The document provides information about cultural and linguistic diversity at Abraham Moss High School in Manchester. It notes that the school has significant pupil diversity, with 88% from ethnic minorities and over 50 languages spoken. It also has high levels of poverty, pupil mobility, and English as an additional language learners. The document discusses the school's inclusive curriculum and strategies used to support diverse learners, such as using visuals, collaborative work, and activities focused on language development.

1. Cultural + Linguistic Diversity in Practice Carol Hrynyk Abraham Moss High School, Manchester

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%.)

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...”

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. He’s 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