New resources added last month include…

UK Flag Colouring mat for Geography or Art – Basque, Belarusian, Bengali, Catalan, Chinese, Corsican, Chechen, Cornish, Czech, English still more to come.

 

Colour me in UK flag.

Colour me in UK flag.

Thank You cards – Latvian, Lithuanian, Lojban, Luganda, Luxembourgish, Macedonian, Malay, Malayalam, Manx, Mauritian Creole, Navajo, Ndbele, Marathi, Mongolian, Nepali, Norwegian, Occitan, Pashto, Persian, Portuguese, Punjabi, Quechua, Romanian, Rapanui, Russsian, Samoan, Sardinian, Scottish Gaelic, Serbian, Sesotho, Shona, Sindarin, Sinhala, Slovak, Slovenian, Somali, Sorbian, Spanish, Sranan, Stellingwharfs, Tagalog, Tahitian, Tamil, Telugu, Tigrynia, Tok Pisin, Tongan, Tswana, Turkish, Ukranian, Urdu, Valencian, Venetian, Vietnamese, Voro, Walloon, Welsh, Xhosa, Xitsonga, Yappese, Yiddish, Yoruba, Zazaki and Zulu that’s 137 different languages in total.
Mothers Day Card – colour in yourself for either Art, PSHE or Early Years in Albanian, Arabic, Czech, Dutch, Filipino, German Italian, Kurdish, Lithuanian, Malayalam, Romanian, Russian, Slovak, Somali, Spanish, Tamil, Turkish, Welsh, Polish.
Parts of a plant 5 page Assessment and worksheets for Science in Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, English, French, German, Gujarati, Hebrew, Italian and more to come. Good for differentiation.
Easter Card and Teacher Information to support Art and RE in Arabic, Armenian, Aromanian, Bengali, Basque, Belarusian, Bikol with more to come.

Just to mention a few.  P.S. when in the library – Don’t forget to go to the bottom and scroll along to see more pages or double click on blue outside box to expand. Also it is sorted alphabetically starting with capital A , and then again further along with lower case a.

Advertisements

Challenge your pupils by using time saving pre-made resources from the resource library or our books

Colouring Sheet - Bee

Colouring Sheet – Bee

My name is John Foxwell and I am one of the creators of EMAS UK. My wife and I both teachers created every single sheet in the resource bank and have tried to aim it at differing age groups more inclined towards a level rather than the age. Some of the resources are as basic as numbers but that rises as the levels get more challenging to cells and their make-up. I tried giving access to the resource library but found that some teachers just downloaded all the wanted and then didn’t buy the product, which was a real shame as the resource library is extremely good value and covers a wide range of ages and levels, 3 to 16 and levels 1 to 5.

Using the language mat to reingforce and bridge skills across languages.

Skills transference between Arabic and English

The books are interesting as they have different purposes. Pip is all about discussing emotions and starting points, its ability is to start talking about the fear of moving somewhere new, the loneliness of feeling alone and the differences in locations, finishing with the learner understanding that they will make friends and they will feel more at home as time goes by. The maths books is designed to take the learners current knowledge teach them the words that they need to understand what is being asked in English and join their peers as quickly as possible. It also helps teach new concepts by having the right words for the mathematical shapes, operations and procedures in dual language text, bridging the gap between prior learning and current understanding without lack of developmental knowledge.

Different types of Triangles

Different types of Triangles

To see our latest offers like us on Facebook or look on our website

Watch a short video about the resource library –  http://www.emasuk.com/Video-Resources

For more information contact us via email @ info@emasuk.com or call us on 0845 009 4939

Resource Library NEW resources

Last month the following resources were uploaded.

For Early Years and Science Colouring Sheet Bird in Albanian, Arabic, Bengali, Chinese Cantonese, Chinese mandarin, Czech, Dutch, English, Farsi, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Norwegian, Polish, Romanian, Russian, Slovak, Somali, Spanish, Swahili, Urdu, Turkish and Welsh.

Life Cycle of a Frog with 9 scaffolded sheets to support assessment for Science in Bengali, Dutch, German, Gujarati, Italian, Romanian, Slovak, Somali, Spanish, Turkish, Urdu, Albanian, Chinese Cantonese, Chinese Mandarin, Czech, English, Latvian, Nepali, Norwegian, Russian, French, Hebrew, Hungarian, Kurdish, Lithuanian, Malay and Polish.

Toad poster HungarianToad poster Hungarian

 

Toad poster for Science in Albanian, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, French, German, Hebrew, Hungarian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Norwegian, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

UK Flag Colouring mat – Afrikaans, Albanian, Aleut, Arabic, Amharic, Armenian, Aromanian, Azerbaijani with more to come.

