Professional Development Courses 2010

1. Phonological awareness – the key to decoding

Full-day workshop for all teachers of literacy. (All levels)

Literacy involves learning the code of the written language, and decoding requires an understanding of the relationship between the sounds of spoken English (phonemes) and the letters used in written English (graphemes).

“ As students master the constrained skills involved in decoding, their reading becomes more fluent, which frees them to use more of their cognitive resources for the complex, `unconstrained ‘ task of working out meaning.” - Literacy Learning Progressions

The learner’s ability to decode needs to match the level of text, if the learner is to be able to make meaning of the content, or think critically about it. This workshop explores role of phonological awareness in the ongoing development of decoding skills, and will be useful to teachers of literacy at all levels.

Aspects covered include:

A handout will be provided.


Reference will be made to the following publications:

Braithwaite, M. (2001). English Sounds; SLC Resources; New Zealand.
Hipkins,R. Roberts, J. Bolstad, R. (2007) Kick Starts: Key Competencies – the journey begins; NCER Press; Wellington; New Zealand
Hope, D.(2001). The Complete Phonic Handbook; R.I.C. Publications; Australia
Ministry of Education. (2007). Literacy Learning Progressions
Ministry of Education. (2007). The New Zealand Curriculum
Ministry of Education. (2006). Effective Literacy Practice in Years 5 to 8
Ministry of Education. (2006). Effective Literacy Practice in Years 9 to 13
Ministry of Education. (2003). English Language Intensive Programme Unit; Foundation Stage: Phonemic Awareness Programme



2. Developing the literacy skills of English Language Learners

Full-day workshop for classroom teachers (Y4 – Y 8)

This workshop will assist teachers in the development of effective literacy programmes for English Language Learners in their classrooms.

“ As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy in English cannot be overstated” - The New Zealand Curriculum (page 16)

English Language Learners often enter the New Zealand School system at a stage when their peers have already developed a strong foundation in literacy in English. Their patterns of progress will vary across the modes of listening, speaking, reading and writing, and will depend on many factors. In order to develop appropriate programmes for these students, teachers need to be aware of how learners develop literacy in a new language.

Aspects covered will include:

A handout will be provided.


Reference will be made to the following publications:

Gibbons, P.(1991) Learning to Learn in a Second Language. PETA; Australia.
Ministry of Education. (2003). English Language Intensive Programme.
Ministry of Education. (2008). The English Language Learning Progressions.
Ministry of Education. (2008). The Literacy Learning Progressions.



3. Teaching the language of your learning area – a requirement of the new curriculum.

Full-day course for teachers in core learning areas (Y7 – Y12)

Analysis of NCEA results shows misinterpretation of questions, and the inability to explain or discuss, to be major reasons for failure to achieve across all levels in core learning areas.

The importance of language is emphasized in the key competencies identified in the new curriculum, particularly Using Language, symbols and text, and Thinking. These competencies require all students to have a vocabulary of `thinking words’ and well-developed language skills, to allow full participation in the learning process.

“Every teacher shares the responsibility for explicitly teaching the language forms, structures and specialist and general use of the language of their subject area.” - (Ministry of Education)

This workshop aims to help teachers to be more aware of features of the language of their specialist areas, and explores practical strategies for making these features explicit.

Aspects covered include:

Participants are invited to bring a textbook or unit of work, relevant to their curriculum learning area, to use during the workshop.

A handout will be provided.


Reference will be made to the following publications:

Ministry of Education. (2003). English Language Intensive Programme
Ministry of Education. (2007). Literacy Learning Progressions
Ministry of Education. (2007). The New Zealand Curriculum



4. Supporting the English Language Learner

Full-day, general course for teacher-aides, supporting ESOL students in classes and in small groups (all levels)

This workshop is designed to equip teacher-aides with skills needed to support English Language Learners in the mainstream. Participants are encouraged to share questions, concerns and ideas.

Aspects covered will include:

Participants are requested to bring a small mirror to the workshop.

A handout will be provided.


Reference will be made to the following publications:

Braithwaite, M. (2001). English Sounds; SLC Resources; New Zealand.
Braithwaite, M. (2001). Speaking English; SLC Resources; New Zealand.
Gibbons, P.(1991) Learning to Learn in a Second Language. PETA; Australia
Ministry of Education. (2008). The English Language Learning Progressions.
Ministry of Education. (2008). Working with English Language Learners.



5. Vocabulary strategies for English Language Learners

Full-day course for teacher-aides, supporting ESOL students (Y5 – Y11)

This course is ideal for teacher-aides who have previously attended the general course, Supporting the ESOL Learner.

This workshop is designed to equip teacher-aides with skills needed to support English Language Learners in the use of vocabulary learning strategies.

Aspects covered will include:

Participants are encouraged to bring material, such as a book or information sheet, that they are currently using with a learner.

A handout will be provided.


Reference will be made to the following publications:

Gibbons, P.(1991) Learning to Learn in a Second Language. PETA; Australia.
Ministry of Education. (2003). English Language Intensive Programme
Ministry of Education. (2008). The English Language Learning Progressions
Ministry of Education. (2008). Working with English Language Learners



6. In-School Courses

Related to aspects of language, literacy and learning.

Courses are developed on request, to meet specific requirements for in-school professional development programmes, such as staff and syndicate meetings and teacher-only days.



Participants' Comments

"Excellent ideas that I'm definitly going to use!"

"Practical strategies!"

"Inspiring!"

"Stimulating and useful!"