English

News

New GCSE Guide

One-to-One Tuition

EAL
English News Issue 6
Autumn 2009

Table of contents
English at the Crossroads ............................................................................................ 4

One-to-One Tuition ...................................................................................................... 5

Guide to the 2010 GCSE Specifications .................................................................... 6

Core Plus ......................................................................................................................... 8

Guided Learning – Update ......................................................................................... 9

Literacy Plus ................................................................................................................... 10

Functional Skills ............................................................................................................. 11

Supporting Pupils Learning English as an Additional Language ........................ 12

Information from QDCA about APP and EAL ......................................................... 14

Networks ........................................................................................................................ 15

Dates for you diary ....................................................................................................... 16

Our Secondary English Team...

Lyn Ranson Lyn became Senior Adviser for English and Literacy in 2001 having previously been a teacher
adviser in Lancashire. She has worked in six schools, including four in Lancashire. Lyn is involved
in many development projects for QCA and is Chair of the National Association of Advisers in
English (NAAE).
Liz Adams Liz Adams has been teaching in Lancashire since 2000. Her main teaching responsibilities have
been as an English and Drama teacher as well as being Able, Gifted and Talented co-ordinator
and lead teacher. Liz is also an AST and has been a member of the senior leadership team in her
school. Whilst working as an AST Liz has worked alongside Hilary King to launch the Guided
Learning project within Lancashire schools. Her special interests include ICT in English and
personalised learning.

Cathy Clarke Cathy Clarke has been teaching since 1984 in a range of different high schools across the country.
She has been Head of English in a large, very successful high school for eleven years. She is an
experienced test marker for KS3 and KS2. Her special interests include assessment in English.

Deborah Murray Deborah Murray has been teaching since 1992 in different high schools across Lancashire. She
has worked as literacy co-ordinator, team leader for English and Media Studies in two large
departments and has held senior leadership responsibilities. She is an experienced marker for
AQA English and WJEC Media Studies. Her special interests include ICT in English and Able and
Talented learners.
Malcolm Seccombe In addition to his work in schools, Malcolm is an established author with Collins and has, to date,
written six texts, including English Plus for less able students, Coursework and Skills for GCSE
English and Word Bank - a dictionary for SEN departments. He also works for AQA as a Principal
Moderator: writing specifications, writing and delivering INSET, setting examination papers,
training moderators and running standardisation meetings.

Credits - Cover photo: tanakawho@flickr.com

You can contact us by...

01257 516160 01257 516160 englishconsultants@lancashire.gov.uk

LPDS Centre, Southport Road, Chorley, PR7 1NG www.lancsngfl.ac.uk/nationalstrategy/ks3/english

theilr@flickr.com

Introduction
Thanks and It is a bitter experience because we are very

goodbye to sorry to lose her. On a personal level, we

Deborah Murray... have enjoyed working with her and wish

her well in the future. We are confident she

will become a driving force in her new post.

This end of this term will be a bitter sweet

experience for the consultants and support

schools in Lancashire. It is sweet because

Welcome to Liz
one of our own has gained promotion to
Adams and Cathy
a new job: Deborah Murray will become
Clarke...
Assistant Headteacher at Mount Carmel in

While we are sad to see Deborah go we

December. We are all delighted that her

have been delighted to welcome Liz Adams

hard work, expertise and experience have

and Cathy Clarke to the team this term. Liz

been recognised and we are sure that our

has come to us from Carnforth High School

loss is Mount Carmel’s gain. The success

and Cathy from St Michael’s CE High School

of APP in Lancashire, the development

in Chorley. They have quickly become

of Moodle and this newsletter itself are

highly valued members of the team and we

testimony to the quality of work she has

are sure you will appreciate their expertise

produced consistently over the last two

in the year ahead.

years.

