KS3 and Bilingual Learners - 12th November 2001 Leeds

Virtual reconstruction of the conference.

I originally promised to get the material from the conference up on the website within a week. I am afraid

the technology has defeated us. We have had to rescan quite a lot of the material, and this has been time

consuming. However we intend to post material as we convert it, so hopefully we’ll have it all available within

a few weeks. Please keep coming back to see what progress we have made

The first materials to appear are the overheads for the presentation “Embedding Good Practice - EAL in the

N.L.S at Key Stage 3” by Mary Coates, EAL Consultant EMA Team, Rochdale, Ruth Makin, Key Stage 3 Lit-

eracy Consultant, Rochdale and Linda Sandler, Head of EAL Faculty, Falinge Park High School, Rochdale.

PROGRAMME FOR THE CONFERENCE minus the social bits.

10.15-10.25 Welcome and background to the day.Mike Kilyon, Assistant Director Leeds Education with responsibility for Ethnic Minority Achievement.Stuart Scott, Intercultural Education Partnership and Denise Trickett, Leeds Ethnic Minority Achievement Team

10.30-11.00 How EAL is Being Included at National Level: Val McGregor and Frances Bestley, Regional Directors of the National Centre for Literacy andNumeracy with National Responsibility for EAL

11.00-11.30 Embedding Good Practice - EAL in the NLS at Key Stage 3: Mary Coates, EAL Consultant EMA Team, Rochdale, Ruth Makin, Key Stage 3Literacy Consultant, Rochdale, Linda Sandler, Head of EAL Faculty, Falinge Park High School

A CHOICE OF PARALLEL WORKSHOPS -

12.00-1.00 1. Building EAL into your Audit: Stuart Scott, Intercultural Education Partnership

2. Cross Curricular Literacy in the Humanities: Steve Cooke, EMAG Project Manager, Leicester City.

3. Proactive Work by EMAG Teams to Ensure EAL Inclusion: Denise Trickett and colleagues from the Leeds Ethnic Minority Achievement Team

1.00-2.30 Trentham Books and other resources

2.30-3.00 Challenging Children: a range of strategies to support children at KS3: Peter Nathan, Head of EMAS, London Borough of Hackney.

3.00-3.40 Groupwork - Issues for further development and planning for future networking.

3.40-4.00 PLENARY with a panel of presenters and workshop leaders.

4.00 Close of conference.

Seminar : Bilingual Learners and Key Stage 3

Venue : Leeds United Football Club - Conference CentreMonday 12th November 2001 - 10.15 am. - 4.30 pm

PresentationPresentationPresentationPresentationPresentation

‘Embedding Good Practice : EAL in the NLS in Rochdale - A way forward’‘Embedding Good Practice : EAL in the NLS in Rochdale - A way forward’‘Embedding Good Practice : EAL in the NLS in Rochdale - A way forward’‘Embedding Good Practice : EAL in the NLS in Rochdale - A way forward’‘Embedding Good Practice : EAL in the NLS in Rochdale - A way forward’

Presenters :

Rochdale KS3 Literacy Consultant : Ruth Makin

Rochdale EAL Consultant EMAT: Mary Coates

Falinge Park High School Head of EAL Department : Linda Sandler

Ruth Makin : Introduction

- The Rochdale Context: The Ethnic Minority Profile

- The Cross-Curricular Strategy, Module 12: All Inclusive Supporting EAL

Learners

Mary Coates

- ILLST - EAL methodology in the context of the NLS - The changes

- Embedding good practice: A model for training

Linda Sandler

- EAL and the implementation of the NLS at Key Stage 3 at Falinge Park High

School

- A case study

Profile of the authority :

Bilingual School PopulationHow many languages are spoken in the authority’s schools?

At least 42

What are the main languages spoken?

Punjabi, Mirpuri, Urdu, Sylheti, Bengali.

Number of Bilingual Pupils in Primary and Secondary

Schools?

Nursery 276 Primary 3389

Special 98 Secondary 2202

N.B. At school level there is a breakdown by year groups

Achievement levels of the main ethnic groups in 2000

Ethnic

Minority

Groups

KS2

English

%L4+

KS2

Maths

%L4+

5+A*-C

Equiv.

At least 1

A* to G

(or equiv.)

Av. Points

per pupil

White

Pakistani

Bangladeshi

Other e.m.

groups

All Pupils

70.7% 69.7% 40.3% 97.9% 37.9

58% 54.1% 34.9% 98.5% 35.3

45.1% 47.1% 32.7% 100% 31.1

90.9% 72.7% 52.2% 100% 35.6

68.8% 67.4% 39.5% 98.1% 35.1

Information on main Refugee groups

Asylum Seeker Pupils Update 10 October 2001

108 pupils admitted to date: 10 left leaving 98 in schools. 65 Primary, 33 Secondary

Asylum Seeker Pupils-Asylum Seeker Pupils-Asylum Seeker Pupils-Asylum Seeker Pupils-Asylum Seeker Pupils-

Current School PositionCurrent School PositionCurrent School PositionCurrent School PositionCurrent School Position

Asylum Seeker Pupils -Asylum Seeker Pupils -Asylum Seeker Pupils -Asylum Seeker Pupils -Asylum Seeker Pupils -

Countries of OriginCountries of OriginCountries of OriginCountries of OriginCountries of Origin

St. John’s RC

Sparrow Hill

Spotland

PrimaryPrimaryPrimaryPrimaryPrimary

Falinge Park

St Cuthbert’s RC

Balderstone

Springhill

SecondarySecondarySecondarySecondarySecondary

TotalTotalTotalTotalTotal

31

15

19

6565656565

20

9

1

3

3333333333

9898989898

Democratic Republic of

Congo

Rwanda

Guinea Bissau

Lithuania

Czech Republic

Bangladesh

Pakistan

Afghanistan

India

Poland

Iraq

Slovakia

Bolivia

Iran

Angola

Columbia

17

6

2

1

18

2

11

5

2

2

6

2

5

1

17

1

9898989898

Asylum Seeker Pupils -Asylum Seeker Pupils -Asylum Seeker Pupils -Asylum Seeker Pupils -Asylum Seeker Pupils -

