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Ensuring the attainment of pupils learning English as an ... and Learning... · ‘Bilingual here...
Transcript of Ensuring the attainment of pupils learning English as an ... and Learning... · ‘Bilingual here...
Curriculum and Standards
Guidance
LA and school strategy managers and inclusion managersStatus: Recommended
Date of issue: 03-2007
Ref: 00011-2007BKT-EN
Ensuring the attainment of pupils learning English as an additional languageA management guide
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ContentsDefinitions 2
Introduction 5
SectionA:Collectingandusingdatatoidentifyandtackleunderperformance 10
SectionB:Developingteachingandlearning 13
SectionC:Engagement,supportandintervention 16
AppendixA:Usefulresources 18
AppendixB:Schoolself-evaluation 20
00011-2007CDO-ENSecondaryNational Strategy ©Crowncopyright2007
00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
Definitions
Inthisguide,alearnerofEnglishasanadditionallanguage(EAL)isapupilwhosefirstlanguageisotherthanEnglish.
‘First language is the language to which the child was initially exposed during early development and continues to use this language in the home and community. If a child acquires English subsequent to early development, then English is not their first language no matter how proficient in it they become.’
Source: School census preparation and guidance for 2007 (DfES2007)
Incommonwithtermsusedbyprofessionalsinthefield,thetermslearnerofEALandbilinguallearnerareusedinterchangeablyandneithertermpresumesanyparticularleveloffluencyinanylanguage.Aiming high: raising the achievement of minority ethnic pupils (DfES0183/2003)definesthisusageasfollows.
‘Bilingual here is taken to mean all pupils who use or have access to more than one language at home or at school – it does not necessarily imply full fluency in both or all languages.’
Thedefinitionof‘moreadvancedlearner’ismorecomplexanditisnothelpfultoascribeeitheraminimumnumberofyears’exposuretoEnglishoraparticularNationalCurriculumassessmentleveltosuchpupils.MoreadvancedlearnersmayhavespentaslittleasthreeyearsorasmuchastheirwholelivesintheUK.Intheirfirstlanguagetheymightbeliterateornot.Inthecontextofthisguide,theOfsted(2005)definitionishelpful:
‘…pupils who have had all or most of their school education in the UK and whose oral proficiency in English is usually indistinguishable from that of pupils with English as a first language but whose writing may still show distinctive features related to their language background.’
Source: Could they do better? The writing of advanced bilingual learners of English at Key Stage 2: HMI survey of good practice (HMI2452)
Thisdefinitiondoesnotincludeallthepupilswemightwishtocategoriseasmoreadvancedlearners,butitisusefulinshiftingthefocustopupilswhodonotachievetheirpotentialbecausetheirspecificneedforsupportindevelopingacademiclanguageisnotbeingmet.
SupportingtheachievementofmoreadvancedbilinguallearnersImplicitthroughoutthisguidanceisthatalllearnershavearightofaccesstotheNationalCurriculumandthatprovisionforunderperformingadvancedlearnersofEALisnotseparatebutintegratedintoallsubjectareas.ThefocusisthereforeonlearningandteachinginmainstreamsubjectsandassessmentofEnglishlanguagecompetence
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usingthescaleinA language in common – assessing Englishas an additional language(QCA/00/584).Althoughthisscalehasnotbeenmadestatutory,theDfESandOfstedstronglyrecommenditsuseandsuggestthatothersystemsshouldnotbeimposed.TheallocationoftheEthnicMinorityAchievementGrant(EMAG)isnowdependentuponlevelsofunderperformanceinminorityethnicgroupsandmanyLAshaveadoptedthescaleinA language in common – assessing English as an additional languageasawaytomeasureunderattainmentinpupilslearningEAL.Assessing pupils’ progress in English–a practical guide(DfES1789-2005CDO-EN)hasnowbeenadoptedbymanyschoolsasapowerfultoolforanalysingKeyStage3pupils’strengthsandweaknesses.ItenablesteachersnotonlytoassignanoverallNationalCurriculumlevelforreadingandwriting,butalsotosetcurriculartargetsanddecideuponappropriateintervention.
