CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE West Coast …westcoastldc.wa.edu.au/wp-content/uploads/2019/08/... · 2019. 8. 7. · CONCEIVE ENGAGE BELIEVE CONCEIVE BUILD ENGAGE BELIEVE

CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE

ResourceSeries

Research and

Development

General Series

LeadershipProgram

School BasedServices

Outreach Summary2019


West Coast LANGUAGE DEVELOPMENT CENTRE


The West Coast Language Development Centre is a specialist service in the area of oral language and associated literacy that provides direct intervention for students with Specific Language Impairment in K-1 as well as the provision of support to mainstream primary schools.

The West Coast Language Development Centre, Early Direct Intervention, Outreach, Research and Development Services make an important contribution to teaching and research in the area of speech, language and its impact on the acquisition of literacy. The synergism and cohesion among service delivery, teaching and research leads to changes in classroom practice. As knowledge increases, ‘best practices’ are identified, and service needs are recognised within the centre and across mainstream schools.

The services of the West Coast Language Development Centre engage in the provision of high quality, differentiated, flexible, practical support to schools and their communities to develop practices and programs that accelerate and maximise learning outcomes for students with speech, language and literacy needs. This is underpinned by the moral imperative that all students can learn, including students with language difficulties, delays, disorders or impairments.

Service Provision

The West Coast Language Development Centre works at the system, network, individual school, leadership, teacher and student level to provide high quality services in speech, language and associated learning that are based on current best practice evidence.

The services build on from each other and include:

1. Direct services for studentsThe WCLDC provides an early, intensive intervention service for students with identified Specific Language Impairment in the north metropolitan region (coastal strip).

2. Outreach ServiceThe Outreach Service responds to the distinctive needs of public primary schools with a focus on improving speaking, listening and literacy learning for students with language difficulties, differences and disorders.

The emphasis is on sustainable capacity building of teacher, school and system to deliver high quality learning opportunities. Services include:

• Delivery of workshops through the General and Resources Series.

• School based services. • The Key Language Leadership Program.

3. Research and Development The service conducts and supports the research, development and trialling of evidence based practices for speech, language and associated literacy by establishing collaborative partnerships with schools and universities.

Intensive Early

Intervention

Research and Developme

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Overview of Services

CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE

General Series 2019

General Series

District General Series (Formerly Early Years Series) – is deliverd at a central location. Sessions can be attended by any teacher or education assistant from schools across the region. These sessions aim to give participants an overview of language and an introduction to key language areas. The cost of each series varies between $50 - $200 to cover the cost of food, printing, usb and LDC teacher relief. See terms and conditions.

Topic Topic Outline

Developing vocabulary

Looks at ways to build vocabulary and knowledge of words. Includes strategies for supporting and developing semantic organisation.Makes link between semantics and syntax.When: 2 sessions 3.30 - 5.30 pm

ArticulationLooking at typical development for articulation in young students.Possible areas of difficulty and possible strategies to support children with non-typical articulation.When: 2 sessions 3.30 - 5.30 pm

The Development ofOral LanguageThrough Play

Defines phonological awareness and phonemic awareness. Emphasises that phonological awareness is something that is done with ears and not the eyes and provides a foundation for literacy. Teachers are supported to develop their own phonological awareness skills and are provided with many practical strategies for use in the classroom to develop various phonological awareness skills. The RAT is a centre devised assessment tool that teachers can administer to individual students to inform planning and/or subsequent intervention.When: 3.30 - 5.30 pm

Literature Based Unit

Looks at the importance of literature and stories in building language and literacy skills. It will provide activities to address aspects of language including, vocabulary, grammar, phonological awareness, narrative and writing in an integrated way. Participants are asked to bring a fictional text they would like to use in their classroom. They will use this text to produce their own literature based unit during the session, which can be shared with other participants and used in their classroom.When: full day

Oral to Written Narrative

This focuses on the processes and strategies that teachers can use to teach the continuum of the oral to written narrative. It covers critical developmental pathways, assessment and targeted strategies with associated resources.When: full day

Language for Literacy:

Phonological Awareness,

Synthetic Phonicsand the RAT

Defines phonological awareness and phonemic awareness. Emphasises that phonological awareness is something that is done with ears and not the eyes and provides a foundation for literacy. Teachers are supported to develop their own phonological awareness skills and are provided with many practical strategies for use in the classroom to develop various phonological awareness skills. The RAT is a centre devised assessment tool that teachers can administer to individual students to inform planning and/or subsequent intervention.When: 3.30 - 5.30 pm


Written by Shelley Blakers

Comp Monitor Learns to Listen

Illustrated by Julia Reynolds

Resource Series

Comprehension ‘I Get It!’