Main LanguagesMain LanguagesMain LanguagesMain LanguagesMain Languages

French

Kinyarwanda

Portuguese

Lithuanian

Czech

Bengali

Urdu

Farsi

Gujerati

Polish

Kurdish

Slovakian

Spanish

Dari

Arabic

21

2

19

1

18

2

11

4

2

2

4

2

6

2

2

9898989898

Role of EMA Staff in the Strategy:Role of EMA Staff in the Strategy:Role of EMA Staff in the Strategy:Role of EMA Staff in the Strategy:Role of EMA Staff in the Strategy:‘Where EMTAG staff are available within the school itself, it is essential that they act in an advisory role as well as leading

whole class sessions or providing individual or small group support to particular pupils. The recent OFSTED Report Raising the

Attainment Of Minority Ethnic Pupils, (1999) noted that the most effective work by EAL staff involved a clear curriculum

focus and a strong ethos of partnership between EAL and mainstream staff..’

Quote from the NLS Framework for teaching English : Additional Guidance on Inclusion Pupils learning EAL (Pg 66)

Key Principles

Inclusion is a fundamental entitlement for all pupilsInclusion is a fundamental entitlement for all pupilsInclusion is a fundamental entitlement for all pupilsInclusion is a fundamental entitlement for all pupilsInclusion is a fundamental entitlement for all pupils

To make this happen, we need to:

-Know our pupils and listen to their viewpoints

-Plan for confident involvement in the curriculum

-Establish whole-school systems to raise the achievement of EAL pupils

Interactive whole-class teaching is:Interactive whole-class teaching is:Interactive whole-class teaching is:Interactive whole-class teaching is:Interactive whole-class teaching is:-inclusive: everyone is expected to contribute and to learn

-rooted in speaking and listening: talking to explain, understand and learn

-collaborative: working and progressing together

-motivating: maximum opportunities for participation

-thought-provoking: emphasising enquiry, problem-solving and depth of knowledge

-varied: appealing to and teaching a range of different learning styles

A sequence for teaching writingA sequence for teaching writingA sequence for teaching writingA sequence for teaching writingA sequence for teaching writing1. Establish clear aims

2. Provide, example(s)

3. Explore, the features of the text

4. Define the conventions

5. Demonstrate how it is written

6. Compose together

7. Scaffold the first attempts

8. Independent writing

9. Draw out key learning

10. Review

Embedding Good Practice - EAL in the NLS at KS3Embedding Good Practice - EAL in the NLS at KS3Embedding Good Practice - EAL in the NLS at KS3Embedding Good Practice - EAL in the NLS at KS3Embedding Good Practice - EAL in the NLS at KS3

1. EAL methodology has a Key role to play in the NLS -1. EAL methodology has a Key role to play in the NLS -1. EAL methodology has a Key role to play in the NLS -1. EAL methodology has a Key role to play in the NLS -1. EAL methodology has a Key role to play in the NLS -

2. ILLST: The Integrated language Skills Teaching: The Context2. ILLST: The Integrated language Skills Teaching: The Context2. ILLST: The Integrated language Skills Teaching: The Context2. ILLST: The Integrated language Skills Teaching: The Context2. ILLST: The Integrated language Skills Teaching: The Context

3. Embedding Good Practice: A Model for training3. Embedding Good Practice: A Model for training3. Embedding Good Practice: A Model for training3. Embedding Good Practice: A Model for training3. Embedding Good Practice: A Model for training

4. Module 12: Lesson Plan and Plenary4. Module 12: Lesson Plan and Plenary4. Module 12: Lesson Plan and Plenary4. Module 12: Lesson Plan and Plenary4. Module 12: Lesson Plan and Plenary

1. EAL methodology has a Key role to play in the NLS -1. EAL methodology has a Key role to play in the NLS -1. EAL methodology has a Key role to play in the NLS -1. EAL methodology has a Key role to play in the NLS -1. EAL methodology has a Key role to play in the NLS -

-There are opportunities for EMA staff to play a full role in training, planning and teaching in partnership

-There is an expectation that EMA staff as experts will play an active advisory role in training new approaches in the classroom

2. ILLST: The Integrated language Skills Teaching: The Context2. ILLST: The Integrated language Skills Teaching: The Context2. ILLST: The Integrated language Skills Teaching: The Context2. ILLST: The Integrated language Skills Teaching: The Context2. ILLST: The Integrated language Skills Teaching: The Context

- 7 years ago Rochdale developed a framework for EAL methodology ILLST

- Language Strategies, Organisational Strategies and the Curriculum Context (Tree Diagram)

-ILLST: Diagrammatic representation

-ILLST came out of a concern to:

draw together theory and practice

have a coherent approach to EAL learning

acknowledge the importance of the interdependence of the four language modes and to plan activities that integrate them

provide comprehensible input in order to expect comprehensible output

embed language development techniques in the curriculum

-ILLST Lesson Plan - Pre and post NLS: the changes

3. Embedding Good Practice: A Model for training3. Embedding Good Practice: A Model for training3. Embedding Good Practice: A Model for training3. Embedding Good Practice: A Model for training3. Embedding Good Practice: A Model for training

Over the years we have developed “looping” Inservice training methodology that demonstrate language teaching and learning techniques by using an

ILLST model.

