Used with author's permission

1. Embedding good EALEmbedding good EAL
practice across thepractice across the
secondary curriculumsecondary curriculum
‘Unlocking potential’‘Unlocking potential’
Dianne ExcellDianne Excell
EAL and Literacy ConsultantEAL and Literacy Consultant
Feversham College, BradfordFeversham College, Bradford
NALDIC Executive and RIG Co-ordinatorNALDIC Executive and RIG Co-ordinator

2. Background:Background:
♦ Set in the heart of BradfordSet in the heart of Bradford
♦ First Voluntary Aided Muslim Girls’ Secondary inFirst Voluntary Aided Muslim Girls’ Secondary in
20012001
♦ 100% Ethnic Minority backgrounds – Pakistan,100% Ethnic Minority backgrounds – Pakistan,
India, Bangladesh, Afghanistan, Middle East,India, Bangladesh, Afghanistan, Middle East,
North Africa…mostly born in Bradford (MABL)North Africa…mostly born in Bradford (MABL)
♦ At least 90% use other L1s in their everyday livesAt least 90% use other L1s in their everyday lives
– Urdu, Pushto, Punjabi, Hindko, Arabic…– Urdu, Pushto, Punjabi, Hindko, Arabic…
♦ Oversubscribed – 120 places, well over 600Oversubscribed – 120 places, well over 600
applicants each yearapplicants each year
♦ 45.5% FSM45.5% FSM
♦ Regularly at least 25% in Year 7 have RAs 3Regularly at least 25% in Year 7 have RAs 3
years lower than CA.years lower than CA.

3. Yet, in 2012 :Yet, in 2012 :
♦ The school was first in Bradford for PupilThe school was first in Bradford for Pupil
Progress measures in English, forProgress measures in English, for allall levelslevels
of learners, with 75% A*- Cs at GCSEof learners, with 75% A*- Cs at GCSE
(30% A*- A)(30% A*- A)
♦ For Value Added, it was first in Bradford andFor Value Added, it was first in Bradford and
twentieth in the whole country - out of 6,589twentieth in the whole country - out of 6,589
schools.schools.
♦ In 2014 - 74% A*-C including EMIn 2014 - 74% A*-C including EM

4. External Observations:External Observations:
♦ Ofsted and Bradford Partnership observationsOfsted and Bradford Partnership observations
alwaysalways acknowledge that awareness ofacknowledge that awareness of
language and literacy is embedded into thelanguage and literacy is embedded into the
lessons delivered by Feversham’s teachers.lessons delivered by Feversham’s teachers.
♦ This clearly has an impact on the valueThis clearly has an impact on the value
added to students’ achievement between KS2added to students’ achievement between KS2
and 4.and 4.
What have been some of the successfulWhat have been some of the successful
strategies?strategies?

5. 1. Raising colleagues’1. Raising colleagues’
awareness of the issues:awareness of the issues:
♦ Colleagues are often fooled by a student’sColleagues are often fooled by a student’s
oral ability and don’t realise that evenoral ability and don’t realise that even
students born in UK who have had all theirstudents born in UK who have had all their
education here may have problems with S&L,education here may have problems with S&L,
R&WR&W
♦ Learning English as an additional languageLearning English as an additional language
createscreates manymany challenges for EAL andchallenges for EAL and
advanced bilingual learners…advanced bilingual learners…
♦ If the challenges are understood andIf the challenges are understood and
discovered through formative assessment,discovered through formative assessment,
they can be re-taught so that progress andthey can be re-taught so that progress and
more rapid achievement can occur.more rapid achievement can occur.

6. 2. Recognising EAL learners2. Recognising EAL learners
are all individualsare all individuals
Different:Different:
- Lengths of time in UKLengths of time in UK
- Dates of arrivalDates of arrival
- First languages (L1)- First languages (L1)
- Languages used atLanguages used at
homehome
- Ability in L1- Ability in L1
- Previous educationPrevious education
- Stages of English- Stages of English
- Cultures and religions- Cultures and religions
- Interests, experiences,- Interests, experiences,
expectations andexpectations and
motivation …motivation …

7. 3. CPD training sessions:3. CPD training sessions:
(i)(i) Annual whole staff training to disseminateAnnual whole staff training to disseminate
e.g.e.g.
♦ Refreshing EAL and Literacy Across theRefreshing EAL and Literacy Across the
CurriculumCurriculum
♦ Sharing the identified literacy challenges in L&S,Sharing the identified literacy challenges in L&S,
R&W for studentsR&W for students
♦ Updated EAL and Literacy Policy – roles andUpdated EAL and Literacy Policy – roles and
responsibilities - and Development Plan,responsibilities - and Development Plan,
♦ Promoting effective Reading for understandingPromoting effective Reading for understanding
♦ Raising awareness of Statutory Requirements andRaising awareness of Statutory Requirements and
Ofsted criteriaOfsted criteria
♦ Sharing successes in various departmentsSharing successes in various departments andand
latest priorities/weaknesses discovered bylatest priorities/weaknesses discovered by
formative assessment …formative assessment …

