1. Cultural + Linguistic Diversity in Practice Carol Hrynyk Abraham Moss High School, Manchester

3. Pupil Diversity at Abraham Moss High School

4. Social Deprivation Cheetham Hill is an area of significant social disadvantage. The Cheetham ward is in the top 10% for poverty. 45% of pupils at Abraham Moss have free school meals. National average? January 2010 FSM = 15.4%

8. Understanding the Needs of Pupils with EAL

9. A Typical Pupil with EAL… ? Pupils with EAL are all different. These 3 pupils are in Y10: Ahmed is Libyan. His parents are university students. He is well-educated and literate in Arabic but new to English. He’s returning to Libya in a few years. Sara is an asylum seeker from rural Afghanistan. She has had interrupted schooling and is not literate. She is very quiet, sits alone and sometimes refuses to work. Farhaan was born in Manchester. He speaks English with friends and Punjabi at home. His written and spoken English is colloquial and lacks technical accuracy.

10. As a teacher, you have a responsibility…

11. The Secondary Curriculum The Inclusion Statement : “ Planning an inclusive curriculum means… shaping the curriculum to match the needs and interests of the full range of learners.” “ Pupils will also bring to school a range of cultural perspectives and experiences, which can be reflected in the curriculum...”

14. It is best to place EAL beginners in low ability sets when they first arrive because they need time to concentrate on learning English. EAL beginners make faster progress in school if they practise speaking English at home as much as possible. EAL learners who are literate in their first language usually find it easier to acquire good literacy skills in other languages. FALSE FALSE TRUE True or False?

15. A Very Quick Look at EAL Theory: The Cummins Framework

16. High Cognitive Demand Low Cognitive Demand Context Embedded Context Reduced Link to Cummins The Parrot Colouring, copying, repeating… The Jigsaw Puzzler Matching, transferring, sequencing… The Manipulator Comparing, solving, planning… The Academic Analysing, interpreting, evaluating… X

17. Inclusive Strategies For Pupils with EAL

18. What is this lesson about?

19. Inclusive Strategies: Visual or Bilingual Resources isosceles VISUAL or BILINGUAL resources and displays

20. Re-enacting Model making Inclusive Strategies: Practical Activities

21. A key visual represents conceptual relationships between objects, events or situations. Inclusive Strategies: Key Visuals/Graphic Organisers Link to Key Visuals Info

24. Physical changes True or false? Discuss with your partner. A solute is like coffee granules when you put them into hot water. A solvent is used to dissolve a solute . (Try and think of an example!) Insoluble means the substance will dissolve; soluble means the substance will not dissolve. When you put salt into water, it vanishes (disappears). Inclusive Strategies: Collaborative Learning www.collaborativelearning.org Learning through problem-solving + purposeful talk

25. Inclusive Strategies: Working with Text DARTS Directed Activities Related to Texts Link to DARTS info Gap-filling (Cloze) Cut-up text (Sequencing) What next? (Prediction) Tops+Tails (Making sentences) They be used in any subject area Darts can make texts easier to read Pupils can work at different levels on the same text.

27. Practical Experience

29. Recommended research into EAL learning: Jim Cummins BICS + CALPS Cummins Framework Pauline Gibbons Mode Continuum Both are widely used by EAL professionals + their theories underpin most good EAL practice. Email contact: [email_address] [email_address]