Thethreewaves:acommonapproachtointerventionsupportTheNationalStrategiesadvocateasystematicapproachtoteachingbasedonthreewavesoftailoredsupport.Schoolswillneedtouseawavesapproachtoplan,designandtailoreffectiveandappropriateprovision.ThisguidanceisaimedatthedevelopmentofWave1andWave2interventionsupport.
Thethreewavesareoutlinedbelow.
Wave 1 – Tailored teaching in classes
Wave1teachingishighqualityinclusiveteachingsupportedbyeffectivewhole-schoolpoliciesandframeworks,clearlytargetedonallpupils’needsandpriorlearning.Thisneedstobebasedonplanningandschemesofworkdesignedtomoveallpupilsfromwheretheyaretowheretheyneedtobe.Wherelargenumbersofpupilssharethesamelearningneeds,thebestsolutionistoadjusttheplanningtocaterforthem.Itmeanssettinganewtrajectoryforthelearningprogrammetotakepupilstowheretheyneedtobeintermsofage-relatedexpectations.EffectiveWave1teachinganticipatestheneedsofpupilsbasedongooduseofyearlytransitiondataandinformation.
Wave 2 – Wave 1 plus additional, time-limited, tailored intervention support programmes
Wave2teachingisdesignedtoincreaseratesofprogressandsecurelearningforgroupsofpupilsthatputsthembackoncoursetomeetorexceednationalexpectations.Thisusuallytakestheformofatight,structuredprogrammeofsmall-groupsupport,carefullytargetedanddeliveredbyteachersorteachingassistantswhohavetheskillstohelppupilsachievetheirlearningobjectives.Thiscanoccuroutside(butinadditionto)whole-classlessons,orbebuiltintomainstreamlessonsaspartofguidedwork.Critically,interventionsupportneedstohelppupilsapplytheirlearninginmainstreamlessons.Interventionprogrammesneedtobecloselymonitoredtoensurethattheymeetpupils’needs.Theemphasisisonsupportforpupilswhocangetbacktoachievingage-relatedexpectations.TheoutcomeofWave2interventionisforpupilstobebackontracktomeetnationalexpectationsattheendofthekeystage.
00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
Wave 3 – Wave 1 plus increasingly individualised programmes, based on independent evidence of what works
ExpectationsforWave3teachingaretoaccelerateandmaximiseprogressandminimiseperformancegaps.Thiswillinvolvesupportprovidedbyaspecialistteacher,highlytrainedteachingassistantoracademicmentor.Thissupportforpupilswillbeonetooneorwithverysmallgroups,tosupportpupilstowardstheachievementofveryspecifictargets.
Thewavesmodelprovidesausefultooltosupportefficientcurriculumplanning,inclusiveteachingandpersonalisedapproachestoaddressdiverseneeds.Itprovidesacommonlanguagethatemphasisesacurriculumresponsethatcanreducetheneedforhighlyindividualisedstrategies.
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Introduction
TheGovernment’sdrivetoimprovesecondaryeducationisbaseduponhighexpectationsforallpupilswithappropriatesupportandinterventiontoreduceinequalities.ThisisreinforcedbythefiveaimsofEvery Child Matters(ECM),mostspecificallythateverychildshould:
enjoyandachieve;
achieveeconomicwell-being.
ThevisionforinclusiveschoolsbaseduponhighattainmentwassetoutinAiming high: raising the achievement of minority ethnic pupils(DfES0183/2003)andisbeingimplementedthroughvariousprogrammes,suchasthePrimaryNationalStrategyEALProgramme,theMinorityEthnicAchievementProgramme,theBlackPupils’AchievementProgramme,theBlackChildren’sAchievementProgrammeandtheGypsy,RomaandTravellerAchievementProgramme.ThesecondaryEALprogrammebuildsonthisworkbyhelpingschoolstohighlighttheissuesaffectingtheattainmentofthisgroupofpupils,developarangeofresponsesandembedtheseresponsescoherentlyintotheschool’ssystemsandpractices.
Datashowsamixedpicture.Nationally,bilingualpupilsperformbelowtheleveloftheirEnglishasamothertongue(EMT)peersacrossallregionsandinallcoresubjectsatKeyStage3.
