1. Cultural + Linguistic Diversity in Practice Carol Hrynyk
Abraham Moss High School, Manchester
2. Cultural + Linguistic Diversity in Practice
Aims:
To provide a snapshot of pupil diversity at Abraham Moss High
School in Manchester
To highlight some of the issues that this creates
To look at some practical strategies for addressing these
issues
3. Pupil Diversity at Abraham Moss High School
4. Social Deprivation Cheetham Hill is an area of significant
social disadvantage. The Cheetham ward is in the top 10% for
poverty. 45% of pupils at Abraham Moss have free school meals.
(National average for FSM is around 14%.)
5. Pupil Mobility
Cheetham Hill has been an arrival point for families moving
into the city for 200 years.
Pupil mobility in school is very high.
Around 60 pupils join the school from outside the UK every
year.
6. Cultural Diversity
Around 88% of pupils are from an ethnic minority
background.
Pupils or their families have come from around 60 different
countries.
Over 50% of pupils are Pakistani heritage.
Around 12% of pupils are white British.
We have 1200 pupils.
(UK < 10%, Manchester < 25%)
7. Linguistic Diversity
There are more than 50 different languages spoken in the
school.
Over 80% of pupils with English as an additional language
EAL.
40% of pupils not fluent users of academic or standard
English.
Around 90 EAL beginners.
8. Other Significant Groups Gender : More boys than girls
(60:40) Asylum Seekers: Around 10% are asylum seekers or recently
granted settlement in the UK. Most asylum seekers are from: Iraq,
Afghanistan, Iran, Somalia, Kurdistan, Pakistan, Nigeria, China,
Zimbabwe, Sudan and Eritrea.
9. Every teacher has a responsibility
10. The New Secondary Curriculum Planning an inclusive
curriculum means shaping the curriculum to match the needs and
interests of the full range of learners. Pupils will also bring to
school a range of cultural perspectives and experiences, which can
be reflected in the curriculum...
11. The New Secondary Curriculum An inclusive curriculum is one
where:
different groups of pupils are all able to see the relevance of
the curriculum...
all pupils have sufficient opportunities to succeed
a useful starting point to planning for inclusion could be the data
available on pupils from various groups.
12. At Abraham Moss this means providing an inclusive
curriculum for: Do you know what it means for your school?
in-year admissions, including Y11
a wide range of EAL beginners
asylum-seeking + refugee pupils
later-stage EAL learners
pupils from different cultures
and many others
13. Understanding the Needs of Pupils with EAL
14. A Typical Pupil with EAL ? Pupils with EAL are all
different. These 3 pupils are in Y10: Ahmed is Libyan. His parents
are university students. He is well-educated and literate in Arabic
but new to English. Hes returning to Libya in a few years. Sara is
a Kurdish asylum seeker from Iraq. She has had interrupted
schooling and is not literate. She is very quiet, sits alone and
sometimes refuses to work. Farhaan was born in Manchester. He
speaks English with friends and Punjabi at home. His written and
spoken English is colloquial and lacks technical accuracy.
15. EAL beginners find it easier to cope in low ability sets
when they first arrive because they need time to concentrate on
learning English. EAL beginners make faster progress in school if
they practise speaking English at home as much as possible. EAL
learners who are literate in their first language usually find it
easier to acquire good literacy skills in other languages. FALSE
FALSE TRUE True or False?
16. Inclusive Strategies For Pupils with EAL
17. What is this lesson about?
18. Inclusive Strategies isosceles VISUAL or BILINGUAL
resources and displays
19. Link to Key Visuals Info A key visual represents conceptual
relationships between objects, events or situations. KEY VISUALS
Inclusive Strategies
20. Learning through problem-solving + purposeful talk .
Include key visuals. COLLABORATIVE group activities
www.collaborativelearning.org Inclusive Strategies
21. EXAMPLE: Fortune Graphs in English Of Mice + Men
22. Strategies for EAL Beginners DARTS Directed Activities
Related to Texts Link to DARTS info Gap-filling (Cloze) Cut-up text
(Sequencing) What next? (Prediction) Tops+Tails (Making sentences)
Can be used in any subject area Make texts easier to read Pupils
can work at different levels
23. Practical Experience
24. Teaching Practice / CPD + EAL Experiment with practical EAL
strategies:
Support a pupil in another teachers lessons. Identify the
barriers to learning for that pupil. Experiment with strategies to
overcome those barriers.
Plan + teach a lesson that includes an explicit language focus.
(Partnerships?)
Produce resources or display materials to support or involve a
specific group of pupils in your subject area.