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All Children Achieving Well
Chris Green, BME Achievement EAL AdviserTrisha Dulcamara, BME Achievement EAL Adviser
Welcome
SveicinātiLatvian
Lead Adviser BME Achievement Carole Connelly
BME Achievement Advisers
Lesley BuckFrancine Coates
Achievement and Family Learning Refugee Support Wahida Pervaiz
EAL Advisers Patricia Dulcamara
Christina Green
Traveller AdviserKathryn
Stockdale
School Equalities Adviser
Angela Walford
Senior Support Officer
Jane Robson
Learning Mentors Samantha BrownYvonne Gordon
Fay LindoMarlene Smith-Taylor
Traveller Support Workers
Ruth BoswellVicky Brinkley
Gordana Wilhelm
Family Learning Support Workers
Suraya AlamShamima Chowdhury
Tasmia ChowdryShahida Usman
Support OfficersDaksha Bakrania
Susan Neville
Community & Schools
Partnership AdviserNusrat Khan
BME ACHIEVEMENT
Complementary & Supplementary
Co-ordinatorNoah Kaindama
Structure from1st September 2011
HertfordshireWhat do we know from the data?
Where are the gaps?
What proportion of pupils in maintained primary
schools in Hertfordshire were reported as EAL
at end of KS2 in 2010?
7.6% 9.4% 6.5% 10.9%
Where are the gaps?
What proportion of pupils in maintained primary
schools in Hertfordshire were reported as EAL
at end of KS2 in 2010?
7.6% 9.4% 6.5% 10.9%
Where are the gaps?
What proportion of pupils in maintained
primary schools in Hertfordshire were eligible
for FSM at the end of KS2 in 2010?
27% 16% 11% 31%
Where are the gaps?
What proportion of pupils in maintained
primary schools in Hertfordshire were eligible
for FSM at the end of KS2 in 2010?
27% 16% 11% 31%
Narrowing the Gap: from data analysis to impact
The Golden ThreadDfES 09-2009
Ref: 00792-2009PDF-EN-01
Do you know who your bilingual
pupils are?
Beginner bilinguals are easy to identify
Advanced bilinguals are harder to identify
Those that are most difficult to identify often have poor language skills in their first language and English.
Do you know children in your schools that fit
this profile?
It is important to have the correct background information on the admissions application.
Is there a place for first language assessments?
How useful are they?
BICS
BasicInterpersonal
CommunicativeSkill
CALP
Cognitive andAcademicLanguageProficiency
(Cummins)
Jim Cummins
We can support schools with:
Developing admission forms that will provide more detailed information
New arrival strategies that will enable you to support any child, speaking any language
Classroom strategies for teachers and TAs that benefit all pupils
It is essential in our increasingly diverse schools to:
Identify EAL learners Track development Carefully plan for language acquisition
Provision for the development of language
needs to be a whole school approach.
If led from the top it becomes:-
routine
simple
embedded
The task shapes the language
Identify a function and plan a scaffold
Even with the best L.O. the teacher needs to understand the language structure required to complete the function.
FunctionLiterature
Describing
Evaluating
Expressing feelings
Structure
There is /there are
The scenery in the background
is rugged and inspiring.
Function
Geography
Naming
Locating
Cause and effect
Structure
The mountain..the slope…the valley has/is
In front of…next to
Caused by…..occurs when
Identifying the structures benefits every child
Plans can simply be annotated with the structure/s to be the focus for teaching Literacy Year 1
Topic/Subject Area: Tales from other Cultures – ‘Give Me My Yam’
Language Function : recounting (past tense) expressing an opinion
Learning Intentions Activities Language/Key questions Vocabulary
Retell stories giving the main points in sequenceGive reasons for events in storiesMake predictions about the story’s development (S +L)Use phonic knowledge to write independently
Group – sequence the main elements of the story (first half) using sequencing cards.Pick out key words – Eg Jordan, yam, lost etc)Activity – to draw a picture of the start of the story labelling main elements and adding a sentence using the past tense
Past tense eg. the boy dug up a yamExpressing an opinion – I think that...What do you think a yam is? What might it be like?What do you think will happen next?
yam, Caribbean, culture, traditional storysequence, main events
Review
Make predictions about how the story may end. Discuss with LP.
Success Criteria Key Visuals Evaluation of success criteria
1.Remember main events in sequence.2.Make predictions about what will happen next.3.Use phonic knowledge to write key words independently
Picture sequencing cardsArtefacts from story sackWhite boardYam (if possible)
1.
We can support you with:
Admissions CPD for teachers and TAs Training for governors Tracking and assessment Parent/ pupil liaison First language assessment Developing the role of EAL co-ordinators
More details are soon to be available on the new ImprovingSchools’ Directory
Contact details:
Sue Neville Tel: 01438 [email protected]
Chris Green [email protected]
Trisha Dulcamara [email protected]
Thank you