Outreach Summary LANGUAGE DEVELOPMENT CENTRE 2020 - West Coast Language ...
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CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE
West Coast
LANGUAGE DEVELOPMENT CENTRE
Outreach Summary
2020
Resource General
Series Series
Research
School Based
and
Services
Development
Leadership
Program
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Overview of Services
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:
Intensive
1. Direct services for students Early
The WCLDC provides an early, intensive intervention Intervention
service for students with identified Specific Language
Impairment in the north metropolitan region (coastal strip).
Re
se t en
a rc pm
2. Outreach Service h and De v el o
The 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
Out
difficulties, differences and disorders. reach
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.
Sc ks
ho or
3. Research and Development
tw
ols
Ne
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.
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North West Metro District, Network and
School Professional Learning
The district general series is delivered at our Outreach office, rear of East Hamersley Primary School.
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 and covers the cost of food, printing, resources and usb. All content is
aligned with the WA Curriculum, Kindergarten Curriculum Guidelines and recent advances in research.
The first 8 sessions are available at a district, network or school level.
Topic Topic Outline
The Development Looks into how to plan explicit oral language instruction (essential for disorder) within a play-based
of learning framework. Participants will have a better understanding of how to embed structured oral
language into everyday play-based scenarios within the Kindergarten and Pre-Primary classrooms
Oral Language and also how to support those students with language difficulties.
Through Play When: 2 sessions 3.30 - 5.30 pm
Articulation Aims to build participants’ knowledge of typical articulation development in young students,
including possible areas of difficulty. Strategies and activities to support children with non-typical
articulation are provided.
When: 2 sessions 3.30 - 5.30 pm
Developing Aims to build participants’ knowledge of the importance of vocabulary development and instruction
Vocabulary to ensure early literacy success. Includes practical strategies and activities to support this. Makes
link between semantics (vocabulary) and syntax (grammar).
When: 2 sessions 3.30 - 5.30 pm
Literature Looks at the importance of literature and stories in building language and early literacy skills. It will
Based Unit 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.
When: full day
Phonological Defines phonological awareness and phonemic awareness. Teachers are supported to develop
Awareness, their own phonological awareness skills and are provided with many practical strategies and
assessment for use in the classroom to develop various phonological awareness skills.
Synthetic When: 3.30 - 5.30 pm
Phonics &
Assessment
Oral to Written This focuses on the processes and strategies that teachers can use to teach the continuum of
Narrative the oral to written narrative. It covers critical developmental pathways, assessment and targeted
strategies with associated resources.
When: full day
Education These are all hands on, make and take sessions, that can be run at the school or Network Level.
Assistant 1. Oral Language and it’s development
2. Phonological and Awareness and Synthetic Phonics
Specific 3. Articulation and how to support teacher and students
Professional 4. Vocabulary - the importance of explicit instruction
Learning When: 2 hour sessions to be negotiated
Syntax Aims to support participants’ knowledge of the developmental progression of sentence structure
(Grammar) and morphological markers e.g. plural ‘s’, ‘ed’ past tense. Strategies for supporting this
development in the early years and how to build on these skills for early writing.
When: 3.30 - 5.30 pm
Language Administrators and school leaders are invited explore data collection tools,
Assessment including the Kindergarten Assessment Tool (KAT), Rainbow Assessment Tool (RAT) and On Entry
for oral language and links to early literacy. It will address skills and resources to promote goal set-
(district only) ting and evidence-based differentiated classroom instruction.
When: 12.30 - 3.00 pm (lunch provided)
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Resource Series
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 Content
The purpose of this package is to provide Module 1
Comprehension engaging and practical ways to teach Language foundations,
‘I Get It!’ comprehension and support students as they Listening and Attending,
develop the language and skills of higher order Comprehension
thinking and understanding. The focus is on Monitoring,Visualising
the broad or global view of comprehension and Module 2
focuses on developing oral comprehension first Look for and link clues,
with the application of these skills to reading Prior Knowledge,
comprehension. Critical to the resource is the Prediction, Judging
development of thinking routines and strategies Importance
that support meaning making. There are many Module 3
practical resources including story books, posters Problem and Solutions,
and lesson plans. Links are made to First Steps Cause-Effect, Main Idea
resources, strategies and thinking routines. and Inference
Module 4
Who: Synthesis and
All teaching staff (Junior Primary focus) Questioning
File When: Module 5
Comprehensive
overview Story Grammar,
and strategies
Time frame: 3 x 1/2 day sessions,1.00 - 4.30 pm Assessment and
2 x 2 hour sessions, 3.30 - 5.30 pm Integrated Strategies
Cost: $418 gst inclusive, includes resource file,
puppet, 11 posters, 5 big books and usb
An additional $150 + gst per participant for
PD series or for schools who already have
package. Prices subject to change.