Module 1Language foundations, Listening and Attending, Comprehension Monitoring,VisualisingModule 2 Look for and link clues, Prior Knowledge, Prediction, Judging ImportanceModule 3 Problem and Solutions, Cause-Effect, Main Idea and InferenceModule 4Synthesis and QuestioningModule 5 Story Grammar, Assessment and Integrated Strategies

Topic What

File Comprehensive

overview and strategies

Content

Comp Monitor Learns about

Cause and Effect

Written by

Shelley Blakers

Illustrated by

Julia Reynolds

The purpose of this package is to provide engaging and practical ways to teach comprehension and support students as they develop the language and skills of higher order thinking and understanding. The focus is on the broad or global view of comprehension and focuses on developing oral comprehension first with the application of these skills to reading comprehension. Critical to the resource is the development of thinking routines and strategies that support meaning making. There are many practical resources including story books, posters and lesson plans. Links are made to First Steps resources, strategies and thinking routines.

Who: All teaching staff (Junior Primary focus)When:

Time frame: 3 x 1/2 day sessions,1.00 - 4.30 pm2 x 2 hour sessions, 3.30 - 5.30 pm

Cost: $418 gst inclusive, includes resource file, puppet, 11 posters, 5 big books and usbAn additional $150 + gst per participant for PD series or for schools who already have package. Prices subject to change.

The Resource Series provide professional learning opportunities connected to specific resources developed by the West Coast Language Development Centre through the Research and Development arm. These resources are based on current theory about evidence based practices with high effect sizes. During the development phase many mainstream schools have trialled the resources and provided feedback. Each course involves spaced workshops and action learning tasks. Costs include printed and electronic resources. A resource series can be run at a school level if enough staff participate and costs are negotiated.


Topic What

Social Skills ‘I Do It!’

‘I Do It!’ is a resource in the final stages of drafting. The social skills package covers critical social and pragmatics skills through developmental pathways, assessment and targeted strategies with associated resources. The resource is based around a virtual park that has a range of areas including a Manners Cafe, Co-operation Playground, Friendship Garden, Feelings Pool and Virtues Valley.

Links will be made to other programs including ‘I Get It!’, ‘PATHS’ and ‘You Can Do It!’

Module 1Introduction, setting the scene, Boss of Yourself (body, mouth, brain, feelings) Manners, Rules, Co-operation, Turn Taking, Sharing, Joining In and Conversations.Module 2 Friendship, FeelingsModule 3 Anger Management, Managing Worries/ Fears, Social Problem Solving including Bullying.Module 4 Virtues - Confidence, Persistence, Resilience, Kindness & Honesty

Content

Resource Series

Narrative and

Persuasion‘I Tell It!’

‘I Tell It!’ focuses on the processes and strategies that teachers can use to teach oral and written narrative with links to expository structures, particularly persuasion. It covers critical developmental pathways, assessment and targeted strategies with associated resources.

If schools want to make links to middle and upper years, this can be accommodated with this resource.

An in-depth look at the similarities and differences between narrative and persuasive texts. How to address the challenges and issues of teaching narrative and persuasion skills. Looking at assessment and linking to planning.Considerations for practical classroom implementation followed by an action learning task to be used in subsequent session.

Who: All teaching staffWhen:Time frame: 1 full day.Cost: $200 gst inclusive, includes book and usb. Prices subject to change.

Who: All teaching staff (Junior Primary focus)When:Time frame: 2 x 1/2 day sessions 1- 4pm; 2 x 2 hour sessions, 3.30-5.30pmCost: $200 gst inclusive, includes resource file, lesson plans and usb.Prices subject to change.

Persuasion

5th Edition, 2019

West Coast

LANGUAGE DEVELOPMENT CENTREChanging Futures

I Do It! Park

Welcome to

I Do It!


lang

KindergartenAssessment

Tool‘KAT’

Topic What

CriticalLearning

Path

The Critical Learning Path should be utilised in the context of the Australian English Curriculum. The purpose of the Critical Learning Path is to articulate the critical skills that underpin the content descriptors and elaborations of the Australian Curriculum. It provides support toteachers as they make decisions about what and how to teach at an individual, group and class level. The document also enables schools to develop cohesive, connected approaches to curriculum delivery and student learning.