3
English at the Crossroads
The latest Ofsted report
evaluating English, was
published in June ’09, It
was based on evidence from
inspections of English in
122 primary and secondary
schools in England and
was the inspectorate’s first
subject overview since
2005.
Standards
The good news is that standards at KS3 have improved. The
bad news is that they are not improving fast enough. In 2008
73% of pupils achieved level 5. Unfortunately the target was
85%. Also the proportion of pupils achieving level 6 had not
improved since 2002.
The Changing English Curriculum
The curriculum for English was good or outstanding at two
thirds of the secondary schools visited. However, it was felt
that in some schools the KS3 curriculum was not sufficiently
challenging. There was no knowledge of the primary
curriculum and therefore work was repeated. Too little
emphasis was put on media, poetry or speaking and listening
and in some cases the KS3 curriculum was a ‘random
sequence of activities’.
The report highlighted that the most effective secondary
schools were working to personalise the curriculum by
matching it more closely to students’ needs. For example,
varying groupings so that individuals received the most
appropriate support for each activity; entering students early
for GCSE; employing adult literacy courses for older lower
attaining pupils and incorporating pupils’ ideas in schemes of
work.
4
Reading, Writing and Speaking and Listening
At secondary level, the approach to independent reading
remained largely unaltered since the previous English report
in 2005. The most effective schools used media texts, such as
films, not only to encourage pupils to read more widely but
also to develop their understanding of moving image texts.
In addition, the report demonstrated a clear need to
reinvigorate the teaching of writing. It was felt that where
pupils were given a clear goal, and understood the purpose
of the task, they worked with concentration and enthusiasm.
Also, pupils learned more from being helped and supported
to write a variety of extended texts in the particular form,
followed by independent work on a topic of their choice.
The report stated that the teaching of speaking and listening
had improved. The most effective teachers demonstrated
spoken language as carefully as they demonstrated writing,
using a range of registers and drawing attention to details.
Especially good practice was noted in A-level classrooms,
where students often carried out first-hand research into the
uses of language.
Intervention
The most effective secondary schools identified the needs
of their students in Year 7 and chose the approaches and
materials that met those needs most directly. They also
used their knowledge of students’ performance to identify
those who would benefit from further help and to provide
programmes carefully matched to individual needs. Another
important factor was rigorous monitoring, with programmes
of study being modified to suit the learner.
These are a few of the key findings. ‘English at the
Crossroads’ is a very detailed report which highlights areas of
good practice and also areas for improvement. It is definitely
a report that all heads of English should read as it might
just cheer them up when they realise how many of Ofsted’s
recommendations they already have in place and also inspire
them to adopt some of the recommendations offered.
The full report can be viewed/downloaded at www.ofsted.gov.
uk entering 080247 in the search field.

