PowerPoint Presentation

Odd One Out?

Introduce the characters. Say - Look at the group of children and considerwho you think might be the odd one out. Give the audience 1 minute thinking time.1

Odd One Out?

Meet Eryk

Introduce Eryl as the EAL learner.2

16% are EAL LearnersDfE (2010)Our Focus

Personalisedprovision for EAL learners

Introduce and explain our focus.Explain that statistics from 2010 state that 16% of pupils in primary schools are learning English as an additional language.3

Our Focus

Personalisedprovision for EAL learners

16% are EAL LearnersDfE (2010)

Introduce and explain our focus.Explain that statistics from 2010 state that 16% of pupils in primary schools are learning English as an additional language.4

Our Aims

Understand the elements Understanding of how pupils acquire languageBank of strategies to support pupils learning English as an additional language

Explain that by learning about Eryk, we will help you to learn about the elements involved in personalised provision, gain an understanding of how pupils acquire language and provide you with ideas and strategies for use in the classroom.5

Our Vision

Todays presentation is based on the wheel give info on the wheel and refer to the handout.6

MBRACEE

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Our Vision

Introduce and explain our acronym as the slides play slides 7 14, explaining that the elements will appear at various stages of the presentation.7

MBRACEE

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E

ffective Teaching and Learning

Intervention is a key Component of Personalised Learning

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MBRACEE

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M

onitoring

MBRACEE

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B

eyond the classroom

MBRACEE

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R

espect

MBRACEE

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A

ssessment

Personalised learning is underpinned by a clear knowledge of the attainment of each child and knowing how much progress they are makingTarget setting helps children to achieve the educational outcomes they are capable of

Targets are layered:End of Key Stage targetsAnnual targets are set for each child where is that child at the beginning of the year ? Where should they have moved to by the end of the year ?Ongoing target setting through marking relating to work in a lesson or a short series of lessons

How do we track progress against these targets ?

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MBRACEE

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C

NCurriculum organisation

MBRACEE

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E

nvironment for learning

Stages of English Language AcquisitionNew to English - little receptive and productive skills

Early Acquisition - produces more language but with errors

Developing Competence - less errors, more vocabulary

Competent - engages well with class content/language

Fluent - native-like fluency, needs language refinements

5 7 years or more0 12 months1 - 2years2 - 3years3 - 5yearsDemie (2013)

15Introduce the concept of language acquisition.Explain that research has found that Language barriers continue to be the key factor affecting the performance of English as an additional language (EAL) pupils in British schools - Reference - Feyisa Demie (2013): English as an additional language pupils: how long does it take to acquire English fluency?, Language and Education, 27:1, 59-69.

There are various versions of the stages of language development but they are very similar and are all based on 5 stages.How long do you think it takes to become proficient in English? - Activity

Cummins Model of Academic Language Progression Social language acquisition builds naturally so less demanding. E.g face to face conversationAcademic language acquisition based on a context- builds on social experiencesAcademic language acquisition fewer clues so more demanding abstract conceptsLess thinking required e.g. following instructions

Effective teaching and earning includes giving Eal learners activities that are still cognitively demanding and not fall into the trap of simply giving them activities that are undemanding and expect them to acquire language.Reinforce the idea that social language acquisition is at the heart of the model and needs to be the basis for learning.

Explain the Cummins Model of Academic Language Progression where school activities are categorised dependent on two factors -is information embedded within a clear context or not ? ( context embedded or context reduced)-is the task cognitively demanding or not? (cognitively demanding or cognitively undemanding)His argument is that we should not reduce the cognitive demands of a task because pupils need to develop their higher order skills but we need to support the pupils ability to achieve the task. In other words we do not want the language to become a barrier to learning.Context embedded = Concrete Context reduced = AbstractCognitively demanding work = Activities which require deep thinkingCognitively undemanding work = Activities which can be undertaken without much thoughtExplain the benefits etc of each sector of the diagram.Give an example for each of the categories for clarification.16

Cummins Model of Academic Language Progression

Yes, its lovely and warm today.Look, the sun is out!Sun - warm

Lets pretend we are snowmen melting in the sun.Sun warm melting cold things

Why might anicecube melt?

Learn these words

MeltingHeatEvaporate

Give and explain this example. Reinforce the idea that EAL learners do not need activities dumbed down but that they need careful scaffolding instead.17

Cummins Model of Academic Language Progression

Would you like porridge for breakfast?Yes please. Porridge?

Ill be Goldilocks and you can be Baby Bear.

I like porridge. I go for a walk.

Why was baby Bear upset?

Learn these wordsbearporridge

Ask the audience to work out where the given examples would go on their diagrams.Reveal where the examples would go on the diagram.18

Vulnerable Learners

High AchieversVulnerable learners because they can be open to underachievement High ChallengeSEN / LA LearnersVulnerable Learners depending on their needsHigh Support

EAL LearnersWhere do EAL learners fit?Are they vulnerable learners?Do they need challenge?Do they need support?What do they need?

basis for personalised provisioncontinuous initiates interventionsprevents inaccurate labelling

In Summary

Lets get moving with Eryk!

Questions from the audience