The Critical Learning Path provides a guide that supports the monitoring of teaching and learning as it unpacks critical skills in some detail and

in a sequential order that reflects the developmental route taken by the average learner from kindergarten to year six. This detail is linked to the Australian Curriculum English content descriptors and Early Years Framework. It is organised under the essential English skills of listening, speaking, reading, and writing with critical subskills of each area mapped to enable teachers to target, monitor and adapt their teaching and learning more precisely.

Content

Resource Series

Session 1Introduction and background to test.Subtests unpacked:Comprehension, Semantics (vocabulary), Locational Relationships (Prepositions), Social/Emotional, Concepts of Print and Reading, Play and Social Skills.Session 2 Subtests unpacked: Narrative, Phonological Awareness and Grammar (syntax).Profiling dataPlanning for instruction through goal setting.

Who: All Early Childhood Teaching Staff & School Administrators & Leaders.When: Time frame: 2 x 3 hour sessionsCost: $176 (gst inclusive) for KAT package $45 (gst inclusive) per participant $11.00 (gst inclusive) for extra copies of 3 Little Pigs’ BookPrices subject to change

Prices subject to change

The KAT package consists of several dynamic common assessment tasks that enable a teacher to collect baseline data in oral language and emergent literacy skills during the kindergarten year. The assessment activities inform teacher judgement and allow for differentiated goal setting at a whole class, small group & individual level. Some tasks are designed for all students and others target students that may be at risk. To assist judgements, ages and stages information is included for teacher reference. Individual subtests of the KAT can be used strategically and systematically by teachers across the school year according to the needs of the class. There is flexibility in when subtests are administered and in the order of subtests selected.


Tool

K. A.T. WEST COAST LANGUAGE DEVELOPMENT CENTRE

Changing Futures

The Critical Learning Path should be utilised in the context of the Australian English Curriculum, Kindergarten Guidelines and the Early Years Framework. The purpose of the Critical Learning Path is to articulate the critical oral language skills that underpin the content descriptors and elaborations of the Australian Curriculum (English). It provides support to teachers as they make decisions about what and how to teach at an individual, group and class level.

The Critical Learning Path unpacks critical language skills in a sequential order that reflects the developmental route taken by the average learner from kindergarten to year six. It is organised under the essential English

skills of listening, speaking, reading, and writing with critical subskills of each area mapped to enable teachers to target, monitor and adapt their teaching and learning more precisely.

Who: When:All teaching staff 2 hours 3.30 - 5.30pmCost: $150 (gst inclusive), includes Critical Learning Path, Teaching Intervention booklet and usb or $50 for usb only.

Critical Learning Patha guide to unpacking the language areas of

English

Western Australian Curriculum & Kindergarten Guidelines

Working Document 2019

do not distribute without permission from West Coast Language Development Centre

linked to the


Leadership Program

This series focuses on developing the capacity of teachers to improve the language/literacy outcomes of students in their schools with a focus on students at language risk. The service integrates current language development theory and research with the principles of best practice in teaching oral language and how this impacts on literacy. Participants learn to assess and analyse language and are provided with practical strategies for addressing identified needs.

The Key Language Leadership Program runs over 2 years with six days of professional learning in the first year and 4 half days in the second. The series has a strong action learning component, so there is an expectation that participants will undertake some additional reading and trial many of the assessments and activities between sessions. The training also encourages participants to reflect on their teaching practice, develop their leadership and mentoring skills and establish networks. Opportunities to identify, plan and report on school based initiatives will be provided throughout the series, helping to develop the leadership skills of the participant.

The training includes the following oral language modules:• Introduction and Overview• Syntax (Grammar) • Semantics (Vocabulary)• Narrative• Comprehension• Links to Literacy - Phonological Awareness and

Phonics• Links to Literacy - The Language of Spelling

Each of the modules includes theory, strategies and resources. Participants are provided with recommended assessments, and learn how to analyse and set goals using the data. There are opportunities to reflect on current practice and link planning for teaching and learning programs to suit diverse learning needs, including ideas for classroom organisation. Participants receive significant resources in print and on a usb.

These include:• Narrative - I Tell it! book • Semantics - Word Connections: Semantic Intervention Pack• Phonological Awareness - Rainbow Assessment Tool and Intervention Pack• Synthetic Phonics - Lesson Structure and Resources• Comprehension - Strategies

On completion of the course there is the opportunity for past participants to continue to engage through a Connect community, network meetings and continued support from the West Coast LDC Outreach Service.