- ILLST: Example - Reading and bilingual learners GEST training course

Classroom techniques and strategies are often difficult to describe or convey and specialist EAL content needs to be made accessible in the same way

that subject content and texts need to be made accesible for EAL learners

Inset participants thus experience the general approach that could be used in the classroom and are exposed to a variety of language teaching tech-

niques while interacting with the course content. Obviously, adjustments are made in recognition of the fact that the audience are adult professionals,

particularly in making the process explicit at appropriate points, such as when talking through the lesson plan at the end of a session

4. Module 12: Lesson Plan and Plenary4. Module 12: Lesson Plan and Plenary4. Module 12: Lesson Plan and Plenary4. Module 12: Lesson Plan and Plenary4. Module 12: Lesson Plan and Plenary

We have recently used the adapted ILLST lesson plan to deliver

All Inclusive: Supporting EAL LEarners (Module 12)

This reflects the NLS Key Stage 3 Strategy and builds on the principles of ILLST

INTEGRATED LANGUAGE AND LEARNING TEACHING SKILLS

LANGUAGE STRATEGIES ORGANISATIONAL STRATEGIES CURRICULUM CONTEXT

L1/ bilin-gualism

Oracy Literacy Stress free/safeenvironment

ILLSTplanning

Oralclimate

Classroominteraction

Language forLearning

Languagethroughlearning

Languagedemands ofsubjects

Using L1for access

Building on L1experience

LISTENING

Skillsdevelopment

SPEAKING

Anti-racistAnti-bullyingRight to besilent

Discoverytask

Resources

Interactive Phase/Activities

Language Inputand Output

Plenary

CollaborativePartnershipTeaching

Grouping fora Purpose -IndividualPair Group

Vocabulary

Structure/ Patterns

Genre /Function

Teacher Talk Pupil Talk

ModellingScaffolding Questioning

Use ofConceptualFrameworks

EnablingOralRehearsal

CommunicativePurpose

Scaffolding

Active - READING Extended - WRITING L1 Genre / Discourse Text Types

skimming / scanning

DARTs

Scaffolding

ConceptualFrameworks

WritingFrames

Using L1 foraccess

Building on L1experience

StructureCohesion

Audience

Purpose

Language Features

Text Sentence Word

ETHNIC MINORITY ACHIEVEMENT TEAM

INTEGRATED LANGUAGE AND LEARNING SKILLS TEACHING

PLANTEACHERAIMS

PROVIDEINPUT (L1/L2)

ALLOW IN-TERACTION(L1/L2)

EXPECT OUTPUT(L1/L2)

PLAN PUPILOUTCOMES

LANGUAGE

LEARNING

SOCIAL

TEXT(SpokenWritten)

TASK

FRAMEWORK

VISUAL

ETC

RECEIVING

ORACY

LISTENING SPEAKING

PROCESSING(LANGUAGE &LEARNING)

PRODUCING

READING WRITING

LITERACY

TEXT(spokenwritten)

TASK COM-PLETION

VISUAL

ETC

LANGUAGE

LEARNING

SOCIAL

BUILD ON PRIORKNOWLEDGE(DISCOVERYTASK)

INTERVENE APPROPRIATELY

MAINSTREAM LESSONCONTEXTUALISED -STRESS FREE

AT APPROPRIATEPOINTS

Phase 1: Activat-ing Prior Knowl-edge / DiscoveryTask

In this part of the lesson various techniquesare used to activate previous language andcontent knowledge. These techniques suchas brainstorming generate language andvalue pupils’ experiences and knowledge.

Phase 1: Intro-duction &ActivatingPrior Knowl-edge Task

Introduction to make the languageand curriculum aims and objectivesexplicit

Discovery task as before - not adecontextualised starter activity

ILLST Lesson planning pre NLS ILLST Lesson planning post NLS

Phase 2: MainInteractionPhase – Theinput / outputcycle

In this part of the lesson the main purpose isto design a range of activities in order toprovide the essential language and curriculuminputs needed for the intended outputs to beachieved. This involves a range of activitieswith a communicative purpose that integratelistening, speaking, reading and writing. NBSee list for examples of ILLST type activitiesin this phase.

Phase 2: MainInteractionPhase – Theinput / outputcycle and finaloutcomes whichcan be oral orwritten

As ILLST pre NLS phase 2 but now in-cludes the pre NLS Outcomes phase 3within the main interactive phase.

Amalgamation of previous Phases 1 and 2

Phase 3:Outcomes

This phase involves planned and expected lan-guage and curriculum outcomes that are the resultof integrated language skills teaching. The focusfor the final extended outcome can be oral ofwritten or both.

Phase 3:Plenary/SummaryEvaluationPhase

This involves pupils and teachers discuss-ing and evaluating the objectives, tech-niques and strategies and outcomes of thelesson.

LANGUAGE FOR EDUCATIONAL ACCESS PROJECT Integrated Language Skills Lesson Planning Year Group: Gest 7 Course Curriculum / Topic: Reading and Bilingual Learners

PHASE RESOURCES LANGUAGE INPUT

Activates previous languageand content knowledge(schema); valuesexperience;generates language.

Paper Question to activate schema. Participants write sentences about thetopic.

Task 1: Individual exerciseIndividuals identify 2 issues related to bilingual pupilsand reading. Feedback to the main group. .

ACTIVITIES LANGUAGE OUTPUT & OPPOR-TUNITIES FOR ASSESSMENT

DISCOVERY TASK

MAIN INTERACTIONPHASEINPUT/OUTPUT CYCLE

The main purpose is to providethe essential language andcurriculum inputs needed forthe intended outputs to beacheived.

This involves activities / taskswith a communicative purposethat integrate listening,speaking, reading and writing

3 Texts about readingA = BackgroundB = ApproachesC = Process

4 Texts / Readingactivities.KS1,KS2,KS3 &KS4

Checklist of readingstrategies, techniquesand approaches

Input: 3 Texts consisting of statementsabout the following

A = Background (MInd map)B= Approaches to Reading(Note taking framework)C=The Reading Process (Framework toscaffold responses)

Provision of different discourse models.Provision of tasks using different readingtechniques.