Comp
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Comp Mo and Effect
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Written
Shelley
by
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Written by
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Resource Series
Topic What Content
Social Skills ‘I Do It!’ is a resource in the Module 1
‘I Do It!’ final stages of drafting. The Introduction, setting the scene,
social skills package covers Boss of Yourself (body, mouth,
critical social and pragmatics brain, feelings) Manners, Rules,
skills through developmental Co-operation, Turn Taking, Sharing,
pathways, assessment and Joining In and Conversations.
I Do It! targeted strategies with Module 2
associated resources. The Friendship, Feelings
resource is based around a Module 3
virtual park that has a range Anger Management, Managing
Welcome to
of areas including a Manners Worries/ Fears, Social Problem
I Do It! Park
Cafe, Co-operation Playground, Solving including Bullying.
Friendship Garden, Feelings Module 4
Pool and Virtues Valley. Virtues - Confidence, Persistence,
Resilience, Kindness & Honesty
Links will be made to other Who:
programs including ‘I Get It!’, All teaching staff (Junior Primary focus)
‘PATHS’ and ‘You Can Do It!’ When:
Time frame: 2 x 1/2 day sessions
1- 4pm; 2 x 2 hour sessions, 3.30-
5.30pm
Cost: $200 gst inclusive, includes
resource file, lesson plans and usb.
Prices subject to change.
Narrative ‘I Tell It!’ focuses on the An in-depth look at the similarities
and processes and strategies that and differences between narrative
Persuasion teachers can use to teach and persuasive texts. How to
‘I Tell It!’ oral and written narrative with address the challenges and
links to expository structures, issues of teaching narrative and
particularly persuasion. It covers persuasion skills.
critical developmental pathways, Looking at assessment and linking
West Coast
LANGUAGE DEVELOPMENT CENTRE
assessment and targeted to planning.
strategies with associated
Changing Futures
Considerations for practical
resources. classroom implementation followed
by an action learning task to be
Persuasion If schools want to make links used in subsequent session.
to middle and upper years, this
can be accommodated with this Who:
resource. All teaching staff
When:
Time frame: 1 full day.
Cost: $200 gst inclusive, includes
book and usb.
5th Edition, 2019
Prices subject to change.
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Resource Series
lang
Topic What Content
Kindergarten The KAT package consists of several dynamic Introduction and
Assessment common assessment tasks that enable a teacher background to test.
Tool to collect baseline data in oral language and
‘KAT’ emergent literacy skills during the kindergarten Subtests unpacked:
year. The assessment activities inform teacher Comprehension,
judgement and allow for differentiated goal setting Semantics
at a whole class, small group & individual level. (vocabulary),
Kindergarten
Assessment
Some tasks are designed for all students and Locational
Tool others target students that may be at risk. To Relationships
assist judgements, ages and stages information is (Prepositions), Social/
included for teacher reference. Emotional, Concepts
Individual subtests of the KAT can be used of Print and Reading,
strategically and systematically by teachers
Play and Social Skills.
across the school year according to the needs of
the class. There is flexibility in when subtests are Narrative, Phonological
administered and in the order of subtests selected. Awareness and
Who: Grammar (syntax).
K. A.T. All Early Childhood Teaching Staff & School
Profiling data
WEST COAST LANGUAGE DEVELOPMENT CENTRE
Changing Futures Administrators & Leaders.
When: 1 full day
Cost: $220 (gst inclusive) for KAT package Planning for instruction
$75 (gst inclusive) per participant through goal setting.
$11.00 (gst inclusive) for extra copies of 3 Little
Pigs’ Book. Prices subject to change.
Critical The Critical
The Critical Learning
Learning Path Path should
should bebe utilised
utilised in in the
the context
context ofof the
the
Learning Australian English
Australian English Curriculum,
Curriculum. Kindergarten
The purpose of the Critical
Guidelines andLearning
the Early Path
Path is to articulate the critical skills that underpin the
Years Framework. The purpose of the Critical Learning Path is to content descriptors and
elaborations
articulate the of the Australian
critical oral languageCurriculum.
skills thatIt provides
underpinsupport to
the content
teachers as they make decisions about what and
descriptors and elaborations of the Australian Curriculum (English).how to teach at anIt
individual,
provides group to
support and class level.
teachers Themake
as they document also enables
decisions about what schools
and how
to develop cohesive, connected approaches
to teach at an individual, group and class level. to curriculum delivery and
student learning.