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by English as an additional languageAchievements at Key Stage 3: English at level 5 and above in 2005 for regions,
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Ensuring the attainment of pupils learning English as an additional language: a management guide
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Achievements at Key Stage 3: Mathematics at level 5 and above in 2005 for regions,by English as an additional language
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Achievements at Key Stage 3: Science at level 5 and above in 2005 for regions,by English as an additional language
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AtKeyStage4,thepictureislessclear,withbilinguallearnersoutperformingtheirEMTpeersnationallyandinsixregions.
However,thispositionisreversedwhenthemeasureof5A*–CGCSEgradesincludesEnglishandmathematics.
Achievement at Key Stage 4: Five A*–C grades (including English and mathematics) in 2005for regions by English as an additional language
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Achievement at Key Stage 4: Five A*–C grades in 2005 for regions, by English as an additional language
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00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
Althoughitmightseemthatbilinguallearnershaveallbutclosedthegapbothnationallyandinmanyregions,thevariationacrossLAsshowsthatthereisstillmuchtobedone.Nationally,56%ofbilinguallearnersachievedfiveA*–Cgradesin2005(41.2%includingresultsinEnglishandmathematics).However,thisvariedfrom88.2%(76.5%includingresultsinEnglishandmathematics)inoneLAto26.1%(17.4%)inanother.
Bilinguallearnersarenotahomogenousgroup:whenconsideringthemnotonlymustEnglishlanguageacquisitionbetakenintoaccountbutalsoacomplexinterplayoffactorssuchasfirstlanguagedevelopment,culture,ethnicity,previousschoolinghistoryandsocio-economicstatus.
ManypupilsofChineseandIndianbackgroundareperformingwellatanationallevel.OthergroupssuchasPakistaniandBangladeshipupilsareperforminglesswell.TheperformanceofBlackAfricanpupilsvariesfromregiontoregionandBlackAfricanispossiblytoobroadacategory,withtoomanyvariables,tousewithconfidence.Manyethnicandlanguagegroupsaretoosmalltohavetheirowncategoryatanationallevel,butwillformasignificantenoughgroupforindividualschoolsorLAstoregister.
HowtousethisguidanceThisguidanceisintendedtosupportseniorleadersintacklingunderperformancethroughrigorousself-evaluationandtargetedaction,closelyalignedtootheraspectsofschoolimprovement.Themajorareasoffocusfortheguidanceare:
leadershipandmanagement;
makingeffectiveuseofdata;
developingteachingandlearning.
Thisguidanceshouldthereforebeusedinconjunctionwithotherguidancematerialssuchas:
Tracking for success(DfES1545-2005FLR-EN);
Tackling underperformance: a guide for school leaders(DfES0758-2004G);
Unlocking potential: raising ethnic minority attainment at Key Stage 3(DfES0579-2002);
A language in common – assessing English as an additional language(QCA/00/584);
Assessing pupils’ progress in English – a practical guide(DfES1789-2005CDO-EN).
AfulllistofusefulmaterialscanbefoundinappendixA.
Beforeusingtheguidance,seniorleaderswillneedto:
completetheaccompanyingself-evaluationgrid(seeappendixB);
identifypriorities;
agreeatimelinefortacklingthepriorities.
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Thisguidanceisdividedintothefollowingthreesections.
SectionA:Collectingandusingdatatoidentifyandtackleunderperformance
SectionB:Developingteachingandlearning
SectionC:Engagement,supportandintervention
Ineachsection,adviceisprovidedonhowseniorandmiddleleadersmightidentifyprioritiesandimprovesystemsandpractice.
EALandtheschoolimprovementcycleThediagrambelowillustratesaschoolimprovementcycleof:review,plan,implementandmonitorandevaluate.Eachsectionofthisguidanceshowshowtheprocesscanbeusedtoidentifyandtacklecommonpriorityareasandhowthesecanbemonitoredandevaluatedovertime.
Leadership and management
Making effective use of data
Curriculum planning, teaching and learning
Pupil engagement and support
Parent/carer partnerships
Culture and ethos
Review current
provision
Plan
improvements
Monitor and
evaluate
Implement
improvements
Thecyclicalprocessoutlinedisdesignedtoleadschoolsfrommonitoringandevaluatingimpactintoafurtherreviewofsystems,processesandpracticeswhichinturnleadstoplanningandimplementingfurtherimprovements.