Provision of a list of Strategies,Techniques and Approaches forReading...(STAR

Task 2: Pair WorkParticipants work in pairs in 3 groups of 6 &complete the frameworks provided. Each group hasa different set of statements.Information-gap within the group of 6.

Task 3: Group WorkGroups composite their information & report back.Participants experience different techniques:A=Mind map/ Brainstorm frameworkB= Note taking frameworkC=Provision of a framework to scaffold responses

Task 4: Group WorkParticipants collaboratively work through the readingmaterials & tasks provided in their allocated group.

Task 5: Pair WorkParticipants work collaboratively & note the readingstrategies used. Each pair takes a number of pointsfrom the STAR list provided & identifies those used intheir example.

Participants practise of all four languageskills.Note taking.Participants use their frameworks tostructure their writing & speaking tasks.

Oral presentation

Participants practise listening,speaking & reading.

Participants collaboratively complete thechart.N.B. Minimal production skills arerequired to demonstrate understanding

OUTCOMES

Involves planned & expectedlanguage & curriculumoutcomes that are the result ofintegrated language skillsteaching. The focus for theoutcomes can be oral or writtenor both.

Experiences of Integrated Language Skills Approaches

Practise of particular linguistic items & strtuctures e.g. in text C

Developing note taking skills

Possible extension work: Participants use the information providedto produce an extended piece of writing on Reading & BilingualLearners.

Participants increase their knowledge about reading & bilingual learners

Participants experience & consider strategies, techniques and ap-proaches for reading & bilingual pupils

Participants are exposed to an Integrated Language Skills Teachingapproach to INSET

Participants share their experience & knowledge

ENGLISH AS AN ADDITIONAL LANGUAGE Integrated Language Skills Partnership Teaching Lesson PlanEAL Teacher: Subject Teacher: Year/Class: Curriculum / Topic: LS MC RMBC Secondary Teachers NLS Cross-Curricular Training Module 12 Supporting EAL Learners

Curriculum aims/objectives: Language aims/objectives:Use of appropriate texts both oral and written through which participants gain an under-standing of factors affecting the SLA and their practical implications.

To demonstrate a range of language and literacy development techniques and strategies within anintegrated language and learning skills teaching framework in the context of the NLS at KS3.

Activities / Teacher Input Language Input, Techniques and Strategies Intended Pupil OutcomesPhase 1: Introduction & Activating Prior Knowledge Task.

Quiz: Pair work. Staff attempt to answer questions aboutethnic minority pupils in their school.

• Activates prior knowledge. • R.W,S L,

Phase 2: Main body/Interaction Phase – The input/output cycle and final outcomes which can be oral and written.Staff listen to complete the diagram and work in pairs tocheck their notes.

Pair work• Provision of a conceptual framework to organise and scaffold teacher talk.• Use of framework to scaffold listening and thinking skills.• Provision of a key visual.• Provision of a communicative purpose.• Activities that integrate LSWR.

Staff listen to a purpose.• Listening skills development.• Collaborative work.• Staff understand the ‘big picture’.

Staff are asked to note one thing that might be in the articleabout the process of acquiring another language.

Activating prior knowledge and experience. Use of questions.• Pre-reading task.

Staff reflect on SLA.• Staff predict what might be inthe text . Practice of (conditionals).

Skim and scan the text to match the topic sentence to theappropriate paragraph. Staff work in pairs to check their work.

Pair work• Active reading techniques –Scanning, skimming, matching topic sentence toappropriate paragraph• Provision of a model text.

Staff interact with the text and demon-strate their understanding of the mainpoints/ideas.

Facilitators model the task for 1 paragraph. They read thewhole paragraph aloud, focus on sentence level work askfor relevant information and underline collaboratively.

Modelling of reading skills. • Experiential learning

Staff understand and learn techniquesprior to undertaking the task.

Staff mark their text for specific information. Reading for information.• DARTs Text marking using different colours.

Collaborative R.S L, • Practice of higher order reading skills(inference).

Staff transfer information from their text to the frame-work provided in note form.

Text de-construction activity : Note taking on a framework (informationplanner/organiser). • Model is provided.

Staff identify and transfer informationfrom one medium to another.

Staff use their notes to talk about their S.L.A. points. Text (oral) re-construction using a framework to scaffold speaking.• provision of a communicative purpose – reason for listening and for speaking.

Oral presentation and exchange ofinformation

Staff exchange frameworks and information in a larger Pair - group work.• Jig-saw/information exchange.• Provision of a communicative purpose

Oral rehearsal and exchange of informa-tion.

Staff use their notes as a writing frame to write a paragraphabout aspects of S.L.A.

Re-constructing text activity to build understanding of the appropriate text type. Written outcome at the level of theparagraph with appropriate cohesion.

Staff watch a video to a purpose. Groups focus on differentinformation

Staff discuss their own practice and what they could do

Pair work-Focused video watching-Provision of a note-taking framework-Use of visuals to exemplify/aid understanding

Collaborative group work-Provision of models-Provision of a note-taking framework

Collaborative L,S,R.-Information retrieval from a visual source-Note taking

Staff work together to note the practicalimplication for supporting EAL learners

Phase 3: Plenary / Summary Evaluation. This involves pupils and teachers discussing and evaluating the objectives, techniques and strategies and outcomesof the lesson

Re-cap on the aims and objectives of the session and review the language development techniques covered in the session.

Plenary : Language /Literacy Development TechniquesPlenary : Language /Literacy Development TechniquesPlenary : Language /Literacy Development TechniquesPlenary : Language /Literacy Development TechniquesPlenary : Language /Literacy Development Techniques

•Use of frameworks to deconstruct the text.

•Use of conceptual frameworks to unpack / represent the information.

•Collaborative reading activities.

•Opportunities for oral rehearsal prior to writing

•Jig-saw reading / information gap - pupils extract different information from texts and re-group to share

information.