One to One Tuition in Lancashire
Approaching the end of term means that all
primary and secondary schools and most special
schools in Lancashire know their allocation
of One to One Tuition places. These numbers
range from a minimum of 2 places in primary to
a maximum of 135 in one of our large secondary
schools. We have allocated 6,500 places this
year which is set to rise to 13,000 next year. The
budget of £2.8 million will double to £5.6 million
in 2010-11. The budget is ring-fenced.
These places are to be used over the year and
schools will be in the process of selecting the
students to receive the tuition and in employing
tutors. The places are to tutor students in
English/Literacy and mathematics and are aimed
in KS2, 3 and, in National Challenge schools, in
KS4.
As far as Subject Leaders are concerned you
should be involved in the identification of the
students who you feel will benefit from the
opportunity of 10 hours individual tuition. You
will want to be involved in supporting your staff
in setting tight targets for the tuition and in
facilitating discussions between your staff and
the tutors. There is funding in the budget for this
and the funding is ring-fenced. You will ideally
5
want to know who the tutors are and would
want to be involved in the monitoring and
evaluation processes, especially the observation
of tuition to ensure quality.
Mathematics and English/Literacy teachers will
be involved in setting targets for the tutees
and in ongoing discussions, especially with the
student about the impact of their tuition.
You may wish to be tutors yourselves. Tuition
can take place within and without the school
day and your tuition leads in school will be
planning models of delivery as you read. If you
are interested, you should talk to them about
how this is going and express your interest in
tutoring. There is already a large database of
trained tutors on the website.
There is a massive amount to take in about
One To One and all the information to date
can be found at our website. For more detailed
information you can contact us through the site.
www.lancsngfl.ac.uk/1to1tuition
Hilary King
One to One Project Lead, Lancashire
6
Guide to the 2010 GCSE Specifications
AQA
Unit 1: Understanding and Producing Non-fiction Texts
2 hrs examination: 40% of total assessment (20% Reading, 20%
Writing) (= Unit I English Language)
• Section A: Reading (1hr) 4/6 questions on 3/4/different reading
sources
• Section B: Writing (1 hr) 2 tasks – 1 shorter, 1 longer
Unit 2: Speaking and Listening
Controlled assessment: 20% of total assessment (= Unit 2 English
Language) Presenting/discussing and listening/role play (3x15marks)
ENGLISH
Unit 3: Understanding and Producing Creative Texts
Controlled assessment: 40% of total assessment 6-8 hours
• Understanding Creative Texts (literary reading) 3-4hrs
Response to Shakespeare. English Literary Heritage and Different
Cultures. Up to 3 tasks totalling 1600 words. (Task bank is common to
English Literature Units).
• Producing creative texts 3-4 hrs
Two tasks totalling 1600 words. (Task bank is common to English
Language Unit 3). They do not need to be of equal length or done at
the same time
Up to 5 controlled tests/one exam/3 pieces of oral work
Unit 1: Understanding and Producing Non-fiction Texts
2 hour examination: 40% of total assessment (20% Reading, 20%
Writing) (= Unit I English)
• Section A: Reading (1hr) 4/6 questions on 3/4/different reading
sources
• Section B: Writing (1 hr) 2 tasks – 1 shorter, 1 longer
ENGLISH LANGUAGE
Unit 2 Speaking and Listening
Controlled assessment: 20% of total assessment (= Unit 2 English)
Unit 3: Understanding Spoken and Written Texts and Writing
Creatively
Controlled assessment: 40% of total assessment
• Extended reading 15% (I task of 1200 words) 3-4 hrs
• Creative writing 15% (2 tasks totalling 1200 words) 3-4 hrs
• Spoken language study 10% ( 1 task of 1000 words) 2-3 hrs
4 controlled tests/one exam/3 pieces of oral work
Unit 1: Exploring Modern Texts
1 hr 30 mins examination: 40% of total assessment
• Section A: modern prose or drama (45 mins)
• Section B: exploring Different Cultures(45 mins)
Unit 1 is combined with either Units 2 and 3 or Units 4 and 5}
Unit 2: Poetry Across Time
1hr 15 mins examination: 35% of total assessment
• Section A: poetry cluster from Anthology 45 mins (36 marks)
ENGLISH LITERATURE
• Section B: unseen poetry 30 mins (18 marks)
Unit 3: Significance of Shakespeare and English Literary Heritage
Controlled assessment: 25% of total assessment
I task of 2000 words 3-4 hrs
• 1 response linking Shakespeare and heritage text
Unit 4: Approaching Shakespeare and the Literary Heritage
1 hr 15 mins examination: 35% of total assessment
• Section A: Shakespeare 45 mins (30 marks)
• Section B: prose from English Literary Heritage 30 mins (24 marks)
Unit 5: Exploring Poetry
Controlled assessment: 25% of total assessment
• 1 task of 2000 words 3-4 hrs
3 exams/1 controlled test
OCR
Unit A641: Reading Literary Texts
Controlled assessment: 20% of total assessment 40 marks
• 1 task on Shakespeare, 1 on prose or literary non-fiction, 1 on
poetry (to include Different Cultures and Literary Heritage). Up to
3000 words. 3 tasks 6 hrs
Unit A642: Imaginative Writing
Controlled assessment: 20% of total assessment 40 marks
• 2 linked responses from a choice of 2 themes. Up to 1200 words
4hrs
Unit A643 Speaking and Listening
Controlled assessment: 20% of total assessment (= Unit A652 (Section
A English Language)
Unit A644: Information and Ideas 80 marks
2 hrs examination: 40% of total assessment (= UnitA653 English
Language)
• Section A: Non-fiction and media (40) responses to unseen
passages
• Section B: Writing information and ideas Pupils choose one task
from a choice of two.
5 controlled tests/one exam/3 pieces of oral work
Unit A651 Extended Literary Text and Imaginative Writing
Controlled assessment: 30% of total assessment
• Section A: extended literary text - 1 task (1600 words)
• Section B: Imaginative Writing - two linked responses (up to 1200
words)
Unit A652: Speaking, Listening and Spoken Language Controlled
assessment: 30% of total assessment
• Section A: Speaking and Listening 20% (= UnitA463 English)
• Section B: Spoken Language 10%. 1 task written response
Unit A653: Information and Ideas
2 hrs examination: 40% of total assessment (= Unit A644 English)