00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
SectionA:Collectingandusingdatatoidentifyandtackleunderperformance
Havingusedtheself-evaluationtool,seniorleaderswillhaveaclearerviewof:
whatdatatheschoolcollectsandhowitiscollected;
howthedataiscurrentlyusedatseniorandmiddlemanagementlevels.
Step 1 – Review
Thefirstofthetwoareastobereviewedisthecollectionofdata.Thequestionstobeaskedareasfollows.
Whatdatadowecollectandhowdoesithelpusto:
identifygroupsofpupilswhomightbeunderperforming(based,forexample,onethnicityorfirstlanguagedata);
assesstheindividualneedsofpupilsatclassroomlevel?
Dowecollectthedatasensitivelyandinawaythatensuresitsaccuracy?
ThesecondareaforreviewistheattainmentofBlackandminorityethnic(BME)andbilingualpupilsovertimetoidentifythosewhoarenotmakingtheexpectedprogress.Todothis,thefollowingdatashouldbecollectedandanalysedbysubject,yearandclass:
priorandcurrentattainmentdata;
attendancedata;
otherdataincludingexclusion,rewardandsanctionsdata.
Thefollowingprocesseswillhelptoensureeffectivereviewandanalysisofdata.
Seniorandmiddleleadersto:
establishatimelineforthecollectionandanalysisofdata;
analysethedatabyethnicity,gender,firstlanguageandrefugee/asylumseekerstatusanddecidehowwellBMEandbilingualpupilsaredoingineachyeargroup;
comparethesepupils’performanceinindividualsubjectsandteachinggroupsandidentifyanysignificantdifferences;
sharefeedbackandanalysecollatedevidenceonpupils’progressandattainment.
Middleleadersto:
discussanalysisofresultsandanyfurtherevidenceaboutBMEandbilingualpupils’attainment,forexamplecurriculartargets;
undertakeworksamplingandlessonobservationstoevaluatetheprogressofaselectedcohortofpupils;
collectasampleofBMEorbilingualpupils’viewsontheirownlearningprogressandattainment.
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Step 2 – Plan
Thefollowingactionswillsupportseniorleadersinestablishingaplantotackleanyunderperformanceidentifiedinthereview(above).
Seniorleadersto:
plan,discussandagreewithmiddleleadersacoordinated,whole-schoolapproachtointervention;
coordinateallgroupandindividualpupilcurricularandlanguagetargets;
agreesomekeyelementsoftheinterventionplan,forexampleafocusonaparticulargroupofbilinguallearnersatthesameNationalCurriculumlevelinaparticularsubjectorwherethereisamismatchbetweencognitivedevelopmentandliteracylevels;
ensurethattheinterventionplanisalignedtootherwhole-schoolinitiatives.
Middleleaders(includingEMAcoordinators)to:
reviewcontentandfocusfortargetgroupswithintheirsubject;
planacoordinatedapproachtotheallocationofadditionaladults;
ensurethatschemesofworkprovideanappropriatelevelofcognitivechallengewithappropriatelanguagescaffoldingforbilingualpupils;
supportstaffinrevisinggroupandindividualcurricularandlanguagetargetsintheirsubject.
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Step 3 – Implement
Seniorleadersto:
ensurethatappropriatecontinuingprofessionaldevelopment(CPD)isprovided;
helpsubjectteamsandanyadditionalstafftoworkcollaborativelytoimplementtheagreedactionsfromtheinterventionplan;
prioritisetheimplementationoftheplanduringsubjectmeetingtime;
meettheparents/carersofthetargetedpupilstoexplainthepurposesoftheplanandtoengagethemactivelyinsupportingitsimplementation.
Middleleaders(includingEMAcoordinators)to:
engagesubjectcolleaguesintailoringteachingplanstotheneedsoftargetedBMEandbilingualpupils;
ensurecollaborationbetweencolleagues(includingEMAstaff)inplanningfortargetedBMEandbilingualpupils;
ensurethatdevelopingpracticeisshared;
ensurethatappropriatecurricularandlanguagetargetsareset;
keeppupilgroupingsunderconstantreview;
gatherandshareinformationtomaintainanoverviewofthesupportprovidedforthetargetgroupofpupils.
