Inclusion documents A Language in Common - Assessing English as an Additional Language (QCA) Ethnic minority achievement publications Ethnic Minority Achievement Grant (EMAG) Monitoring EMAG
Curriculum 2000 - the National Curriculum Handbook for Teachers in England (Primary & Secondary) DfEE & QCA
Three principles are established as essential to the development of an inclusive curriculum:
Setting suitable learning challenges
Setting suitable learning challenges means the teaching of knowledge, skills and understanding in ways which maintain high expectations whilst also meeting the abilities and learning needs of the pupils.
Responding to pupils' diverse learning needs
To respond to pupils' diverse learning needs, schools must provide an environment for learning which secures opportunities for all pupils to achieve, and recognises the differing interests, experiences and strengths which will influence their learning.
In order to respond to the diverse needs of pupils, teachers are required to:
- create effective learning environments, i.e. those within which pupils will feel secure and that their contributions are valued;
- secure motivation and concentration, e.g. by varying content and presentation to match learning needs, e.g. presenting work related to cultural experience, setting appropriate challenges for those whose ability, interest and understanding are in advance of their language skills;
- provide equality of opportunity through teaching approaches, e.g. by facilitating access by the use of appropriate supports, aids or intervention; use appropriate assessment approaches;
- set targets for learning.
Overcoming potential barriers to learning and assessment for individuals and groups of pupils.
To overcome potential barriers, schools must recognise and address particular learning and assessment requirements:
1. Pupils with Special Educational Needs (SEN)
2. Pupils with disabilities
3. Pupils who are learning English as an Additional Language (EAL). Pupils for whom English is an additional language have diverse needs in terms of the support necessary in English language learning. Planning should take account of such factors as the pupil's age, length of time in this country, previous educational experience and skills in other languages. Careful monitoring of each pupil's progress in the acquisition of English language skills and of subject knowledge and understanding will be necessary to confirm that no learning difficulties are present.
Evaluating Educational Inclusion Guidance for Inspectors and Schools (2000) OfSTED
This document provides valuable guidance for schools in terms of ensuring that schools are inclusive and meet the needs of all pupils, whatever their age, gender, ethnicity, attainment and background.
A copy of this document is available to view on the OfSTED website (PDF format). You can also order copies on-line. Check the OfSTED publications page A-Z, under E.
Key stage 3 National Strategy Framework for Teaching English: Years 7, 8 and 9 (2001) DfES
Additional guidance on inclusion is to be found in Section 4 of this document. Specific information regarding pupils learning English as an additional language can be found on pages 64 - 69.
Pupils learning English as an Additional Language (EAL) (page 64)
'The inclusion of pupils learning EAL is a fundamental principle articulated in the National Curriculum 2000. It sets out statutory expectations for their inclusion. The NLS objectives and teaching and learning approaches provide a focus on clear, unambiguous objectives in ways which engage pupils in active learning.
The Framework for Teaching English provides for planned progression in language skills, understanding and competence. It encompasses the ability to recognise, understand, use and manipulate the conventions of both oral and written language. Revision and consolidation objectives enable pupils to revisit insecure areas of learning while continuing to develop other aspects of language with which they are confident.
Clear learning objectives will support pupils learning EAL when they are used in a context that builds on prior attainment, and when pupils are fully aware of the substance and purpose of the work. Furthermore, the delivery of objectives through teaching which is highly interactive and discursive, and which allows for participative whole-class and group work, will help pupils learning EAL, especially if teachers take full account of their specific needs.
This guidance offers general support to mainstream and specialist teachers and language support staff and will be useful to those responsible for the management of literacy at whole-school level.'
Ensuring the attainment of more advanced learners of English as an Additional Language (2009)
The CPD modules in this folder are the product of a three-year pilot programme aimed at closing the attainment gap for more advanced learners of English as an additional language (EAL). The materials contain resources to support the development of provision for more advanced EAL learners and can be delivered by local authorities or schools themselves.
Narrowing the Gaps
Although the materials were designed to support provision for EAL learners, an important additional finding of the programme was that other underperforming pupils, such as those eligible for free school meals, also benefited from the focus on:
- developing higher-order thinking skills
- developing academic language and register
- improving extended writing.
The modules
The introduction provides advice on the potential audiences and possible routes through the materials to enhance a school's programme of CPD. There are 10 modules which focus on teaching and learning, leadership, analysing writing and setting targets:
-
Introduction -
CPD 1 Senior leader briefing -
CPD 2 Analysing Writing -
CPD 3 Making sense of literacy targets -
CPD 4 Talk as a tool for thinking -
CPD 5 Bridging talk and text -
CPD 6 reading as a writer 1 -
CPD 7 Reading as a writer 2 -
CPD 8 Thinking and writing as a writer -
CPD 9 Developing a strategic approach -
CPD 10 Parents and community
The presentations
Each module is accompanied by presentation slides and advice on how to use the presentation in conjunction with the script and resources.