•Active reading for meaning activities.

•Use of authentic texts.

•Use of oral strategies to support the reading process.

•Use of frameworks for oral and written outcomes.

•Transfer of information from written form to chart, graphic to tabular.

•Provision of integrated language skills activities to aid literacy and language development.

•Opportunities for oral rehearsal with a genuine need to communicate.

•Pre-reading activities – e.g.: participants are asked to reflect on what might be in the text.

•DARTs (Directed Activities Related to Text) e.g. labelling paragraphs with headings.

•Focused video watching

•DARTs - underlining information as appropriate.

•Working collaboratively to skim the text to discuss and decide on paragraph content.

-------------------------------------------------------------------------------------------------------------------------

Task

Choose one or two of the above techniques and discuss in pairs how you will use each one in your classroom.

English as an Additional Language and the Implementation of the National Literacy Strategy acrossEnglish as an Additional Language and the Implementation of the National Literacy Strategy acrossEnglish as an Additional Language and the Implementation of the National Literacy Strategy acrossEnglish as an Additional Language and the Implementation of the National Literacy Strategy acrossEnglish as an Additional Language and the Implementation of the National Literacy Strategy across

the Curriculum at Falinge Park High Schoolthe Curriculum at Falinge Park High Schoolthe Curriculum at Falinge Park High Schoolthe Curriculum at Falinge Park High Schoolthe Curriculum at Falinge Park High School

"Where EMTAG staff are available within the school itself, it is essential that they act in an advisory role as well as leading

whole class sessions or providing individual or small group support to particular pupils. The recent OFSTED report Raising the

Attainment of Ethnic Minority Pupils, (1999) noted that the most effective work by EAL staff involved a clear curriculum

focus and a strong ethos of partnership between EAL and mainstream staff."

Page 66 "Framework for Teaching English, Years 7-9- Additional Guidance on Inclusion'

Proposal

A pilot project in term 3 of the academic year 2000-2001 to

•Investigate ways of developing literacy across the curriculum through the implementation of the NLS

•Build on current good practice by integrating the NLS and Integrated Language and Learning Skills Teaching model

•Use and evaluate the adapted ILLST lesson planning proforma to take account of the NLS at key stage 3

•Develop curriculum resources to act as models of good practice

•Raise pupil achievement

•Build on pupils' experiences at Key Stage 2

•Provide a vehicle for the professional development of EAL staff and subject specialists through collaborative work and meth-

ods of evaluation

•Develop aspects of the work of FPHS for which the school has beacon status.

•Begin to implement the school's new Development Plan which must contain reference to how the school intends to implement

the NLS

Organisation

A number of EAL staff will work with a number of subject teachers at KS3, predominantly focusing on years 7 and 8.

Subject to confirmation these will be:

JT and MH

HW and LO

JS and KR

LS and SC

English as an Additional Language and the Implementation of the National Literacy Strategy across the Curriculum atEnglish as an Additional Language and the Implementation of the National Literacy Strategy across the Curriculum atEnglish as an Additional Language and the Implementation of the National Literacy Strategy across the Curriculum atEnglish as an Additional Language and the Implementation of the National Literacy Strategy across the Curriculum atEnglish as an Additional Language and the Implementation of the National Literacy Strategy across the Curriculum at

Falinge Park High SchoolFalinge Park High SchoolFalinge Park High SchoolFalinge Park High SchoolFalinge Park High School continued

•EAL staff will support staff on a more consistent basis i.e. more lessons with one group than currently

•Opportunities will be found for teachers to observe one another (within the project group and also outside it). These will be

semi-structured observations.

•Formal and informal evaluation of the project will be undertaken by the teachers and the pupils involved.

Why did we begin the Pilot Project?Why did we begin the Pilot Project?Why did we begin the Pilot Project?Why did we begin the Pilot Project?Why did we begin the Pilot Project?

•Unhappy with how effective the embedding across faculties has been effective.

•New regime - devolvement to schools of EMAG funds, worry about loss of expertise, losing advisory role, CPD of team, loss of

opportunities to produce high quality resources, loss of opportunities to plan properly.

•Unhappy about how I was embedding in the face of a 5 period day, 2 weeks timetable.

•The increasing numbers of early stage pupils. I was stretching the team too thinly but needed a way of focussing support more

sharply which would also embed good practice for Bilingual Learners so that where we were not in classes, their needs were

still being met in some way.

•NLS was coming on stream. It had a lot of positive messages and was using what had been EAL methodology for years. I

wanted the school to take notice that there were some people it employed who could be used as catalysts to embed the NLS

and who had a lot of expertise to offer.

•I wanted to be sure that, although the NLS trumpets ‘inclusion’, staff would be aware that they still needed to plan for the

inclusion of bilingual learners and that the field of EAL teaching is a discreet area of expertise in itself.

•I wanted to share existing good practice and build on good partnerships between EAL staff and other subject specialists

which has led to the school achieving Beacon status for literacy and some very positive Ofsted reports.

•Use and build EAL cross curricular knowledge.

NLS & ILLST (Current practice)NLS & ILLST (Current practice)NLS & ILLST (Current practice)NLS & ILLST (Current practice)NLS & ILLST (Current practice)

3 part lesson – ILLST

Integration of 4 skills – ILLST

Modelling – EAL practice – I emphasise this more in my materials.

Oral presentation and rehearsal mentioned in ILLST. Mainly EAL practice.

Use of metalanguage – ILLST, formalised in NLS (terminology not always the same). More emphasis on this for whole class in

my lesson plans and I am able to draw on my cross-curricular knowledge.

*Evaluation of pilot project

*Beginner Cross-Curricular Planning Sheets for 9S.