Havingestablishedtheinterventions,itisessentialthattheyarekeptunderreviewtoensuremaximumandcontinuingimpact.
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00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
Step 4 – Monitor and evaluate
Seniorleadersto:
workwithallappropriatestafftoevaluategroupandpupiltargetstoensurethattheyremainbothrealisticandchallenging;
ensurethatprogressismonitoredatbothclassroomandwhole-schoollevel;
workwithsubjectleaderstomonitortheimplementationoftheplanthroughselectivelessonobservations,worksamplingandpupilinterviews;
arrangereviewmeetingswithmiddleleaderstocollateinformation,discussimpactandagreeadjustmentstotheplan;
consideranyadditionalCPDneedsinthelightofreviewfindings;
sharethefindingsofreviewswithstaff,parents/carersandpupilsasappropriate.
Middleleadersto:
workwithsubjectandadditionalstafftoensurethattargetsarereviewedtermly;
regularlyreviewwithteacherstheprogressofthetargetedpupilsatsubjectlevelandacrossthecurriculum;
reviewplansandschemesofworkthroughlessonobservations,worksamplinganddiscussionswithteachersandpupils;
collectandanalyseattainmentdataregularlytomeasuretheprogressofBMEandbilingualpupils.
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SectionB:Developingteachingandlearning
Thekeytosuccessindevelopingtailoredinterventionformoreadvancedbilinguallearnersisintheextenttowhichmainstreampedagogicalapproachesareappropriatelydevelopedandthelearnersareempoweredtomovetoindependence.EMAandEALspecialistshaveaveryimportantroletoplayindeveloping,sharingandembeddingsuchapproaches,althoughwherethesestaffarenotavailable,collaborationbetweensubjectspecialistswithaccesstoexternaladviceandsupportcanachievethesameoutcomes.
Implicitinthisguidanceistheassumptionthatschoolswillwishtoadoptadevelopmentalapproach,triallingstrategieswithasmallgroupofstaffandatargetedcohortofpupils.SuccessfulstrategieswillthenbedisseminatedusingvariousformsofCPD,particularlythroughpartnershipteachingandcoaching.
KeyprinciplesUnderpinningtheadviceonteachingandlearningarecertainpedagogicalprinciplesdrawnfrommanyyears’researchoneffectivepracticeintheEALfield.
BilingualpupilsatanyleveloffluencyhavearightofaccesstotheNationalCurriculum.
Languagedevelopmentarisesfromanoralandcognitiveinterplaybetweenlanguageandsubject:de-contextualisedlanguageactivitiesarerarelyproductive.
PupilsacquireEnglishfromsocialisingandcollaboratingwithpeersaswellaslearningfromexplicitteaching.
Talkandcollaborationareessentialelementsineffectiveteachingandlearningandindevelopingsecureliteracyskills.
Theaimofgoodteachingforbilingualpupilsistoscaffoldthelearner’sprogresstoindependence.
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00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
Step 1 – Review
Seniorleadersto:
meetwithmiddleleaderstoorganiseareviewof:
bilinguallearners’accesstoanduseofacademiclanguage;
anypossiblemismatchbetweenoralfluencyandwrittenlanguageskills;
opportunitiestouseanddevelophigher-orderthinkingskills;
opportunitiestoreflectuponlearningindividuallyorcollaboratively;
explicitteachingofreadingandwritingskillsindifferentgenres;
teachers’understandingofthedifferencebetweencognitivedevelopmentandlanguagedevelopment;
useofscaffoldingofacademiclanguage.
Middleleadersto:
organiseworksamplingintheirsubjectarea;
conductlessonobservationswithafocusfromthelistabove;
conductpupilinterviewsorsurveysonpupils’learningexperiences.
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Step 2 – Plan
Seniorleadersto:
meetwithmiddleleaderstoagreesubjectandpedagogicalfocifortheintervention;
considerandplanfortheCPDimplicationsofthepedagogicalfoci;
identifyatargetgroupofpupils;
considertheresourceimplicationsfortheplan;
draftatimelineforagreedactions;
considerfuturedisseminationofactionsandoutcomes;
agreedesiredoutcomes.
