation Certificate
PROGRAMME SPECIFICATION Foundation Degree (Working with Children: Education and Well-Being) Awarding institution: Institute of Education, University of London Teaching institution: Institute of Education,
More informationGEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
More informationGifted & Talented Program Description
Gifted & Talented Program Description The purpose of Cedar Unified School District s gifted and talented program is to nurture academic excellence and improve student achievement among all students. To
More informationHow To Teach Reading
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
More informationNCLB and the Highly Qualified Teacher
October 2008 NCLB the Highly Qualified Teacher GENERAL 1. Who must meet the highly qualified teacher requirements? All teachers who teach core academic subjects (provide direct instruction, i.e. are the
More informationFramework and Guidelines for Principal Preparation Programs
THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student
More informationTHE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION
THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement
More informationGlobal engagement. An International Baccalaureate education for all
Learning stories Language and learning Inclusive education Global engagement Multiple programme schools Learning stories from the IB continuum share examples of good practice from IB World Schools in order
More informationThe Framework for Gifted Endorsement Guidelines
The Framework for Gifted Endorsement Guidelines March/2015 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us Commonwealth of Pennsylvania
More informationRiverdale High School. International Baccalaureate Diploma Programme. Special Educational Needs and Inclusion Policy 2014-2015
Riverdale High School International Baccalaureate Diploma Programme Special Educational Needs and Inclusion Policy 2014-2015 INTRODUCTION AND PURPOSE The purpose of this document is to 1. Communicate to
More informationColorado Professional Teaching Standards
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
More informationLa Joya ISD Office of Bilingual/ESL Education
La Joya ISD Office of Bilingual/ESL Education Secondary-Content-Based ESL Program for Middle Schools 1 Frameworks for Successful English Language learning at La Joya ISD The Bilingual/ESL programs outline
More informationBachelor s Degrees. You may earn a maximum of 30 college credits by examination. See page 22 for further information.
Bachelor s Degrees Maintaining Good Standing You must maintain a minimum cumulative grade-point average of 2.0 for the Bachelor of Applied Science, the Bachelor of Science in Nursing, and the Bachelor
More informationEffective Sheltered Instruction Strategies
Effective Sheltered Instruction Strategies Presented by: Campos Language Education Network, LLC Adelita Campos Acosta Alicia Parra www.camposlanguageeducationnetwork.com info@camposlanguageeducationnetwork.com
More informationREADING SPECIALIST STANDARDS
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
More information2) Rationale What student and/or future professional education/licensure needs will this proposal address?
05.46 PROPOSED NEW PROGRAM FOR GIFTED AND TALENTED LICENSE ADDITION March 29, 2005 1) Change/Program Description Describe succinctly the change/program being proposed. The state of Indiana no longer is
More informationCHESTER COUNTY SCHOOL DISTRICT ESL PROGRAM
Revised 8-1-11 CHESTER COUNTY SCHOOL DISTRICT ESL PROGRAM The English as a Second language (ESL) Program Policy for the Chester County School System is designed to set standards in providing services to
More informationEXECUTIVE SUMMARY. Nancy C. Rhodes and Ingrid Pufahl. Amount of Language Instruction
Nancy C. Rhodes and Ingrid Pufahl EXECUTIVE SUMMARY In 2008, in collaboration with Westat, a statistical survey research organization, and with funding from the U.S. Department of Education s International
More informationUNDERGRADUATE PROGRAMME SPECIFICATION
UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: UCAS Codes: QAA Subject Benchmarks: JACS Code: Recognised by:
More informationPolicy on the Provision of Educational Support in the European Schools
European Schools Office of the Secretary-General Pedagogical Development Unit Ref.: Orig.: EN Policy on the Provision of Educational Support in the European Schools APPROVED BY THE BOARD OF GOVERNORS OF
More informationVernon Park Primary School. Teaching and Learning Policy
Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,
More information