Colour me in UK flag.

Colour me in UK flag.

Thank You cards – Afrikaans, Albanian, Aleut, Alsatian, Amharic, Arabic, Aragonese, Arapaho, Armenian, Aromanian, Asturian, Aymara, Azerbaijaini, Basque, Belarusian, Batak, Bengali, Catalan, Cebuano, Chechen, Cherokee, Chichewa, Chinese Cantonese, Chinese Hakka, Chinese Mandarin, Cimbrian, Cornish, Corsican, Croatian, Czech, Danish, Dutch, English, Estonian, Faroese, Fijian, Filipino, Finnish, French, Frisian, Friulian, Galician, Georgian, German, Greek, Greenlandic, Guarani, Gujarati, Haitian Creole, Hausa, Hawaiian, Hebrew, Hindi, Hungarian, Icelandic, Igbo, Indonesian, Inapiag, Irish Gaelic, Italian, Japanese, Javanese, Jerriais, Kannada, Korean, Kurdish, Kyrgyz, Lakota, Lao, Latin with more to come.

Literacy update from OFSTED

OFSTED have shared their guidance for the training and teaching of literacy the highlights include;

 

Common barriers facing trainees and new teachers

n      Too few opportunities to teach all aspects of language and literacy, and ways of teaching literacy skills across other subject areas.

n      Too few opportunities to teach pupils of different ages and those with different needs.

n      Observations of trainees and new teachers did not focus on specific areas of language and literacy, including phonics, and feedback was not precise about how pupils’ learning could be improved.

n      Areas for improvement in feedback did not build upon existing skills, they were not clearly defined and there were often too many.

n      Schools did not have an accurate view of the quality of their own provision or the skills of different staff. They struggled to identify what the newly qualified teacher needed to learn and this often led to overly narrow, inward-looking induction.

n      Insufficient expertise or capacity to support the newly qualified teacher in developing their teaching of language and literacy. New teachers in these situations were often isolated and lacked experience of different approaches in order to reflect upon and evaluate their own practice.


Characteristics of the best new teachers of language and literacy in this survey

The best new teachers had been well supported and consequently they had:

n      a deep understanding of children’s language development and understanding of the of the links between language skills and literacy skills

n      sufficient knowledge of language and literacy skills across the age groups. They were able to adapt their teaching for different age groups as well as pupils with a range of abilities and attainment

n      good questioning skills which helped pupils develop their thinking skills through talking and listening

n      a good knowledge and understanding of phonics and how this supports reading and spelling. They understood how to help pupils use their skills learnt throughout the curriculum.

They also had ability to:

n      create interesting experiences and activities that promoted the use of language and children’s listening skills

n      provide good models of spoken language as well as writing

n      use accurate and precise pronunciation, blending and segmenting of words when teaching phonics

n      assess learning in language and literacy accurately and understand what to teach next to enable pupils to progress quickly

n      use a wide range of well-considered resources to help extend vocabulary and create an enthusiasm for writing

n      assess pupils throughout lessons and target their questioning providing sufficient challenge and support for different pupils

n      understand how to support pupils with special educational needs and those who are at an early stage of acquiring English

n      be proficient in teaching language and literacy skills across the curriculum

n      be highly reflective practitioners.

 

You can find mor eresources at http://www.ofsted.gov.uk/resources/training-teaching-early-language-and-literacy

What worries me is that without the opportunity to work in other schools or have the benefit of the university time of theory and relection how can we ensure we get the best out of our teachers?  We seem to be asking a lot without giving them the best to learn from.  Whilst I applaud being in schools gives that practical element, it doesnt help when no one in your school knows how to deal with something it just means that everyone, is stuck, including the child  rather than having a  wealth of other learned experiences which can be drawn upon from within the profesionals at that particular school with also very little if any support from LA staff due to recent cuts then thsi can only be the beginning of the slide in Education.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Info pod 4 – Birmingham headteacher discusses the benefits of using EMASUK

The latest info pod is the headteacher of Manor Park School in Aston talking about their use of EMASUK. Jason is also an Ofsted Inspector and inspirational school leader. Listen to what he has to say about EMAS UK and the difference it makes to the lives of the children in his school…

In the info pod you can hear the  Birmingham Headteacher  talking to the local radio station about the difference that using EMAS UK makes to his children. He discusses how it transform learning and accelerates English language learning and how he has monitored his children’s achievement to assess success.

A Headteacher talking about the positive effects on school standards of using EMAS UK.

Great Practice and Improved Standards

Either click the link above or use http://www.youtube.com/watch?v=zIr-UXHu9Gw&feature=share