Middleleadersto:
planforacollaborativeapproachbetweenstaff;
discusswithstaffthepossiblemilestonesonthewaytoachievingthedesiredoutcomes;
considerpossiblechangestoschemesofworkandlessonplanning;
plananychangeofemphasisinresourceallocation.
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Step 3 – Implement
Seniorleadersto:
ensurethatappropriateCPDisavailabletokeystaff;
makeinternalCPDresourcesavailable,forexamplepeerobservationofeffectivepractice;
ensurethattheprogrammeinformsperformancemanagementtargets.
Middleleadersto:
ensurethatdevelopmentsaresharedinthesubjectarea.
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Step 4 – Monitor and evaluate
Seniorleadersto:
agreethemonitoringandevaluationprocesswithmiddleleaders;
ensurethattheprocessesalignwithotherwhole-schoolsystemssuchasperformancemanagementanddepartmentalreview;
carryoutwithmiddleleadersjointdatareviews,lessonobservations,worksamplingandpupilinterviewsinordertomoderatejudgements;
sharetheresultsoftheevaluationwithallappropriatestakeholders.
Middleleadersto:
carryouttheagreedmonitoringprocessesandgivefeedbacktostaff;
discusslearningprogresswithtargetedpupilsandgivefeedbacktorelevantstaff.
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00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
SectionC:Engagement,supportandintervention
Whilethemajorfocusofthisguidanceisontheuseofdatatoidentify,targetandtrackpupils’performancealongsidethedevelopmentofanappropriatepedagogy,therearemanyotherfactorsthatcontributetopupils’achievementandsomeofthesearecoveredinthissection.
EngagementreferstothewayinwhichBMEandbilingualpupilsandtheirparents/carersaremadetofeelpartoftheschool.Thiscouldbethrough:
activeinvolvementinlearning;
encouragementtoparticipateinthelifeoftheschool,forexamplethroughteamactivitiesorotherevents;
beingaskedtheirviews;
beinginvolvedinthedevelopmentandoperationofsystemsandpolicies;
seeingtheirlives,languagesandexperiencesreflectedinallaspectsoftheschool,fromthecorridorandclassroomdisplaystothecurriculumcontent;
celebratingdifferentformsofachievement,suchassuccessincommunitylanguageexaminations;
realpartnershipwithcommunityorganisations,suchascomplementaryschools.
Itisrecommendedthatseniorleadersprioritiseeachoftheseaspectsoveraperiodoftimeforactionintheschoolimprovementplan.Someaspects,suchasthecontentofdisplays,arerelativelyeasytoreviewandactupon;others,suchaspartnershipswiththecommunity,takelongertodevelopinameaningfulway.
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SupportisthewayinwhichtheschoolrecognisesthedifferentneedsofBMEandbilingualpupilsandtheirparents/carersandprovidesadditionalinputtoallowequalityofaccess.Thiscouldbethrough:
useofdifferentformsofmeeting,orinterpreterstoencourageparticipation;
variationordifferentiationofthecurriculum;
useofstaffsuchasbilingualclassroomassistantstoenableenhancedaccesstothecurriculum;
availabilityofresourcessuchasbilingualdictionaries;
clearpolicyforsupportforbilingualpupilsinexaminations;See QCA KS3 assessment and reporting arrangements 2006, access arrangements, section 15 available from http://www.qca.org.uk/eara/files/ks3ara06.pdf’
clearproceduresfortheadmissionofpupilsoutsidenormaltransfertimes,includingawelcominginductionprocessandformsofsocialandacademicsupportsuchasclassbuddies.
Thesearetasksforseniorandmiddleleadersinthatbothpolicyandoperationalissuesareinvolved.Forexample,seniorleaderswillneedtoanalysethedataonattendanceatparents’meetingsanddeveloppolicyguidelines,whilemiddleleaderswillneedtodeveloptheoperationalaspectssuchashowtobookandorganisetheworkofinterpreters.
