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.