8. (ii)(ii) A rolling programme of bespoke EAL andA rolling programme of bespoke EAL and
literacy training for each curriculumliteracy training for each curriculum
department highlights:department highlights:
♦ Awareness that all assessments test aAwareness that all assessments test a
student’s ability tostudent’s ability to readread and understand theand understand the
question or task thenquestion or task then writewrite a logical, coherenta logical, coherent
answeranswer
♦ EncouragingEncouraging language/content teachinglanguage/content teaching asas
a whole school policya whole school policy
♦ Key literacy skills used in the subject – LSRWKey literacy skills used in the subject – LSRW
♦ General awareness of the challenges for EALGeneral awareness of the challenges for EAL
learners and the problems individual teacherslearners and the problems individual teachers
have encounteredhave encountered
♦ Useful strategies for overcoming them.Useful strategies for overcoming them.

9. Suggesting useful resourcesSuggesting useful resources::
VCOP TrianglesVCOP Triangles
Sentence checkerSentence checker
DictoglossDictogloss
Working Word WallsWorking Word Walls
Writing frameworks…Writing frameworks…
Archived National Strategies documents such as :Archived National Strategies documents such as :
- Access and Engagement for EAL learners in …- Access and Engagement for EAL learners in …
Geography, History…Geography, History…
- Literacy in… History, Geography…- Literacy in… History, Geography…
- Literacy and Learning in… Geography, History…- Literacy and Learning in… Geography, History…
- Grammar for writing- Grammar for writing
andand
naldic.org.uknaldic.org.uk
Interactive Text Skeletons – Sue PalmerInteractive Text Skeletons – Sue Palmer

10. 4. Use of Baseline Test Data:4. Use of Baseline Test Data:
♦ Each September - tests all KS3 students are tested for ReadingEach September - tests all KS3 students are tested for Reading
and Spelling ages using NFER New Group Reading Test andand Spelling ages using NFER New Group Reading Test and
Vernon Spelling Test.Vernon Spelling Test.
♦ The results areThe results are analysedanalysed to find problem areasto find problem areas
–– Reading: errors could beReading: errors could be cultural vocabularycultural vocabulary; misheard; misheard
words; wrong word family for the sentence; a word related to thewords; wrong word family for the sentence; a word related to the
vocabulary in the sentence but not right for the context etcvocabulary in the sentence but not right for the context etc
Weak Afs can be discovered – Af 5 weakestWeak Afs can be discovered – Af 5 weakest
- Spellings: errors could be phonic; misheard words; related to- Spellings: errors could be phonic; misheard words; related to
spelling rules like ‘i before e’, dropping ‘e’ for ing endings butspelling rules like ‘i before e’, dropping ‘e’ for ing endings but
keeping ‘e’ for adverbs etckeeping ‘e’ for adverbs etc
♦ Results recorded on a data base with colour-coded highlightedResults recorded on a data base with colour-coded highlighted
entries for above 114 higher average standardised score (G&T)entries for above 114 higher average standardised score (G&T)
students; entries below the 85 lower average standardisedstudents; entries below the 85 lower average standardised
score (SEN); students who have made rapid progress over thescore (SEN); students who have made rapid progress over the
previous year or achieving a lower score than the previous yearprevious year or achieving a lower score than the previous year
N.B. All colleagues are alerted to the common errors and canN.B. All colleagues are alerted to the common errors and can
use the data to aid differentiationuse the data to aid differentiation

11. 5. Analysing Tests/GCSE and A5. Analysing Tests/GCSE and A
levels across the curriculumlevels across the curriculum
♦ FindingFinding weakest responsesweakest responses to test papersto test papers
♦ Looking at theLooking at the language barrierslanguage barriers in thosein those
questionsquestions
♦ Disseminating findingsDisseminating findings so that colleaguesso that colleagues
become aware of the language which isbecome aware of the language which is
difficultdifficult
♦ GlossaryGlossary of exam languageof exam language
♦ Teaching colleaguesTeaching colleagues strategiesstrategies for tacklingfor tackling
exam questions – text marking, planning,exam questions – text marking, planning,
scaffolding, modelling …scaffolding, modelling …

12. 6: Partnership teaching:6: Partnership teaching:
♦ EAL co-ordinator working alongsideEAL co-ordinator working alongside
subject teachers tosubject teachers to demonstratedemonstrate goodgood
practicepractice andand
♦ ObserveObserve mainstream good practicemainstream good practice
thenthen
♦ DisseminateDisseminate in CPD sessions toin CPD sessions to
encourage other colleagues to try it outencourage other colleagues to try it out
♦ Triads to observe good practiceTriads to observe good practice