The Critical Learning Path unpacks critical language skills in a sequential
The Critical
order Learning
that reflects the Path provides aroute
developmental guidetaken
that supports the monitoring
by the average learner
of teaching and learning as it unpacks critical skills in some
from kindergarten to year six. It is organised under the essential English detail and
in a sequential
skills of listening, order that reflects
speaking, the and
reading, developmental
writing with route
criticaltaken
Critical Learning Path by the average learner from kindergarten to
subskills of each area mapped to enable teachers to target, year six. This detail
a guide to unpacking the language areas of
is linkedand
monitor to the Australian
adapt Curriculum
their teaching and English
learningcontent descriptors
more precisely.
English Working Document and Early Years Framework. It is organised under the essential
2019
English skills of listening, speaking, reading, and writing with
do not distribute without permission from
West Coast Language Development Centre
critical subskills of each area mapped to enable teachers to
target, monitor and adapt their teaching and learning more
Who:
precisely. When:
linked to the
Western Australian Curriculum & Kindergarten Guidelines All teaching staff 2 hours 3.30 - 5.30pm
Cost: $100 (gst inclusive), includes Critical Learning Path,
Teaching Intervention booklet and usb or $50 for usb only.
Prices subject to change.
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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 years
Cost: $495 (gst inclusive). Prices subject to change.
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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
Thebroad
broadoperating
operatingprinciple
principleisisthe
thefocus
focuson
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
whole
early
or phase
years phase
of school
of school
(early years),
(K-2), differentiated
differentiatedconnected
connectedapproaches.
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
whole school approaches
differentiatedbased
approaches
on reliable
based
andoncurrent
reliableresearch
and current
and research
evidence-based
and
evidence-based
practices in speech,
practices
language
in speech,
and literacy.
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
• The West
delivery ofCoast
workplace
Language
professional
Development
learning
Centre
and planning
supports,formentors
initiatives
andin coaches
speech, language
key
mainstream
and links to literacy.
staff with delivery of workplace professional learning and planning for school-
wide initiatives in speech, language and literacy.
Webex - Support via Webex
Remote, country and metropolitan schools in the West Coast region will now able to acccess
services via Webex for professional learning and teacher/school consultations.
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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: School identified by On-entry Module 1 Speaking and Listening, and
Reading assessment data.
Priority 2: School requesting capacity building in oral language teaching skills among
early years’ staff.
Priority 3: Schools working across networks in a connected, cohesive way.
Area What Who
Communication Email/flyers Principal, registrar,
about services Letters outlining services support officers and
‘Connect’ Communities school leaders.
PLIS, Webex
Application for 1. Key Language Leaders. Principal, deputies,
Services 2. LDC secondment. support
3. Research and Development Participation. officers and selected
4. Resource Action Learning Series. teacher expertise.
5. General PD.
Allocation Level of connected school planning with a 1. Support Officers
of Services focus on leadership in two categories: allocated to selected
Priority 1 - high and mid to schools and
Priority 2 - mid to low networks.
Priority 3 - low 2. Selected teacher
expertise.
Documenting 1. Service Agreement including ongoing SOSLs, School
Service contact and action plan summaries. Leaders.
Provision 2. Feedback and analysis of PD sessions.
3. Completion of feedback rubric.
Professional Focus on Networks by connecting expertise SOSLs, Principals.
Learning and common needs.
Communities ‘Connect’ Communities
Webex training
CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE
Dates for Professional Learning
WEST COAST LANGUAGE DEVELOPMENT CENTRE
Professional Learning Sessions 2020: Dates for your Diary!
Registration
Event PL Date Time
Closing Date
Language Leadership Series - Metro
Reading rope and basic code; extended 16 March
code; 29/30 June Mondays
vocabulary and semantics; 17 August Friday
grammar and syntax; 21 September 28 February
8.30am - 3.45pm
narrative; 19 October
LBU and presentation 9 November
District Series
Articulation
Looking at typical development for articulation in
young students. Possible areas of difficulty and Wednesday 12
possible strategies to support children with non-
3.30 - 6:00pm 3 August
August
typical articulation.
Oral Language through Play Monday 24 August 3.30 - 5:30pm
14 August
Rainbow Assessment Tool (RAT)
Tuesday 4 August 3.30 – 5.30pm 24 July
Phonological Awareness Assessment
Monday 2 November
What is Developmental Language (Face to Face)
3.30 -5.30 23 October
Disorder? Webex Monday
16 November
Resource Series
Full Day Training
17 February
*Kindergarten Assessment Tool 21 February
22 June
26 June 8:30am - 3:30pm
3 August
7 August
26 October
30 October
Literature Based Unit – The Big 6
Looks at the importance of literature and stories in
building language and literacy skills. It will address
Monday
aspects of language including, vocabulary, grammar, 8.30am - 3.45pm 31 August
phonological awareness, narrative and writing in an
7 September
integrated way. Participants will use a text to produce
their own literature based unit.