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Interventionistheactivetargetingofapupilorgroupofpupilsatriskofunderachievement.ThiswouldbeWave3tailoredsupportandcouldtaketheformof:
targetedteachingindifferentgroupings;
targetedsupportathomeworkorstudysupportsessions;
mentoringand/oracademictutoringforvulnerablepupilssuchasrefugeesandasylumseekers.
Whiletheactualtargetingofindividualpupilswillbeorganisedbymiddleleaders,seniorleadersneedtodevelopclearpolicyguidelinesonhowandwheninterventionstrategiesareused.Therewillalsoneedtobecarefulevaluationoftheimpactofsuchstrategieswitharegularreviewofhowsuchresourcesareallocated.Inthecaseofwhatcanbearelativelylargeresource,suchasEMAGfunding,itisimperativethatseniorleadersensurethatanyinterventionsareaddingvaluetopupils’learning.
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AppendixA:UsefulresourcesAccess and engagement in artDfES0662/2002www.standards.dfes.gov.uk/keystage3/respub/fs_art_eal
Access and engagement in design and technologyDfES0663/2002www.standards.dfes.gov.uk/keystage3/respub/fs_dt_eal
Access and engagement in English DfES0609/2002www.standards.dfes.gov.uk/keystage3/respub/en_eal
Access and engagement in geography DfES0657/2002www.standards.dfes.gov.uk/keystage3/respub/fs_ge_eal
Access and engagement in history DfES0656/2002www.standards.dfes.gov.uk/keystage3/respub/fs_hi_eal
Access and engagement in ICTDfES0611/2002www.standards.dfes.gov.uk/keystage3/downloads/ict_eal1061102.pdf
Access and engagement in mathematicsDfES0251/2002www.standards.dfes.gov.uk/keystage3/downloads/ma_eal.pdf
Access and engagement in musicDfES0661/2002www.standards.dfes.gov.uk/keystage3/respub/fs_mu_eal/
Access and engagement in physical educationDfES0659/2002www.standards.dfes.gov.uk/keystage3/respub/fs_pe_eal
Access and engagement in REDfES0658/2002www.standards.dfes.gov.uk/keystage3/respub/fs_mu_eal
Access and engagement in science DfES0610/2002www.standards.dfes.gov.uk/keystage3/respub/sc_eal
Aiming high: raising the achievement of minority ethnic pupilsDfES0183/2003
Aiming high: supporting effective use of EMAGDfES0283-2004www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/supportingemag/
�8
Ensuring the attainment of pupils learning English as an additional language: a management guide 00011-2007BKT-ENSecondaryNational Strategy ©Crowncopyright2007
��
Assessing pupils’ progress in English – a practical guideDfES1789-2005CDO-ENwww.standards.dfes.gov.uk/keystage3/respub/ass_eng/
The assessment of pupils learning English as an additional languagewww.standards.dfes.gov.uk/keystage3/downloads/en_assess_eal.pdf
Grammar for writing – supporting pupils learning EALDfES0581/2002www.standards.dfes.gov.uk/keystage3/respub/eal_grammar
A language in common – assessing English as an additional language QCA/00/584www.qca.org.uk/3359.html
Literacy across the curriculumDfES0235/2001www.standards.dfes.gov.uk/keystage3/respub/lit_xc
Literacy and learning DfES0651-2004Gwww.standards.dfes.gov.uk/keystage3/respub/ws_lal
Marking progresswww.standards.dfes.gov.uk/ethnicminorities/resources/markingprogress.pdf
More advanced learners of English as an additional language in secondary schools and collegesOfsted,HMI1102www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3229
Pedagogy and practice: teaching and learning in secondary schoolsDfES0423–0444/2004DfES0445-2004and0446-2004(DVDs)www.standards.dfes.gov.uk/keystage3/respub/sec_pptl0
Sustaining improvement: a suite of modules on coaching, running networks and building capacityDfES0565/2003www.standards.dfes.gov.uk/keystage3/respub/ks3sustainimprove
Tackling underperformance: a guide for school leadersDfES0758-2004Gwww.standards.dfes.gov.uk/ts/docs/tu.pdf
Targeting for success: raising the attainment of minority ethnic pupils and pupils learning English as an additional languageDfES0763-2003
Tracking for success DfES1545-2005FLR-ENwww.standards.dfes.gov.uk/keystage3/downloads/sns0506launch154505track.pdf
Unlocking potential – raising ethnic minority attainment at Key Stage 3DfES0579-2002www.standards.dfes.gov.uk/keystage3/respub/em_unlockingpotential
AppendixB:Schoolself-evaluation
Theattachedtableisatooldesignedtosupportschoolself-evaluationandisreferencedtotheSecondarySelfEvaluationForm(SEF),OfstedMay2006,availableatwww.ofsted.gov.uk.
