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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.