• Section A: Non-fiction and media
• Section B: Writing information and ideas – one task from a choice
of two
3 controlled tests/one exam/3 pieces of oral work
Unit A661 : Literary Heritage Linked Texts
Controlled assessment: 25% of total assessment
• Shakespeare and Film/Audio (up to 1000 words)
• Poetry on one of the set poets (up to 1000 words)
Unit A662: Modern Drama
45 mins examination: 25% of total assessment
• Modern drama – passage based questions, essay questions,
empathetic questions
Unit A663: Prose from Different Cultures
45 mins External Examination: 25% of total assessment
• Prose from different cultures - passage based questions, essay
questions
Unit A664: English Literary Heritage and Contemporary Poetry
1hr 30 mins examination: 25% of total assessment
• 1 question on Literary Heritage text
• 1 question on either chosen poet, or unseen poetry.
2 controlled tests/ 3 exams
Many Heads of English will be thinking about which of the exam boards to they will use next year
when they start teaching the new syllabuses. Below is an overview of the draft specifications from the
four boards. It is worth noting that at the time of printing these specifications could change and that
they are only designed to give an outline of what is being offered.
Edexcel
Unit 1: English Today
Controlled assessment: 20% of total assessment (= Unit I English
Language)
• 1 reading task based on 2 pre-released written/screen texts
(800 words) 2hrs comparison essay
• 1 writing task from a choice of two (800 words) 2 hrs
Unit 2:The Writer’s Craft
1 hr 45 mins examination: 40% of total assessment
• 1 question Different Cultures prose
• 1 question Shakespeare
• 1 writing task – transactional writing (similar to Unit 2 English
ENGLISH
Language)
The literature questions are three part structured questions based
on a selection of text identified prior to the examination
Unit 3 Creative Responses
Controlled Assessment: 40% of total assessment
• 3 speaking and listening tasks
• 1 response to poetry from a collection of 15 poems (written, or
multimodal) (800 words) 2hrs
• 1 personal/imaginative writing task (800 words) 2hrs
4 controlled tests/one exam/3 pieces of oral work
Unit 1: English Today
Controlled assessment: 20% of total assessment (= Unit I English)
• 1 reading task based on 2 pre-released written/screen texts)
(800 words) 2hrs comparison essay
• 1 writing task (800 words) from a choice of two. 2hrs
Unit 2:The Writer’s Voice
1 hr 45mins mins examination: 40% of total assessment
• 1 reading task on either pre-released section of Different
ENGLISH LANGUAGE
Cultures text or an extract from a non-fiction text
• 1 writing task for specified audience (similar to Unit 2 English)
Unit 3:The Spoken Language
Controlled assessment: 40% of total assessment
• 3 speaking and listening tasks
• 1 response to spoken language (800 words)10%
• 1 written task (800 words) 10% - choice of speeches, stories
with dialogue and scripts
4 controlled tests/1exam/3 pieces of oral work
Unit I: Understanding Prose
I hr 45 mins examination: 50% of total assessment
• 1 question on Literary Heritage text -4 part question linked to
extract
• 1 question on Different Cultures text –one of two essay titles
ENGLISH LITERATURE
Unit 2: Understanding Poetry
I hr 30 mins examination: 25% of total assessment
• 1 question on unseen poetry
• 1 question on two poems from the Anthology of poems
Unit 3: Shakespeare and Contemporary Drama
Controlled assessment: 25% of total assessment
• 1 response to contemporary drama (either written -800 words,
or multimodal) 2hrs
• 1 written response to Shakespeare (800 words) 2hrs
2 exams/ 2 controlled tests
Wjec
Unit 1: English in the Daily World (Reading)
1 hr examination: 20% of total assessment (= Unit 1 English Language)
• Response to non-fiction – two non-fiction texts provided with
structured questions
Unit 2: English in the Daily World (Writing)
1 hr examination: 20% of total assessment (= Unit 2 English Language)
• 2 writing tasks for different audiences/purposes – transactional
writing
BOTH EXAMS CAN BE TAKEN AT THE SAME SITTING IF PREFERRED
Unit 3: English in the World of the Imagination
Controlled assessment: 40% of total assessment
• Reading:
• 1 task linking Shakespeare and one of the poems from the anthology
(= Unit 3 English Literature task);
• 1 task on Different Cultures prose text
• Writing:
• 1 task 1st person narrative,
• I task 3rd person narrative
Unit 4: English in the Daily World (Speaking and Listening)
Controlled assessment: 20% of total assessment (= Unit 4 English
Language, speaking and listening)
4 controlled tests/two exams/3 pieces of oral work
Unit I: Studying Written Language
I hr examination: 20% of total assessment (= Unit I English)
• Response to non-fiction – two non-fiction texts provided with
structured questions
Unit 2: Using Written Language
I hr examination: 20% of total assessment (= Unit 2 English)
• 2 writing tasks for different audiences/purposes – transactional
writing
BOTH EXAMS CAN BE TAKEN AT THE SAME SITTING IF PREFERRED
Unit 3: Literary Reading and Creative Writing
Controlled assessment: 30% of total assessment
• 1 response to an extended text (either Shakespeare or a non- poetry
text from the Literature externally assessed texts) 2hrs
• 1 piece of descriptive writing, 1piece of narrative/expressive writing
from a selection of tasks. 2hrs for both
Unit 4: Spoken Language
Controlled assessment: 30% of total assessment
• Speaking and listening 20% (= Unit 4 English)
• 1 response to spoken language (can be written) 2hrs
4 controlled tests/ 2 exams/ 3 pieces of oral work
Unit 1: Prose (Different Cultures) and Poetry (contemporary)
2 hrs examination: 35% of total assessment
• 2 questions on prose text from a different culture-extract and essay
• 1 question comparing two unseen poems
Either: Unit 2a: Literary Heritage Drama and Contemporary Prose
2 hrs examination: 40% of total assessment
• 2 questions on each text – extract and essay
Or: Unit 2b: Contemporary Drama and Literary Heritage Prose
2 hrs examination: 40% of total assessment
• 2 questions on each text- extract and essay
Unit 3: Poetry and Drama (Literary Heritage)
Controlled assessment: 25% of total assessment
• 1 task linking a Shakespeare play to literary heritage poetry from
Anthology (= Unit 3 English task): (2-3000 words total) 4hrs
1 controlled test/ 2 exams
8