Who: Teachers and administrative staff who have an interest in language and literacy development linked to diverse learning needs. These teachers also need to be seen as current or future leaders in your school.When: 8 full days of Professional Learning over two yearsCost: $495 (gst inclusive)


School Based Services

The Principal Speech and Language, Support Officers Speech and Language and identified expertise from the LDC provide specialist services and support to enable schools to cater for their diverse range of learners in language and literacy. The broad operating principle is the focus on developing school and staff capacity to cater for their student needs. Many schools have been accessing our services for several years.

The service delivery centres on oral language and written literacy with a focus on sound evidence based practices and how these can be differentiated for identified groups of students with specific needs. The types of support include professional learning, coaching, mentoring, supporting action learning and in-class modelling.

Services• Are contextualised and prioritised based on the needs of individual schools and level of

engagement in leadership training and research. • Involve whole or phase of school (early years), differentiated connected approaches.• Focus on the development of specialised teacher skills and knowledge in the area of speech,

language and the acquisition of social skills and literacy.• Build key leadership within schools and across networks of schools in the area of speech,

language and the acquisition of social skills and literacy.• Are guided by and inform research. • Focus on closing the gap between Aboriginal and Non-Aboriginal students.• Raise the standards of student learning for those with language difficulties, differences and

disorders.

School Level Service Principles

• The West Coast Language Development Centre supports the development and embedding of whole school differentiated approaches based on reliable and current research and evidence-based practices in speech, language and literacy.

• The West Coast Language Development Centre develops and provides high quality professional learning for key teachers and staff within schools. Professional Learning programs developed and supported in the area of Speech, Language and Learning across the state are based on current research, evidence-based practices and identified school needs.

• The West Coast Language Development Centre supports, mentors and coaches key mainstream staff with delivery of workplace professional learning and planning for school-wide initiatives in speech, language and literacy.

The Principal Speech and Language, Support Officers Speech and Language and identified expertise from the LDC provide specialist services and support to enable schools to cater for their diverse range of learners in language and literacy. The broad operating principle is the focus on developing school and staff capacity to cater for their student needs. Many schools have been accessing our services for several years.

The service delivery centres on oral language and written literacy with a focus on sound evidence based practices and how these can be differentiated for identified groups of students with specific needs. The types of support include professional learning, coaching, mentoring, supporting action learning and in-class modelling.

Services• Are contextualised and prioritised based on the needs of individual schools and level of

engagement in leadership training and research. • Involve the early years phase of school (K-2), differentiated connected approaches.• Focus on the development of specialised teacher skills and knowledge in the area of speech,

language and the acquisition of social skills and literacy.• Build key leadership within schools and across networks of schools in the area of speech,

language and the acquisition of social skills and literacy.• Are guided by and inform research. • Focus on closing the gap between Aboriginal and Non-Aboriginal students.• Raise the standards of student learning for those with language difficulties, differences and

disorders.

School Level Service Principles

• The West Coast Language Development Centre supports the development and embedding of differentiated approaches based on reliable and current research and evidence-based practices in speech, language and literacy.

• The West Coast Language Development Centre develops and provides high quality professional learning for key teachers and staff within schools. Professional Learning programs developed and supported in the area of Speech, Language and Learning across the state are based on current research, evidence-based practices and identified school needs.

• The West Coast Language Development Centre supports, mentors key mainstream staff with delivery of workplace professional learning and planning for initiatives in speech, language and links to literacy.


School Based Services

While all schools requesting a service will be allocated a Support Officer, to manage the workload in the context of the number of schools requesting new or ongoing support, we prioritise schools (in terms of time availability) on the following basis:

Priority 1 Schools: Schools with a strong commitment to leadership development and a high level of involvement in assessment for learning, resource series and research and development. Disadvantaged and/or ERG’d schools that have a focus on building in-school leadership capacity.

Priority 2 Networks: Schools wishing to work across their networks in a connected, cohesive way linked to building and sharing capacity in the area of oral language, the links to literacy and the impact of disorder or disadvantage.

Priority 3 Schools: Schools that have a focus on building in-school specialised leadership capacity and sharing that capacity in the area of oral language, the links to literacy and the impact of disorder or disadvantage.

Priority 4 Schools: Schools that have not identified in school leadership as a focus for capacity building.

Communicationabout services

Email/flyersLetters outlining services‘Connect’ CommunitiesPLIS

Principal, registrar, support officers and school leaders.