NLS OpportunitiesNLS OpportunitiesNLS OpportunitiesNLS OpportunitiesNLS Opportunities

•Positive messages about EAL

methodology

•EAL staff as catalysts

•Expertise of EAL staff

•EAL staff as a school resource

InclusionInclusionInclusionInclusionInclusion

•Planning for bilingual learners –

early stage and other learners

•Discreet area of expertise

ContinuityContinuityContinuityContinuityContinuity

•Sharing existing good practice

•Positive partnerships

•Beacon status

•Ofsted

•Cross curricular knowledge of EAL staff

Reasons for starting the project

Embedding PracticeEmbedding PracticeEmbedding PracticeEmbedding PracticeEmbedding Practice

•Individuals

•Faculties

•Inset

•Resources

•Ofsted

The New RegimeThe New RegimeThe New RegimeThe New RegimeThe New Regime

•Devolvement to schools

•Loss of expertise

•CPD of EAL staff

•Advisory role

•Opportunities for high quality resources

•Planning opportunities

•Links with LEA

EAL and the Implementation of the NLS across the Curriculum at Falinge Park High SchoolEAL and the Implementation of the NLS across the Curriculum at Falinge Park High SchoolEAL and the Implementation of the NLS across the Curriculum at Falinge Park High SchoolEAL and the Implementation of the NLS across the Curriculum at Falinge Park High SchoolEAL and the Implementation of the NLS across the Curriculum at Falinge Park High School

Teacher Questionnaire 2Teacher Questionnaire 2Teacher Questionnaire 2Teacher Questionnaire 2Teacher Questionnaire 2

At this stage in the project it would be useful to find out what you feel the benefits have been so far, and how you envisage

the project developing in the future.

Name:Name:Name:Name:Name: Lyn O’Hara Subject area (s):Subject area (s):Subject area (s):Subject area (s):Subject area (s): Science

1. What do you consider to have been the main benefits of the project:1. What do you consider to have been the main benefits of the project:1. What do you consider to have been the main benefits of the project:1. What do you consider to have been the main benefits of the project:1. What do you consider to have been the main benefits of the project:

a. for you as a teacher?a. for you as a teacher?a. for you as a teacher?a. for you as a teacher?a. for you as a teacher? It has made me more aware of the NLS and I have explored different methods of teaching, which

may not have been otherwise at the forefront of my mind. Also working with a more experienced teacher has entitled me to

develop my teaching skills, and my resource.

b. for pupils?b. for pupils?b. for pupils?b. for pupils?b. for pupils? The pupils have had more variety in their lessons and have been given the opportunity to develop skills that

they may not necessarily have developed in Science. This is useful as they have developed language use which will help them in

their SATs.

c. for other colleagues in your own or other Faculties? c. for other colleagues in your own or other Faculties? c. for other colleagues in your own or other Faculties? c. for other colleagues in your own or other Faculties? c. for other colleagues in your own or other Faculties? They have the access to new resources and the knowledge about

NLS. It has been useful in terms of staff development.

2. What if anything, would have done differently?2. What if anything, would have done differently?2. What if anything, would have done differently?2. What if anything, would have done differently?2. What if anything, would have done differently?

Spent more time, if it were available on certain aspects and activities. This is something which is difficult with the strict time

constraints on the science curriculum. Also more time to plan would have been useful.

3. How do you see the project developing in future?3. How do you see the project developing in future?3. How do you see the project developing in future?3. How do you see the project developing in future?3. How do you see the project developing in future?

I will definitely carry on with the implementation of the NLS into my lessons as it has furthered my resources and my teaching

skills. This is something which should now be extended to include all teaching staff.

AimsAimsAimsAimsAims

1. To examine a variety of sources about factory life and Factory reform in our period in history (1750-

1900).

2. To produce a newspaper report about factory life and factory reform.

Pupil Name: Iftakar Hussan Key Teacher: H Weatherhead

Group: 9S

Support Teacher SubjectContext Language focus Action

L.S. Oct 2001 History Britain 1750-1900 Synthesising information.

Writing in a range of styles

Conceptual frameworks.

Deconstruction of texts activities.

Writing frames

Pupil Name: Milan Koval Key Teacher: H Weatherhead

Group: 9S

Support Teacher Subject Context Language focus Action

L.S. Oct 2001 History Britain 1750-1900Reading for meaning. Oral

outcomes. Writing fluency

Provision of activities. opportuni-

ties for pair work and oral pres-

entations. Writing frames. Oral

rehearsal.

ENGLISH AS AN ADDITIONAL LANGUAGE Integrated Language Skills Partnership Teaching Lesson PlanENGLISH AS AN ADDITIONAL LANGUAGE Integrated Language Skills Partnership Teaching Lesson PlanENGLISH AS AN ADDITIONAL LANGUAGE Integrated Language Skills Partnership Teaching Lesson PlanENGLISH AS AN ADDITIONAL LANGUAGE Integrated Language Skills Partnership Teaching Lesson PlanENGLISH AS AN ADDITIONAL LANGUAGE Integrated Language Skills Partnership Teaching Lesson Plan

EAL Teacher: Subject Teacher:

L Sandler S C 9 History

Curriculum aims/objectives:Curriculum aims/objectives:Curriculum aims/objectives:Curriculum aims/objectives:Curriculum aims/objectives: Language aims/objectives:Language aims/objectives:Language aims/objectives:Language aims/objectives:Language aims/objectives:

To examine a variety of sources about factory life before the

factory Act of 1833 and to produce a newspaper report. Practis-

ing the skill of empathy.