Core Plus “a number

of highly
practical
units
provide
excellent
guidance
and
suggested
steps to
bring about
positive
change.”

When the government introduced the National Challenge
last year, it was seen as a way of supporting schools
in ensuring that they could reach the DCSF’s “floor
target” of 30% 5 A – C grades including English and
Mathematics. As ever, the media made much of the state
of British schools and obscured much of the good that
the National Challenge brought with it. One particularly
useful development to come out of the process was Core
Plus.
Whilst its target was National Challenge schools, Core
Plus, like many other national initiatives, is worth a look
if you are considering how to move things on in the
department or if you are preparing for an Ofsted visit or
writing your SEF. It consists of a series of units designed
to help departments to overcome perceived issues in
school. It begins with an audit document, but, unlike
many audits that have gone before, this one will take
up very little time. It will, however, highlight areas for
development. Once these have been established, there are
a number of highly practical units that provide excellent
guidance and suggested steps to bring about positive
change. These are all based on six week programmes
with concrete suggestions about what to do and how to do
it as you proceed. A gift for those writing an action plan!
Some have said that the six week time slots are rather
brisk but the content, even taken at a more leisurely pace,
is excellent.
Government feedback on National Challenge suggests
that, when schools have used Core Plus, progress has
been marked. If it sounds interesting, check it out by
“Googling” National Challenge, Core Plus. It might be
just what you are looking for.

Guided Learning – Update
Guided Learning is an initiative that has been
operating throughout Lancashire for the
last year. The idea behind it is to encourage
students to become independent learners
whilst their teacher provides targeted
intervention for students within the class.
Training has been provided by the English
Consultant Team over the last two years and
the programme is still going from strength to
strength.
Last year was a great success for Guided
Learning and this year sees the roll out of
Phase 2 and the creation of cluster groups
throughout the county.
9
9
When Ofsted observed a lesson in one of
our pilot schools they said it would be rated
beyond outstanding. The schools involved
in the pilot have worked tremendously
hard within their schools and at the Guided
Learning Conference to promote best
practice. This is an opportunity to thank them
for their hard work over the last year.
Phase 2 is already fully subscribed with many
English Departments wanting to develop
the scheme within their school. We aim to
keep the momentum of this initiative going
throughout this year and will keep you
informed of its progress.
10
Literacy Plus
This year sees the launch of Literacy Plus. The
programme has been designed for groups of
pupils in Key Stage 3 who are behind with their
literacy skills and need additional support to
move them from level 3 to level 4. It is intended
to be a supplement to normal English lessons and
is additional to pupils’ entitlement to National
Curriculum English. The teaching focuses on the
aspects of speaking and listening, reading and
writing that are essential for progressing from level
3 to level 4 in English; improvement in these skills
will also create a marked improvement in learning in
other curriculum areas.
Literacy plus aims to go further than just focusing
on literacy skills, it seeks to improve the pupils’
performance in a more general sense as a learner.
Those schools already familiar with Study Plus at
Key Stage 4 will recognise the structure. Literacy
Plus shares many of the successful features of the
Key Stage 4 programme – especially the attachment
of a TA or mentor to the group. The guidance for
Literacy Plus includes: how to plan Literacy Plus into
the curriculum; essential features of the programme;
the role of teaching assistants; the Literacy Plus
planning framework; and an overview of the sample
Literacy Plus units.
Pupils will develop the skills targeted in Literacy
Plus units at different rates and teachers may find it
necessary to extend the units by adding additional
lessons to secure certain skills. Use of the Literacy
Progress Units is recommended for this purpose.
There are nine sample units of work and each one is
designed to exemplify the planning of Literacy Plus.
The units have been written by National Strategies
English consultants working together with teachers
and have been classroom tested. They should not,
however, be treated as ‘off-the-peg’ planning that
can be used with any class. Teachers should adapt
the material to suit their class but stay faithful to the
learning objectives of the units.
Sample Units
999 in an emergency Are we there yet?
Going for gold My Character
Hero or Zero? DIY writing
Words for the web Save our park
Thrills and spells
To view these sample units visit http://
nationalstrategies.standards.dcsf.gov.uk/
node/196566.
A number of schools have registered to be part of
the Lancashire pilot which will be rolled out over the
coming year. More information on this process will
be provided throughout the year.