13. 7. Literacy Audit7. Literacy Audit
♦ Understanding the importance of literacy in allUnderstanding the importance of literacy in all
subjectssubjects
♦ Schemes of work with literacy targets crucial to eachSchemes of work with literacy targets crucial to each
department included (LSRW)department included (LSRW)
♦ Identifying skills which need improvement in eachIdentifying skills which need improvement in each
department – (i) for students; (ii) teachersdepartment – (i) for students; (ii) teachers
♦ Responses when analysed showed most literacyResponses when analysed showed most literacy
skills were embedded or used oftenskills were embedded or used often
♦ Skills still to be developed in each department wereSkills still to be developed in each department were
highlighted for discussion at the next subject traininghighlighted for discussion at the next subject training
meeting.meeting.

14. 8. Online Agony Aunt8. Online Agony Aunt
♦ Colleagues email requests for support forColleagues email requests for support for
problems they have encounteredproblems they have encountered
♦ EAL/ Lit Co always responds 1:1 butEAL/ Lit Co always responds 1:1 but
♦ shares the problem and the solution by emailshares the problem and the solution by email
with the rest of the staff.with the rest of the staff.
♦ Idea was born for the ‘Online Agony Aunt as aIdea was born for the ‘Online Agony Aunt as a
way forward.way forward.
♦ Training session:Training session: ‘Problems and Solutions’‘Problems and Solutions’
Colleagues introduced their Literacy concerns:Colleagues introduced their Literacy concerns:
(i) Can anyone suggest an interesting way to(i) Can anyone suggest an interesting way to
introduce key words in PE?introduce key words in PE?
(ii) How can we help our students to improve(ii) How can we help our students to improve
sentences which don’t sound wrong to them?sentences which don’t sound wrong to them?
(iii) My Year 13s have problems writing(iii) My Year 13s have problems writing
introductions. Can you help?...introductions. Can you help?...

15. 9. Sharing good practice and9. Sharing good practice and
resourcesresources
Examples:Examples:
♦ There is a Literacy and EAL folder on the Shared Area forThere is a Literacy and EAL folder on the Shared Area for
Teachers and useful resources are stored there for all toTeachers and useful resources are stored there for all to
useuse
♦ Good practice seen duringGood practice seen during partnership teachingpartnership teaching oror
Learning Walks is shared in the bespoke training ‘Well ifLearning Walks is shared in the bespoke training ‘Well if
they can do that in Science, I’m sure we can in …they can do that in Science, I’m sure we can in …
♦ Posters around schoolPosters around school
♦ Triads:Triads: Colleagues from 3 curriculum areas observe eachColleagues from 3 curriculum areas observe each
other to check for subject and content being taughtother to check for subject and content being taught
together and learn good practice.together and learn good practice.
♦ Useful resources collected from CPD outside school areUseful resources collected from CPD outside school are
shared widely – e.g Strategy mat for new to Englishshared widely – e.g Strategy mat for new to English
learners linked to the NASSEA language acquisition stepslearners linked to the NASSEA language acquisition steps

16. 10. What works for students?10. What works for students?
♦ Talk for writingTalk for writing
♦ Collaborative workCollaborative work
♦ Learning mentors – peers and older students in FormLearning mentors – peers and older students in Form
groupsgroups
♦ Reading Matters 1:1 intervention – up to 44 monthsReading Matters 1:1 intervention – up to 44 months
improvement in 10 weeksimprovement in 10 weeks
♦ Debating Club – Training and MUN debate with otherDebating Club – Training and MUN debate with other
schoolsschools
♦ Scaffolding and modelling reading and writingScaffolding and modelling reading and writing
♦ Partnership teachingPartnership teaching
♦ Explaining exam techniques involving literacy skillsExplaining exam techniques involving literacy skills
♦ Competitions – in class, librarian, student leadersCompetitions – in class, librarian, student leaders
♦ Acknowledging students’ cultures when givingAcknowledging students’ cultures when giving
examples and e.g. for World Book Day, Poetry etcexamples and e.g. for World Book Day, Poetry etc

17. 11. Not being complacent…11. Not being complacent…
♦ Evaluating practice each year and re-Evaluating practice each year and re-
visiting aspects that are still problematicvisiting aspects that are still problematic
e.g. 2014 – 15 reading fore.g. 2014 – 15 reading for
understanding identified as a concernunderstanding identified as a concern
so three CPD sessions were devoted toso three CPD sessions were devoted to
that, using colleagues and students tothat, using colleagues and students to
demonstrate successful techniques…demonstrate successful techniques…
♦ Analysing exam results to identifyAnalysing exam results to identify
weaknesses…weaknesses…