To select and synthesise material from a variety of sources. To examine the

features of newspaper articles layout, structure and language – and to use the

appropriate terminology. To develop listening, speaking, reading and writing

skills within an integrated approach

Year/Class Curriculum / Topic

Activities / Teacher InputActivities / Teacher InputActivities / Teacher InputActivities / Teacher InputActivities / Teacher Input Language Input, Techniques and StrategiesLanguage Input, Techniques and StrategiesLanguage Input, Techniques and StrategiesLanguage Input, Techniques and StrategiesLanguage Input, Techniques and Strategies Intended Pupil OutcomesIntended Pupil OutcomesIntended Pupil OutcomesIntended Pupil OutcomesIntended Pupil Outcomes

Phase 1: Introduction & Activating Prior Knowledge Task.Phase 1: Introduction & Activating Prior Knowledge Task.Phase 1: Introduction & Activating Prior Knowledge Task.Phase 1: Introduction & Activating Prior Knowledge Task.Phase 1: Introduction & Activating Prior Knowledge Task.

Teacher makes the aims and objectives

explicit. (OHT)

Pupils brainstorm in pairs the kinds of

information they will need to find out to

complete the task successfully.

Class feedback.

Teacher collates ideas on OHP

• Contextualises the learning.

• Activates prior knowledge of the subject. Pro-

vides a purpose for informal talk.

• Pairing for a purpose.

• Provides a purpose for more formal talk.

• Collaborative composition.

• Pupils understand what they are going to do and

what they are expected to achieve.

• Informal oral output in supportive pairings.

• More formal oral output.

• Reading for a purpose.

Phase 2: Main Interaction Phase – The input/output cycle and final outcomes which can be oral and written.Phase 2: Main Interaction Phase – The input/output cycle and final outcomes which can be oral and written.Phase 2: Main Interaction Phase – The input/output cycle and final outcomes which can be oral and written.Phase 2: Main Interaction Phase – The input/output cycle and final outcomes which can be oral and written.Phase 2: Main Interaction Phase – The input/output cycle and final outcomes which can be oral and written.

Pupils watch video about factory life

in the 1830s

Groups collect information about

one section of the chart.

N.B Early stage learners use sec-N.B Early stage learners use sec-N.B Early stage learners use sec-N.B Early stage learners use sec-N.B Early stage learners use sec-

tions as appropriate of a tick sheettions as appropriate of a tick sheettions as appropriate of a tick sheettions as appropriate of a tick sheettions as appropriate of a tick sheet

to scaffold their watching of theto scaffold their watching of theto scaffold their watching of theto scaffold their watching of theto scaffold their watching of the

videovideovideovideovideo

Groups redraft their infor-

mation onto the OHP trans-

parency.

Each group presents their informa-

tion using the OHP and the other

groups transfer it to their charts.

• Purposeful use of audio visuals

• Contextualises the content

• Jig-saw note taking.

• Focussed listening for a purpose

• Pair/group work

• Tick list – minimal production

• Use of video to contexualise the reading task and

provide background knowledge and experience

• Provision of opportunity to redraft notes.

• Provision of opportunity for informal oral output.

• Opportunity for more formal oral output.

• Transfer of information from one medium to

another.

• Pupils are provided with the experience

through visual information about factory life

• Pupils listen and watch for specific information

• Reading for meaning

• Redrafted notes – part of the writing process.

• Informal oral output, synthesising and ordering

information

• More formal oral output.

• Recording and listening skills.

Pupils read a variety of sources (pg 9-11 “Digging Deeper

Britain 1750-1900”). These need to be photocopied so that

pupils can select and underline the appropriate information

for each section of the grid in each colours.

N.B Early stage learners match sentences to each ofN.B Early stage learners match sentences to each ofN.B Early stage learners match sentences to each ofN.B Early stage learners match sentences to each ofN.B Early stage learners match sentences to each of

the sources and then write them in the chartin thethe sources and then write them in the chartin thethe sources and then write them in the chartin thethe sources and then write them in the chartin thethe sources and then write them in the chartin the

appropriate place.appropriate place.appropriate place.appropriate place.appropriate place.

The class is divided into 3. Each section of the class writes

down in rough what they would expect of either the lay-out,

structure or language of a newspaper front page report. Pair

work.

Teacher collates ideas on OHT. (See blank diagram).

Pupils are given filled-in diagram of language, structure and

lay-out of newspaper front page reports and an example of

a newspaper report about Queen Elizabeth that was done in

Year 8 last year. Teacher explains and exemplifies some of

the terminology.

Pupils tick on the diagram any of the features that the

Year 8 report has. Pair work.

Teacher models possible newspaper headlines on OHT,

stressing alliteration and that articles (a, the) are missed

out.

Teacher models in writing a possible introductory para-

graph for the newspaper article. Pupils contribute orally

and make suggestions.

Pupils plan and write their own articles. (Writing frames

are provided at 2 levels). Theses are finished for home-

work.

Phase 3: Plenary / Summary Evaluation. This involves pupils and teachers discussing and evaluating the objectives, techniques and strategies Phase 3: Plenary / Summary Evaluation. This involves pupils and teachers discussing and evaluating the objectives, techniques and strategies Phase 3: Plenary / Summary Evaluation. This involves pupils and teachers discussing and evaluating the objectives, techniques and strategies Phase 3: Plenary / Summary Evaluation. This involves pupils and teachers discussing and evaluating the objectives, techniques and strategies Phase 3: Plenary / Summary Evaluation. This involves pupils and teachers discussing and evaluating the objectives, techniques and strategies

and outcomes of the lesson.and outcomes of the lesson.and outcomes of the lesson.and outcomes of the lesson.and outcomes of the lesson.

Pupils present their analysis of their newspaper articles in groups and to the rest of the class using their mind maps to scaffold their talk. Pupils and

teachers review and discuss whether the language and learning objectives were met.

• Reading for a purpose.

• Reading for information.

• DARTs.

• Reading for meaning ,DARTs

• Provision of a note taking grid.

• Use of authentic and teacher written text to

unpack the authentic text.

• Provision of scaffolding to support extended

written output.

• Activation of prior linguistic knowledge.

• Provision of a purpose for informal oral output.

• Pair work.

• Teacher modelling

• More formal oral output.

• Listening for a purpose.

• Provision of conceptual framework to structure

listening and speaking.