Whilst many schools are still grappling with
how to develop Functional Skills in the
curriculum, Christ the King in Preston has
trialled a way of bringing together English
and Science classes to develop skills in a real,
relevant and purposeful way. When the Science
department wanted to cover an Eco-schools
unit for their Year 9 students, it did not take the
English faculty long to join in. Between them,
they created a well structured, thorough and
enjoyable experience for their pupils.
The idea was that in both English and Science
lessons the students would research and work
on climate warming and alternative energy
sources before taking part in an “enterprise
day”, during which pupils would present
proposals, based on real schools around the
world, to two local businessmen. To ensure
engagement and good learning took place,
the departments wrote a sequence of lessons
and then identified the functional skills that
the pupils would need to succeed. They then
made the necessary resources and explicitly
Functional
Skills
11
taught the skills, e.g. how to skim and scan
texts for details, how to make relevant notes,
how to function as a group, presentation skills
etc. Nothing was left to chance. This proved to
be a great success and the feedback was very
constructive and encouraging from both the
businessmen and the students alike. The spin
off for both departments came when the pupils
produced GCSE coursework on the same topic.
The Science department recorded some of their
best ever coursework performances, whilst the
English department found that they received
very well informed and engaging pieces of
transactional writing.
With the final Functional Skills specifications
due in April of next year, schools will, no
doubt, be progressing nicely embedding
functional skills at Key Stage 3. If, however,
you are looking for something a little more
“enterprising” with a real context and a
relevant content, then perhaps something like
the Eco-Schools unit may be one way forward.
Supporting Pupils Learning English
Often pupils learning English as an Additional
Language (EAL) arrive outside the normal
admission times and may sometimes find
themselves in schools that have little previous
experience of meeting the needs of this group.
All Lancashire schools except those in receipt of
an Ethnic Minority Achievement Grant (EMAG)*
which have newly arrived EAL pupils from
anywhere in the world needing help and support
should contact the EMA Support Service (EMASS)
on 01772 533788.
If any school admits a newly- arrived asylum
seeking pupil advice and or support can be
requested from EMASS.
Further information about EMASS can be found
at www.lancsngfl.ac.uk/projects/ema.
All newly arrived bilingual
learners have a right of access “The focus
to the National Curriculum and
that provision is not separate of support
but integrated into all subject
areas. must be on
Pupils learn English best in
learning and
a whole-class situation with
access to good models of
teaching
fluent English and by hearing
the interactions of their peers
in the
around them. mainstream
EMASS provides schools
with a range of English as an
classroom.”
Additional Language (EAL)
support including the opportunity to share
strategies and good practice, negotiated time
limited teaching support and curriculum support.
If an induction programme is developed to
facilitate the settling-in period it should always
be considered as a short-term initiative to ease
the transition to mainstream and not as an
alternative form of education in itself.
The focus of support must be on learning and
teaching in the mainstream classroom.
When planning lessons teachers need to
consider how they will support pupils new to
English to access the curriculum and develop
their English language skills within the
curriculum.
*Schools in receipt of EMAG should contact
Sarah Montague EMA Teacher Adviser phone:
07917627400 email sarah.montague@
lancashire.gov.uk.
Strategies that will impact on the quality of
learning and teaching:
• Create a welcoming environment. For
example display labels and signs in home
languages in the classroom and around the
school
• Provide opportunities for the pupil to become
practically involved in the classroom, with a
partner at first
• Provide as much visual support as possible in
range of formats. For example: photographs,
pictures, diagrams, artefacts
• Plan opportunities for talk.
It is normal for understanding
to surpass verbal output in the
early stages and a “silent period”
is often a stage of development
in learning EAL, a pupil should
not be forced to respond
• Plan regular collaborative
activities – group tasks provide
opportunities to experiment
with language in order to
complete a task
• Show that the pupil’s first
language is valued- if pupils are
literate in their first language
encourage them to continue
reading and writing
• Identify the language that pupils will need
to actively participate in the lesson. For
example verb tenses, language structures and
vocabulary
• Plan how to model that language in a
supportive context thus scaffolding
understanding
• Plan opportunities for pupils to use the
identified language
• Anticipate language that might create
difficulties such as language structures and
tenses and plan how it might be introduced
• Provide oral and written models of the
 13