Curriculum Guide for the Foundation Stage (2000) QCA
'Practitioners should value this [home language other than English] linguistic diversity and provide opportunities for children to develop and use their home language in their play and learning'.
National Literacy Strategy 1998:
Year 2 Term 2 Reading range - 'traditional stories: stories and poems from other cultures... '
Year 5 Term 3 Reading range - '...stories and poems from a variety of cultures and traditions.'
'Where groups of pupils share the same home language, the use of dual language texts can promote discussion about reading and writing, help to build their confidence in tackling tasks in English and emphasise the importance of speaking and listening in the general development of literacy' (page 107). See also the complete section on 'Children with English as an Additional Language (EAL)'.
A Language in Common - Assessing English as an Additional Language (QCA)
This document, published by QCA in 2000, identifies key issues in the assessment of pupils for whom English is an additional language (EAL). It contains an extended scale for assessing listening, speaking, reading and writing for pupils new to English. Hampshire EMTAS endorses the use of this scale. Once pupils have progressed through the 4 steps of the extended scale in each of the 4 skills (listening, speaking, reading and writing) they can then be assessed using the same level descriptors as their monolingual peers. This includes the use of APP materials. It should be recognised that an uneven profile is quite common for pupils for whom English is an additional language; often their speaking and listening skills are in advance of their reading and writing skills.
Headteachers [should] ensure that:
- an EAL strategy features prominently in the school development plan
- there is regular and effective liaison between everyone involved in teaching EAL learners
- information on all pupils' performance in national tests, is collected systematically. (page 5)
Government white paper: Excellence in Schools
DfEE extract:
The Government is committed to raising educational standards for all pupils. The White Paper 'Excellence in Schools' set an ambitious agenda for raising educational standards across the board. However, raising standards can be particularly challenging in those schools with a very diverse intake. The White Paper acknowledged that children from ethnic minority backgrounds now form 11 percent of the pupil population. These pupils bring a cultural richness and diversity to our schools. Some our particularly at risk of under-achievement. Over half a million do not have English as a first language and many start school without an adequate grasp of English.
While pupils from some minority ethnic backgrounds are achieving very well in relation to their peers, other have been consistently under-achieving. Nationally, levels of attainment by African-Caribbean, Bangladeshi and Pakistani heritage pupils remain below the average. However the latest Youth Cohort Study findings provide welcome evidence that efforts to raise the achievement of ethnic minority pupils are beginning to bear fruit. Improved performance of Black, Indian and other Asian (including Chinese) heritage pupils is particularly encouraging.
You can view the white paper on the DfEE website.
Removing the Barriers (2000) DfEE
The DfEE commissioned research in schools with a proven track record of ethnic minority achievement. This highlighted the factors that make a difference. These include:
- a strong emphasis on raising expectations
- a positive culture and ethos throughout the school
- strong links with the community and a commitment to parental involvement
- a commitment to ethnic monitoring to keep track of pupils' academic progress.
The Government is committed to providing a grant to help promote equality of opportunity for all ethnic minority pupil groups at risk of underachieving including those for whom English is an additional language (EAL)
EMAG is a standards fund grant, administered and monitored by the DfES. The purpose of EMAG is to support activity specifically designed to improve the attainment of minority ethnic and refugee pupils. In particular it is to be used to:
a)raise standards of achievement for those minority ethnic groups who are particularly at risk of under-achieving; and
b) meet the particular needs of pupils for whom English is an Additional Language (EAL).
Local Education Authorities (LEAs) are expected to allocate the grant on a fair and transparent basis to meet the above objectives.
Schools are expected to:
a) monitor achievement of minority ethnic groups; set clear targets and outcome measures agreed with the LEA, consistent with LEA wide targets; and include within their school development plan policies for: raising attainment of minority ethnic pupils who are at risk of underachievement and making provision for pupils for whom English is an additional language.
b) appoint and manage teachers and other staff funded by this grant or buy back an LEA's service. In either case, posts must be deployed effectively for purposes directly related to the objectives of the grant. Such posts must not be used for supply cover or to carry out general teaching duties. All teaching staff employed under this grant should have at least one year's teaching experience and a minimum level of relevant experience, qualifications or training.
2009 - 2011
The DCSF requires that authorities are required to devolve all decisions on expenditure to schools except 15% of the EMAG allocation or £150,000, whichever is the greater. This means that all HCC schools can have access to a central service and most schools elected to 'buy back' into the service.
Monitoring EMAG
The Hampshire LA and Hampshire EMTAS will monitor ethnic minority performance as requested by the DCSF. Anwen Foy will be carrying out monitoring visits with schools to review provision jointly.
Hampshire County Council, The Castle, Winchester, Hampshire, SO23 8UJ
This page was last updated on 14 December 2011. © Copyright Hampshire County Council 2012.