Education for Diversity: Supporting Newly Arrived Young People in Glasgow and Marseille A Comenius...

Education for Diversity: Supporting Newly Arrived Young People in Glasgow and Marseille

A Comenius Regio Partnership

Lord ProvostCouncillor Sadie Docherty



Welcome BienvenueHakim Din Christian Melka HMI Délégué Académique aux Education Relations Européennes, Scotland Internationales et à la

Coopération, Académie d’Aix- Marseille



Maureen McKenna Michelle ReynaudExecutive Director Directrice des Relations of Education Internationales et Glasgow City Council Europeennes de la Ville

de Marseille



Lesley Atkins Marena TurinDevelopment Officer Inspéctrice pedagogique International office régionale d’anglaisGlasgow City Council correspondante académique

pour l’Education prioritaire Académie d’Aix Marseille



Comenius Regio

Glasgow City Council /Ville de Marseille

‘Education for All’

Enhanced transition support for newly arrived bilingual young people from p7 to S1



an opportunity for local authority linking within Europe

• Link up with another European region with the aim of improving your educational offer to young people

• Motivate local authority staff and teachers by exchanging best practice and promoting cooperation

• Include schools and other players linked to education (e.g. teacher training, youth groups, vocational educators, community organisations and employers)

• Funding of up to €45,000 available per region for meetings, work shadowing and other activities over a two-year partnership



• Regio Partnerships promote joint cooperation activities between local and regional education authorities.

• The partnerships give educational authorities, in cooperation with schools and other actors in education, the opportunity to work together on topics of mutual interest.

• They help the participating regions to develop and exchange best practice, to develop sustainable cooperation across borders, to strengthen the European dimension in school education and to offer European learning experiences to teachers and pupils and administrators



Glasgow/Marseille Aims and Objectives

• to enhance policy and practice, teacher education and create a transferable model for the support of migrant, newly arrived young people in transition through exchange of expertise within both Local Authorities.

• to devise a new post graduate Teacher Education component at the University of Glasgow in conjunction with the University of Aix en Provence on ‘Education for Diversity’.

• to build upon the best practice findings from the recent British Council ‘Inclusion and Diversity in Education’: INDIE

• to form a holistic framework for the support of migrant, bilingual pupils within diverse European following school inspectorate action points and EU direction for the improvement of cultural inclusion within education.

• to provide a supportive framework for young newly arrived pupils in their transition from primary to secondary school.

• to further enhance the formal twinning of Glasgow and Marseille through an EU International Education partnership



The Partnership Team

Glasgow• Glasgow City Council• Cuthbertson Primary• Shawlands Academy

• HMI Education Scotland• Glasgow University- School of Education

Marseilles• Ville de Marseille

• Academie d’Aix Marseille :Education Prioritaire• Ecole Louis Gare

• College Jules Ferry• University Aix en Provence





The Rationale• Year 2000: 5000 - 6000 migrant young

people in Glasgow

• Year 2011: 11000

• Sustaining the legacy of British Council ‘Inclusion and Diversity in Education’



Cuthbertson primary school, Glasgow• Multilingual multiracial inner city school

• 12 Classes plus nursery and nurture classes

L1 Profile:50% Urdu, 15% English,20% Roma,15% Other



Shawlands Academy, Glasgow

• Multilingual, multiracial, inner city school

• Bilingual pupils - 571 Recent arrivals - 162

• Recent Arrivals:• S1 - 10% S2 - 20% S3 - 15% • S4 - 5% S5 -12% S6 - 17%



College Jules Ferry

• La délégation écossaise et les partenaires du projet Comenius Regio lors de leur visite dans l’établissement le jeudi 11 octobre 2012. Les échanges ont été riches d’enseignements



College Jules Ferry, MarseilleThe context:

• 470 pupils• 50 teachers• Area of social and economic deprivation;90% migrant learners- North Africa, Indian Ocean• 6% new arrival learners – mainly North Africa, Eastern Europe, former Portuguese Colonies



• Positive Actions:• Secondary and Primary support network( Education Prioritaire)• Enhanced support for new arrivals and bilingual learners• Each school has an inspector assigned to the school in this area of ‘priority’