h as an Additional Language
language the pupil will be expected to use • Key Stage 3 National Strategy Access and
• Identify vocabulary that might create barriers Engagement in English: teaching pupils for
to understanding and teach it explicitly whom English is an additional language (DfES
• Encourage the use of a bilingual dictionary 0609-2002)
for a pupil who is literate in her/his first • National Association for Language
language Development in the Curriculum (NALDIC)
• Encourage the pupil to develop her/his own Quarterly Volume 3, Number 4, summer 2006,
dual language dictionary ISBN 1902189002 for a range of effective,
inclusive, induction practices for Key Stage 3
Some key resources to support the inclusion of and 4
new arrivals learning English • http://homepage.ntlworld.
as an Additional Language com/gordon.ward2000/
(EAL) “When planning listfiles.htm includes lots of
downloadable language
• http://nationalstrategies. lessons teachers learning activities
standards.dcsf.gov.uk/ • www.
search/inclusion/results/ need to consider collaborativelearning.org.
nav:45994 includes a list of uk includes examples of
resources to support EAL how they will group talk activities that
learners in the classroom,
case studies different support pupils will benefit all children,
while at the same time
models of induction
and links to additional new to English providing scaffolds for
children learning English as
resources
• NALDIC working Paper 8:
to access the an additional language.
• www.emas4success.
2005 Teaching Isolated
bilingual learners of
curriculum org the “New to
English” section includes
English www.naldic.org.
uk/docs/publications.
and develop downloadable teaching
materials and specialist
• QCA Pathways to learning
for new arrivals (QCA
their English information on Refugee and
Asylum Seekers.
2004) www.qcda.gov.
uk/7526.aspx.
language skills • www.mantralingua.
com a UK based publishing
• Aiming High: meeting within the house that supplies
the needs of newly bilingual resources around
arrived learners of EAL curriculum.” the world
(DfES 1381-2005) www. • www.hants.gov.uk/
standards.dcsf.gov.uk/ education/ema.
primary/publications/inclusion/newarrivals.
• Aiming High: understanding the educational Many alternative curriculum pathways at Key
needs of minority ethnic pupils in mainly Stage 4 require additional funding.
white schools (DfES 0416-2004) www.
standards.dcsf.gov.uk/ethnicminorities/links_ The Lifelong Learning Programme (LLP) is a
and_publications. European funding programme which supports
• DCSF New Arrivals Excellence Programme: education and training across Europe. The
Primary and Secondary National Strategies LLP provides funding for all stages of lifelong
(2007) A resource to support the learning; for activities at school, at college,
development of induction procedures for new at university, in the workplace and in the
arrivals http://nationalstrategies.standards. community (www.lifelonglearningprogramme.
dcsf.gov.uk/node/97335. org.uk).
The following is an extract from the
latest (October) QCDA Curriculum termly
e-newsletter.
QCDA are embarking on a project to
provide additional exemplification and
support materials for using the Assessing
Pupils’ Progress (APP) approach with pupil
with English as an additional language
(EAL). In addition, the booklet A language
in common will be reviewed and refreshed
with links to APP made explicit.
QCDA is currently seeking to engage
secondary schools in this project. We
Information from QDCA about
APP and EAL
wish to engage schools where the APP
approach is being used and there are EAL
pupils.
Schools will work with a QCDA associate
consultant to trial draft materials when
making periodic assessments with a group
of EAL pupils. Feedback from the trial
would be required. The commitment would
be from January 2010 to April 2010. If
you are interested in participating in the
project or have any queries please contact
pavan.kaur@qcda.gov.uk.
Literacy and Functional
Skills Network
The meeting which took place on the 16th October was
well attended and covered a number of issues. There was an
interesting “Show and Tell” session in which representatives
shared good practice. The other aspects covered were:
• The Role of the Lit Co-ordinator
• Formulating a Literacy Policy
• Establishing baseline data collection to and issues resulting from their new school build on different
improve intervention
• Teaching reading across the curriculum
Delegates enjoyed the opportunity to share ideas in a very
practical approach to each item of the agenda and left with a
raft of resources. With Functional Skills growing in status, this
group has become a lively and vibrant forum for discussion
and sharing. The next meeting will be held on February 3rd
2010 at Woodlands and all are welcome.
Librarians’ Network
The meeting held on 18th November included an invitation
form ICT consultant Dave Barrett to join a project exploring
how ‘Chroma Key’ or green screen technology can be used
in schools’ libraries. Dave Barrett can be contacted on 07887
831788 to find out more information.
The next meeting is on 24th March 1:30-3:30 at Clayton Park
with guest speaker Janet Gaskell who is the teacher
adviser for ‘Gifted and Talented’ and will be looking at
how to engage able readers in library activities.
SEN Network
Friday 20th November - Our Day Out! Most people
braved the walk from Woodlands to Lancashire
College; despite all my arrangements, the flier still
went out with Woodlands on it!! Spring and Summer
are in Woodlands, though.
We enjoyed a range of teaching and learning activities
using ICT and the evaluations were universally
appreciative. Thanks to all the presenters, Sue Eaves,
Nicky and Louise and especially Lynne who conducted a
hilarious and fascinating ‘hands-on’ session using Dinosaurs
