Transcript all_children_achieving_well - Hertfordshire Grid for Learning

All Children Achieving Well
Chris Green, BME Achievement EAL Adviser
Trisha Dulcamara, BME Achievement EAL Adviser
Welcome
Sveicināti
Latvian
Structure from
1 September 2011
BME ACHIEVEMENT
st
Lead Adviser
BME Achievement
Carole Connelly
BME Achievement
Advisers
Lesley Buck
Francine Coates
Learning Mentors
Samantha Brown
Yvonne Gordon
Fay Lindo
Marlene Smith-Taylor
Achievement and
Family Learning
Refugee Support
Wahida Pervaiz
EAL Advisers
Patricia Dulcamara
Christina Green
Traveller Adviser
Kathryn
Stockdale
Family Learning
Support Workers
Suraya Alam
Shamima Chowdhury
Tasmia Chowdry
Shahida Usman
Traveller Support
Workers
Ruth Boswell
Vicky Brinkley
Gordana Wilhelm
School Equalities
Adviser
Angela Walford
Senior Support
Officer
Jane Robson
Support Officers
Daksha Bakrania
Susan Neville
Community &
Schools
Partnership Adviser
Nusrat Khan
Complementary &
Supplementary
Co-ordinator
Noah Kaindama
Hertfordshire
What 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 Thread
DfES 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?
Jim Cummins
BICS
Basic
Interpersonal
Communicative
Skill
CALP
Cognitive and
Academic
Language
Proficiency
(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.
Function
Structure
Literature
Describing
Evaluating
Expressing feelings
There is /there are
The scenery in the background
is rugged and inspiring.
Function
Structure
Geography
Naming
Locating
Cause and effect
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 sequence
Give reasons for events in
stories
Make 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 yam
Expressing 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
story
sequence, 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 cards
Artefacts from story sack
White board
Yam (if possible)
1.
We can support you with:
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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 Improving
Schools’ Directory
Contact details:
Sue Neville Tel: 01438 844890
[email protected]
Chris Green [email protected]
Trisha Dulcamara
[email protected]
Thank you