28 February 8.30am - 12.00pm
*I Do It (4 day series) 12 May 3.30 - 5.30pm
21 February
11 August 3.30 - 5.30pm
23 October 1:00 - 4:00pm
28 February 12.30 - 4:00 pm
*I Get it (4 day series) 5 June 1:00 - 4:00pm
21 February
11 September 3.30 - 5.30pm
23 October 1:00 - 4:00pm
*These professional learning sessions have different start and end times.CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE
Terms and Conditions
TERMS & CONDITIONS
PLEASE READ CAREFULLY
To attend an event, all registrations must be completed through PLIS.
Payments
Payment 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 & Refunds
If an event is cancelled, all participants will be emailed and fully refunded.
To withdraw from an event, please email Mithi.harshal@education.wa.edu.au 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 / Replacements
Please 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 Information
If 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 on 08-9462 9580CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE
Research & Development
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.
Topic What Who Time line
K.A.T. An oral language assessment Outreach staff
package for Kindergarten that has 2020
Kindergarten
Assessment subtests that focus on: KAT manual to
Tool • Oral Comprehension be distributed to
• Semantics (vocabulary) schools.
• Social / Emotional
Development
• Concepts of Print & Reading
• Grammar (Syntax)
• Phonological Awareness
• Locational Relationships
(Prepositions)
K. A.T.
WEST COAST LANGUAGE DEVELOPMENT CENTRE
• Narrative
• Oral Play & Social Skills
Changing Futures
Critical Learning Path The purpose of the Critical Learning Outreach staff 2020
and Path is to articulate the critical skills and LDC Final Production
Intervention Strategies that underpin the content descriptors teachers Teaching
booklet and elaborations of the Australian Intervention
Curriculum. The document provides Manual
information for teachers to enable linked to Oral
them to make decisions about what Language
and how to teach at an individual, Manual.
group to class level. The document
also enables schools to develop
cohesive, connected approaches
Critical Learning Path to curriculum delivery and student
a guide to unpacking the language areas of learning. The document should
English Working Document be utilised in connection with the
associated Intervention Book that
2019
do not distribute without permission from
provides some key intervention
West Coast Language Development Centre
strategies that can be utilised by
linked to the
Western Australian Curriculum & Kindergarten Guidelines
teachers in their classroom.CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE
Research & Development
20182018-20
Topic What Who Time line
I Do It! A resource to develop Outreach staff, Completed 2019
effective social, emotional LDC teachers
I Do It! and pragmatics skills and West Coast
through establishing Behaviour
physical and verbal Management
Welcome to
routines that facilitate self Team.
I Do It! Park
management.
I Construct It! ‘I Construct It!’ a syntax, LDC teachers, 2020
grammar and morphology support officers • Theory and
resource. and speech background.
Grammar is defined as “a pathologists • Linked practical
West Coast
LANGUAGE DEVELOPMENT CENTRE
Changing Futures
I Construct theory of language or set with selected resources and
It! of hypotheses about how mainstream scaffolding tools.
a language is organized” schools. • Formative and
(Carroll, 1999). summative
The term ‘grammar’ assessment tasks.
includes syntax and • Links to
morphology. commercial
Grammar programs and
Resource resources.
Package • Revision and links
Draft to professional
learning activities.
Oral Language A resource that can be Outreach staff 2019/20
Manual used in conjunction with Development and
the Critical Learning Path. ensuring graphics are
It provides background copyright free.
information and evidence
based research on all the
areas of oral language.
It will include intervention
strategies and resources
Under construction that can be utilised by
teachers in their classroom.CONCEIVE ENGAGE BELIEVE BUILD ACHIEVE
WEST COAST LANGUAGE DEVELOPMENT CENTRE - OUTREACH SERVICE
WESTCOAST LDC ADMINISTRATION
PRINCIPAL
Shelley Blakers
shelley.blakers@education.wa.edu.au
DEPUTY PRINCIPALS
Deborah Silverlock
deborah.silverlock@education.wa.edu.au (Outreach Service, East Hamersley Campus)
Catherine Regan
catherine.regan@education.wa.edu.au (Quinns Beach & Poseidon Campus)
Sarah Arnatt
sarah.arnatt@education.wa.edu.au (Padbury Campus)
W.C.L.D.C. CORPORATE SERVICES MANAGER
Lesley Riches
lesley.riches@education.wa.edu.au
SCHOOL OFFICERS
Leanne Dunn
leanne.dunn2@education.wa.edu.au
Adrienne keen
adrienne.keen@education.wa.edu.auYou can also read