as a stimulus. The usual suspects degenerated into near
vulgarity at times! [They know who they are!]
Careful reading of the suggestions from you for the Spring
Session resulted in a session from Lynne on Dyslexia, a
session from Liz that will take the approaches and strategies
that Lynne examined through Dinosaurs to a more suitable
content for KS4; she is going to look at a Shakespeare text. I
will approach practitioners who can talk about the benefits
campuses and we are inviting Anne Conroy from the EYFS
to do a session on planning. We will include the libraries
suggestion in the Summer
Next dates are February 5th and 18th June, both at Woodlands.
See you there.
APP Network Meeting
The next meeting is on 7th December 1:30-3:30 at Tickled
Trout Hotel, Preston and 8th December 1:30-3:30 at Clayton
Park. The focus is speaking and listening. Schools are invited
to bring examples of how they are using APP when working
with speaking and listening activities. Examples of emerging
good practice, moderation and training materials will be
considered. Please bring any material from your school that
will be of interest to the network.
If you need more information about the network, please
contact the LPDS office on 01257 516160.
o r k s
Netw
15
 Dates for your diary...
Developing Speaking and Listening in the
Classroom
Wednesday 6th January 2010 - Woodlands
Conference Centre, Chorley
Objectives:
The course is a repeat of last year’s highly
successful training designed to draw on
good practice in teaching and assessing
speaking and listening at both Key Stage 3
and GCSE. The programme will include:
• the use of exploratory talk in the
classroom;
• insights in how to create the climate to
allow speaking and listening skills to
flourish;
• ways of using Socratic and Dialogic
Talk to improve pupil performance;
• target setting for speaking and
listening;
• ways of assessing speaking and
listening using APP
• an examiner’s guide to the way
speaking and listening might be
assessed for GCSE;
Who should attend:
• Key Stage 3/4 Co-ordinators
• Teachers wishing to develop their
practice in teaching speaking and
listening
• Recently qualified teachers or non-
subject specialists
• Anyone with speaking and listening
responsibilities across the curriculum
Media and Moving Image
Thursday 7th January 2010, Woodlands
Conference Centre, Chorley
Transport yourself to another time or place
– report from Treasure Island, be in Paris
or on the Moon, appear on stage or dangle
from a cliff. This can all happen on the
same day – well nearly!
First film yourself talking or acting in front
of a plain background (usually blue or
green). Then choose a film or still image
as the new background and finally use a
technique called Chroma Key (sometimes
called ‘blue screen’ or ‘green screen’) to
place yourself where you want in the new
background.
It doesn’t have to be expensive, you
probably already have access to the most
costly items you need (digital video camera,
computer). Add some background material
Book online at www.lancsngfl.ac.uk/lses
and software and you can have a go.
Objectives:
• Teachers will have a working
knowledge of Chroma Key
• Teachers will have an understanding of
how this technique could be used in the
classroom
• Teachers will create resources using
Chroma Key
Literacy Co-ordinators’ Network
Wednesday 3rd February 2010 - Woodlands
Conference Centre, Chorley
Objectives:
It is intended that the day gives colleagues
an opportunity to look at national priorities
and how their role can support the
development of these across the curriculum.
Who should attend:
Literacy Co-ordinator’s in the secondary
phase
APP Market Place
Friday 5th February 2010 - Lancashire
College, Chorley
Aims:
Network support for English subject
leaders and English teachers.
Programme for the day:
The Market Place is an opportunity to hear
shared examples of good practice and draw
on the experiences of schools at various
stages of development work in the use of
APP as an AfL strand.
Who should attend?
Subject leaders for English and English
teachers.
Moodle for Beginners
This course is a re-run of the Using Moodle
to support learning and teaching in English
(Beginners) course held last year
Aims:
This course aims to support teachers of
English who would like to enhance their
teaching and pupils’ learning through the
use of Moodle.
It is intended that participants will be
beginners or novices who would like plenty
of time to orientate themselves and practise
basic Moodle functions
Objectives:
• Participants will leave with enhanced
understanding of Moodle functions and
how to use them
• Participants will have used Moodle to
develop some teaching resources to use
back in school
Reading at L3 and Below
Woodlands Centre, Chorley - Monday 22nd
February 2010
Aims:
To help teachers in schools where students
enter at or below level 3 and who may
make limited progress throughout the Key
Stage.
Objectives:
Colleagues will leave with a clearer
understanding of the processes of reading
development and practical examples to
engage students.
Who should attend?
Teachers and HLTAs who have direct
responsibility for ensuring good progress
from level 3 and below.
Moodle for Librarians
Thursday 25th February 2010, Woodlands
Conference Centre, Chorley (ICT Centre)
Aims:
This is a beginners’ course for librarians
who want to learn how to make a start with
their school Learning Platform (Moodle).
The course offers hands on training in the
basic Moodle features that make it possible
for you to upload resources and activities.
There will be examples of good practice
and activities to help you think strategically
about how Moodle could develop as a
learning resource.
Who should attend?
Librarians; Learning support managers;
teachers and teaching assistants with
responsibility for libraries.