• Provision of a model.

• Provision of appropriate language for talking

about texts.

• Reading for a purpose.

• Purposeful talk/discussion.

• Provision of a model analysis of the text type.

• Provision of a model.

• Provision of a model.

• Collaborative oral and written composition.

• Reading for a purpose.

• Interacting with text.

• Reading for meaning.

• Recording skills.

• Informal oral output. Pupils begin to

use metalanguage involving analysis of

the components of texts types i.e.

structure, layout and language features

• Listening to language of

analysis about texts.

• Informal oral output using language

about texts.

• Reading for a purpose.

• Oral rehearsal prior to some of the

writing.

• Practice of appropriate discourse-type.

• Oral output.

• Listening skills development.

• Oral rehearsal prior to some of the

written task.

• Practice of appropriate discourse type.

• Extended written output of

appropriate discourse.

A local newspaperA local newspaperA local newspaperA local newspaperA local newspaper

Layout of the frontLayout of the frontLayout of the frontLayout of the frontLayout of the front

pagepagepagepagepage

•the name of the•the name of the•the name of the•the name of the•the name of the

paperpaperpaperpaperpaper

•the price•the price•the price•the price•the price

•the date•the date•the date•the date•the date

•columns•columns•columns•columns•columns

•drawings•drawings•drawings•drawings•drawings

•captions•captions•captions•captions•captions

LanguageLanguageLanguageLanguageLanguage

•emotive language•emotive language•emotive language•emotive language•emotive language

•connectives•connectives•connectives•connectives•connectives

•direct speech•direct speech•direct speech•direct speech•direct speech

•indirect speech (re-•indirect speech (re-•indirect speech (re-•indirect speech (re-•indirect speech (re-

ported speech)ported speech)ported speech)ported speech)ported speech)

•present & past tenses•present & past tenses•present & past tenses•present & past tenses•present & past tenses

The structure of the articleThe structure of the articleThe structure of the articleThe structure of the articleThe structure of the article

(the order of information)(the order of information)(the order of information)(the order of information)(the order of information)

•general introductory para-•general introductory para-•general introductory para-•general introductory para-•general introductory para-

graphgraphgraphgraphgraph

•more detailed information•more detailed information•more detailed information•more detailed information•more detailed information

(who,what,where,why...)(who,what,where,why...)(who,what,where,why...)(who,what,where,why...)(who,what,where,why...)

•interviews and reports of•interviews and reports of•interviews and reports of•interviews and reports of•interviews and reports of

what people have saidwhat people have saidwhat people have saidwhat people have saidwhat people have said

•more information•more information•more information•more information•more information

•a concluding quotation from•a concluding quotation from•a concluding quotation from•a concluding quotation from•a concluding quotation from

a spokespersona spokespersona spokespersona spokespersona spokesperson

Conference TASK : EAL in the context of the NLSConference TASK : EAL in the context of the NLSConference TASK : EAL in the context of the NLSConference TASK : EAL in the context of the NLSConference TASK : EAL in the context of the NLS

The following are features of well established EAL methodology and many are recommended in the NLS strategy at KS3.The following are features of well established EAL methodology and many are recommended in the NLS strategy at KS3.The following are features of well established EAL methodology and many are recommended in the NLS strategy at KS3.The following are features of well established EAL methodology and many are recommended in the NLS strategy at KS3.The following are features of well established EAL methodology and many are recommended in the NLS strategy at KS3.

Some are features that are common to both = B (Both)

Some may be new to EAL. = N (New to EAL)

Some may not be explicit enough in the NLS = NE (Not explicit)

In pairs read the following statements and note the letter/s in the space next to the statementIn pairs read the following statements and note the letter/s in the space next to the statementIn pairs read the following statements and note the letter/s in the space next to the statementIn pairs read the following statements and note the letter/s in the space next to the statementIn pairs read the following statements and note the letter/s in the space next to the statement

1. Making the language and learning objectives explicit

2. A recognition and promotion of the importance of pupils’ first languages as a foundation for their English language and academic

development.

3. Activating prior knowledge schema (content schema)

4. Activating prior knowledge schema (language)

5. Differentiation by input, task and outcomes.

6. Ensuring content that is cognitively appropriate, interesting and challenging.

7. Modelling language/providing language input at discourse/text/sentence and word level

8. A focus on activities that provide a genuine communicative purpose

9. The design of focused listening tasks to provide reasons for listening e.g. listening for

information (content)

10. The design of focused listening tasks to provide reasons for listening e.g listening

forlanguage items such as past tense, regular verbs..

11. Working towards pupil independence.

12. The provision of minimal production tasks for early stage pupils eg listening to tick a word or picture, sequencing a set of

pictures to demonstrate understanding, reading with visual clues to then tick true/false responses.

13. The provision of supported speaking tasks from notes, pictures, mind-maps, charts, flow diagrams, tree diagrams.

14. Providing opportunities for oral rehearsal prior to the written task.

15. Focused reading for meaning and information activities - DARTs at paragraph or textlevels to include pre-reading,

while-reading and post-reading tasks.

16. Tasks, activities, techniques, strategies and resources that include early stagelearners of English so that they can participate and

benefit from the lesson

17. Transfer of information from one medium to another eg from tabular to graphic form, from graphic to diagrammatic etc.

18 Transfer of language skills gained in one context to another.

19. The design of activities and tasks that integrate the skills of listening, speaking, reading and writing and that have a communicative

purpose.

20. Grouping and organisational strategies to create an oral climate and optimise collaborative work.

21. The provision of writing frames that reflect the structure, purpose, audience and languagefeatures of the genre/text type.

22 The provision of writing frames with different degrees of scaffolding to support early stage learners of English

23. The provision of scaffolding techniques for both oracy and literacy development that recognises the language needs of EAL pupils

at the level of the sentence, paragraph and text and that include a focus on appropriate cohesive devices.