Part of the Forward Education Trust

The Curriculum Offer

The offer is predicated on the fact that all pupils should have a broad and balanced curriculum and are able to access an offer that excites them and engages them. Forward Education Trust believes that the National curriculum offer is the best starting point for all pupils whatever their cognitive ability as any subject can be differentiated to meet need by skilled professions who know how to work effectively with pupils with SEND.

Each subject will be taught in such a way where experiential/concrete lessons are used to deliver an impetus into the subject or topic area. Lessons will be planned by the teachers to ensure each pupil can access the learning at an appropriate level and teachers and their support staff will ensure that resources are available that are accessible to pupils. Teachers will be able to pan together and also access shared planning from other schools across the Trust

As approximately, 30% of the pupils will have English as an Additional Language (EAL). EAL strategies and appropriate resources will also be required to meet their needs. This greatly complicates the processes of teaching reading and writing and makes it harder for students to sound out and spell unfamiliar words. EAL pupils can feel at a disadvantage at school. They may be hesitant to read aloud in front of the class due to fear of misreading. When segmenting the speech stream is difficult, children can struggle to learn through listening alone or be unable to take notes at school. In writing, poor spelling can hold EAL learners back and keep them from expressing themselves fully. They may use simplified structures or fail to unpack more complex phrasing. Even participating in class discussion can be stressful for an EAL student who is not confident enough in his or her language skills to speak spontaneously.

To support EAL pupils we will

  • Give them vocabulary.
    Teaching vocabulary enables students to be more successful at school, whether it’s for a classroom activity or the subject in general. This is particularly the case for EAL learners who are often behind their native speaker peers when it comes to English vocabulary
  • Give them tools. 
    Teachers will give them resources such as language apps flashcard apps and English language vocabulary games.
  • Give them strategies.
    Students also have to keep their first language from getting in the way and   causing them to make mistakes.
  • Give them time.
    Every individual processes information at his or her own rate. This applies to English native speaker children but even more so to EAL pupils who are tasked with understanding the concept — and the medium through which it has been delivered.
  • Give them credit.
    Language skills are not a reflection of intelligence so teachers need to be aware and reward them for their efforts in acquiring a new language
  • Give them praise.
    An EAL pupil is simultaneously learning new material, a new language and how to learn a language. Praise gives them the motivation and the confidence they need to sustain learning