Benefits of an International Comenius Regio Partnership

• EU Professional Opportunities to visit schools in Glasgow and Marseille

• Collaboration with colleagues at home and overseas – enhanced cooperation

• EU Professional Development:• Comenius In Service Training• Glasgow University School of Education – funded post

graduate professional development:' Education for Diversity’• Professional discussion HMIE ‘Count Us In – A Sense of

Belonging’• Learning from each other’s good practice – reflective practice



Sustaining previous EU Education projects

• Inclusion and Diversity in Education:INDIE ‘Within the school curriculum, students should be given opportunities to learn about cultural diversity’

• ‘Schools should provide mentors to help new students, foreign students… to help them learn the majority language and preserve their mother tongue…’



What did we learn through the partnership about what makes a successful transition for a new bilingual learner?



• Caring environment• P7 Introduction to life in secondary school at an earlier stage• Induction support in second language continued• Structured support to develop friendships• Use of secondary school mentors• Continuation of Literacy support in second language• Continued support for Mother tongue in secondary• Support for parents’ second language learning• ‘Nurture’ /pastoral care enhanced• Strengthen existing secondary/ primary links



• The Regio initiative between Glasgow City Council and Marseille was designed to ‘empower’ rather than ‘disable’ new arrival learners in their transition• i.e. the question was asked• ‘What factors support a young new arrival learner to move from apprehension and uncertainty to confidence and looking forward to secondary education?’



Lesley Atkins Maria WalkerDevelopment Officer Head of serviceInternational office EAL ServiceGlasgow City Council Glasgow City Council



The Transition Model


A Comenius Regio Partnership The Young People



• Regio partnership input to transition model



• Reflection on professional learning from partnership meetings in Marseille and Glasgow• Study visits to partner schools• Collaboration – learning from good practice in both cities• Comenius in-service training - MIRACLE• Reflection on theory and national publications



• Learning from other EU initiatives- INDIE• College Jules Ferry – the Mother’s Reading Group• Otto Wells school, Berlin ‘The Reading Trolley’• John Donne Primary, Southwark – the multicultural ethos



Schools already have well established procedures for primary – secondary transition

Glasgow has

More than 13 400 children and young people with EAL

More than 120 languages spoken in schools

Some of these young people will need enhanced support at transition

Transition Model – why is it important?



Developed in Cuthbertson Primary and Shawlands Academy

Focus on a small number of young people who were at risk of not making a successful transition to secondary

Additional transition activities which involved

Young people

Teachers

Enhanced Transition Model



Primary identifies young people at risk of not making a successful transition

Secondary school identifies young people to be buddies who have

Attended the same primary school

Share the same first language

Buddies take part in the following activities with the selected P7s

Visits to primary school

Sharing their experience of secondary

Answering questions

Meeting P7s on their visit to secondary

Ongoing meetings with same group following transition

Activities for young people



EAL teachers from primary and secondary can be involved in

Observing lessons

Discussing and reflecting on methodology

Secondary EAL teacher attending P7 parents meeting

EAL teachers sharing information about young people’s needs and strengths

Activities for teachers



Transition Model – embedding into practiceGuidance produced which is

Clear and easy to follow

Replicable in any school

Guidance shared with EAL staff and schools

Email

EAL Wiki

Glasgow online

EAL Area Leaders available to support any school that wants to use the enhanced guidelines.



Developed through the EAL Service

Glasgow’s EAL Service

120 FTE teachers

Based in early years, primary & secondary establishments

Response Team

Specialist Team

Area Leaders

Transition Model – embedding into practice



Transition Model – embedding into practiceIdentify key points of work done in Cuthbertson Pr and Shawlands Academy

Use these to write up guidance notes which are

Clear and easy to follow

Replicable in any school

Guidance notes then shared with EAL staff and schools

Email

EAL Wiki

Glasgow online

EAL Area Leaders available to support any school that wants to use the enhanced guidelines.



Transition Model – summaryProvides clear guidance to support young people who are at risk of not making a successful transition to secondary school

In addition to existing guidance on supporting transition

Allows schools and EAL services to better focus on meeting EAL Learners’ needs



Workshops and the rest of the day



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Education for Diversity: Supporting Newly Arrived Young People in Glasgow and Marseille A Comenius...

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