Area What Who

Application for Services

1. Key Language Leaders.2. LDC secondment.3. Research and Development Participation.4. Resource Action Learning Series.5. General PD.

Principal, deputies, support officers and selected teacher expertise.

Allocationof Services

Level of connected school planning with a focus on leadership in two categories:

Priority 1 - high and midPriority 2/3-mid to low

Priority 4 - low

1. Support Officers allocated to selected to schools and networks.

2. Selected teacher expertise.

Documenting Service Provision

1. Service Agreement including ongoing contact and action plan summaries.

2. Feedback and analysis of PD sessions.3. Completion of feedback rubric.

SOSLs, School Leaders.

ProfessionalLearningCommunities

Focus on Networks by connecting expertise and common needs.‘Connect’ Communities

SOSLs, Principals.

*These professional learning sessions have different start and end times.

Professional Learning Sessions 2019: Dates for your Diary!

Event PL Date Time Registration Closing Date

Language Leadership Series - Metro Reading rope and basic code; extended code;

vocabulary and semantics; grammar and syntax;

narrative; LBU and presentation

https://plis.det.wa.edu.au/?EventID=24826

12 March

9 April 28 May,

13 August 10 September 5 November

8.30am - 3.45pm

1 March

District Series Articulation


19 March 17 June

3.30 - 6:00pm 13 March 12 June

Oral Language through Play https://plis.det.wa.edu.au/?EventID=25014

7 March (FULL) 9 May

3.30 - 5:30pm

27 February 2 May

Early Teaching Career Series # 1: Explicitly Teaching Robust Vocabulary https://plis.det.wa.edu.au/?EventID=25990

# 2: Scaffolding and Developing Comprehension https://plis.det.wa.edu.au/?EventID=25995

# 3: Producing Rich Narratives https://plis.det.wa.edu.au/?EventID=26002

# 4: Speech Sounds and Phonemic Awareness Development


28 March 27 June 8 August

26 September

3.30 - 5:45pm 3.30 - 5:45pm 3:30 - 5:45pm 3:30 - 5:45pm

20 March 19 June 31 July

18 September

Resource Series

*Kindergarten Assessment Tool https://plis.det.wa.edu.au/?EventID=24870

Half Day Training #1: 21 February #2: 16 May

Full Day Training 14 June

30 August 25 November

1:00 - 4:30pm

8:30am - 3:30pm

15 February

7 June

Literature Based Unit – The Big 6


14 May 8.30am - 3.45pm 9 August

*I Do It (4 day series)


26 February 8 May 24 July

4 September

8.30am - 12.00pm 3.30 - 5.30pm 3.30 - 5.30pm 1:00 - 4:00pm

23 February

*I Get it (5 day series)


26 February 29 May

20 August 17 September

12.30 - 4:00 pm 1:00 - 4:00pm 3.30 - 5.30pm 1:00 - 4:00pm

23 February


Dates for Professional Learning


Terms and Conditions

TERMS & CONDITIONS

PLEASE READ CAREFULLY

To attend an event, all registrations must be completed through PLIS.

PaymentsPayment is required at the time of registration. School staff to use credit card. Central office and Regional office staff to use journal transfer.

All incomplete registrations will be automatically reserved for 24 hours.To reserve a 24-hour hold without payment: 1) select event, click “Register” and proceed through the enrolment process. 2) Close the browser on the ‘Cart Summary’ page (one step before payment). The 24-hour hold is only available before the registration closing date.To return to complete the registration: 1) select event, click “Update” and proceed to complete the enrolment process.

Each attendee can only be registered once.Invoices are automatically emailed to participants at the time of successful registration. Participants can login to PLIS to access their invoices online.

Cancellations & RefundsIf an event is cancelled, all participants will be emailed and fully refunded.To withdraw from an event, please email [email protected] immediately.

Participants who withdraw their enrolment:• More than seven days prior to course commencement will receive a full refund.• Less than seven days prior to course commencement will need to provide a valid reason. Refunds are considered on a case-by-case basis at the sole discretion of the event organiser.

Participant Swaps / ReplacementsPlease note that the closing date for registration is strictly adhered to and only registered participants can attend events, walk-in participants will not be accepted.

If the registered participant is unable to attend, any replacement participant has to be organised prior to the event’s commencement by contacting the event organiser on PH: 08-9343 0155. It is not possible to swap participants on PLIS, note that the registered attendee will need to be cancelled and any approved payments refunded. A new registration will need to be made for the replacement participant. As credit card information is not stored, payment will need to be made by contacting the event organiser. Participants can then login to PLIS to access their invoices online.

Other InformationIf the event is full, please click on “Expression of Interest” as the course may be re-run based on demand.For schools with a signed service agreement who wish to register more than 12 people, please contact your school support officer at 08-9343 0155 for customised school based professional learning.

For enquiries, please contact the West Coast LDC Outreach Team at 08-9343 0155

The West Coast Language Development Centre develops and/or trials assessment tools, programs, strategies and resources that support the development of speech, language and links to literacy. The service makes links to mainstream schools. The research and development projects and programs are utilised by the Outreach Services to inform practices within and across mainstream schools.

Research and Development Service Principles:1. Research and development is conducted collaboratively through joint project teams from the Language Centre and mainstream. Links are made to universities and other agencies when appropriate or possible.2. Resources utilised and/or developed are based on research and justifiable practice evidence.3. Developed resources are made available to schools through centralised professional learning or school based workshops.


Research & Development

K.A.T. An oral language assessment package for Kindergarten that has subtests that focus on:

• Oral Comprehension • Semantics (vocabulary)• Social / Emotional

Development • Concepts of Print & Reading• Grammar (Syntax)• Phonological Awareness• Locational Relationships

(Prepositions)• Narrative• Oral Play & Social Skills

Outreach staff 2019Final production of Procedures Manual

Critical Learning Pathand

Intervention Strategiesbooklet

The purpose of the Critical Learning Path is to articulate the critical skills that underpin the content descriptors and elaborations of the Australian Curriculum. The document provides information for teachers to enable them to make decisions about what and how to teach at an individual, group to class level. The document

also enables schools to develop cohesive, connected approaches to curriculum delivery and student learning. The document should be utilised in connection with the associated Intervention Book thatprovides some key intervention strategies that can be utilised by teachers in their classroom.

Outreach staff and LDC teachers

2019/20Final ProductionTeaching InterventionManual

WhoTopic What Timeline


Tool

K. A.T. WEST COAST LANGUAGE DEVELOPMENT CENTRE

Changing Futures

Critical Learning Patha guide to unpacking the language areas of

English

Western Australian Curriculum & Kindergarten Guidelines

Working Document 2019

do not distribute without permission from West Coast Language Development Centre

linked to the


Research & Development

20182018-20Topic What TimelineWho

A resource to develop effective social, emotional and pragmatics skills through establishing physical and verbal routines that facilitate self management.

I Do It!

I Construct It!

Oral LanguageManual

‘I Construct It!’ a syntax, grammar and morphology resource.Grammar is defined as “a theory of language or set of hypotheses about how a language is organized” (Carroll, 1999). The term ‘grammar’ includes syntax and morphology.

A resource that can be used in conjunction with tthe Critical Learning Path. It provides background information and evidence based research on all the areas of oral language.It will include intervention strategies and resoruces that can be utilised by teachers in their classroom.

Outreach staff, LDC teachers and West Coast Behaviour Management Team.

LDC teachers, support officers and speech pathologists with selected mainstream schools.

Outreach staff

2019Complete final modules and teachers’ guide.

2019-20• Theory and

background.• Linked practical

resources and scaffolding tools.

• Formative and summative assessment tasks.

• Links to commercial programs and resources.

• Revision and links to professional learning activities.

2018-20Development and ensuring graphics are copyright free.

I Do It! Park

Welcome to

I Do It!

Under construction

West Coast LANGUAGE DEVELOPMENT CENTRE

Changing Futures

GrammarResourcePackage

I ConstructIt!

Draft


WEST COAST LANGUAGE DEVELOPMENT CENTRE - OUTREACH SERVICE

WESTCOAST LDC ADMINISTRATIONPRINCIPAL

Shelley Blakers [email protected]

DEPUTY PRINCIPALSDeborah Silverlock

[email protected] (Outreach Service, East Hamersley Campus)

Catherine Regan

[email protected] (Quinns Beach & Poseidon Campus)

Sarah [email protected] (Padbury Campus)

W.C.L.D.C. CORPORATE SERVICES MANAGER

Lesley Riches

[email protected]

SCHOOL OFFICERS

Leanne Dunn

[email protected]

Adrienne keen

[email protected]

Documents

CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE West Coast …westcoastldc.wa.edu.au/wp-content/uploads/2019/08/... · 2019. 8. 7. · CONCEIVE ENGAGE BELIEVE CONCEIVE BUILD ENGAGE BELIEVE