The‘Aspect’headingsareorganisedinsuchawaythattheyreflectthethreemainsectionsofthisguidance:
A:Collectingandusingdatatoidentifyandtackleunderperformance(Self-evaluationtool,AspectA2)
B:Developingteachingandlearning(AspectB)
C:Engagement,supportandintervention(AspectsC1–C4).
Thereisanadditionalaspect–A1–coveringtheleadershipandmanagementresponsibilitiesthatareathreadthroughallthreesections.
Inthetablethecolumnheaded‘SEF’isthereferencetotherelevantpartorsectionintheself-evaluationform.Ifthereferenceisplacedalongsidethe‘Aspect’heading,itreferstoalltheaspectsinthatsection.Wherethereisareferencealongsideasinglenumberedaspect,thatreferenceisinadditiontothe‘Aspect’heading.
Theboxesheaded‘Notyetinplace’,‘Developing’,and‘Wellestablished’aredesignedsothatyoumightmakeajudgementonyourschool’sprogressagainstthevariousaspectsthatcontributetotheachievementofmoreadvancedlearnersofEALandconsiderwhatyoumightneedtodotomakefurtherprogress.
Yourjudgementsshouldbesupportedbyevidencethatcanbeinsertedattheappropriateplacesinthegridandcopiedandpastedasrequiredintoyourschool’sSEF.
20 00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
Ensuring the attainment of pupils learning English as an additional language: a management guide 00011-2007BKT-ENSecondaryNational Strategy ©Crowncopyright2007
2�
Ens
urin
gth
eat
tain
men
tof
mor
ead
vanc
edle
arne
rso
fEA
L:s
elf-
eval
uatio
n
Asp
ect
SE
FE
vid
ence
of
pra
ctic
eA
1:L
ead
ersh
ipa
ndm
anag
emen
t:s
enio
rle
ader
s6a
Not
yet
inp
lace
Dev
elop
ing
Wel
lest
ablis
hed
1.Th
ehe
adte
ache
rpr
ovid
esa
nac
tive
lead
on
rais
ing
the
atta
inm
ent
ofE
AL
lear
ners
2.T
hes
choo
ldev
elop
men
tpl
anh
asc
lear
ob
ject
ives
and
str
ateg
ies
for
rais
ing
the
atta
inm
ent
ofE
AL
lear
ners
3c
3.T
hes
choo
l’sC
PD
cyc
lein
clud
esr
egul
ar
prov
isio
nfo
rtr
aini
ngfo
ral
lsta
ffre
late
dto
the
ac
hiev
emen
tof
BM
Ea
ndb
ilingu
alp
upils
4.P
erfo
rman
cem
anag
emen
tta
rget
sin
clud
eta
rget
sre
late
dto
rai
sing
the
ach
ieve
men
tof
B
ME
and
bilin
gual
pup
ils
5.E
MA
Gfu
ndin
gis
dep
loye
dst
rate
gica
llya
nd
isu
sed
tos
uppo
rtm
ore
adva
nced
lear
ners
as
wel
las
new
arr
ival
s
F2,
F3,
F6
6.T
hes
choo
lmon
itors
the
dep
loym
ent
of
alla
dditi
onal
fund
ing
such
as
the
EM
AG
and
E
xcel
lenc
ein
Citi
es(E
iC)t
oen
sure
tha
tit
is
addi
ngv
alue
7.T
hes
choo
lact
ivel
yre
crui
tsg
over
nors
re
pres
enta
tive
oflo
calc
omm
unity
gro
ups
Asp
ect
SE
FE
vid
ence
of
pra
ctic
eA
2:L
ead
ersh
ipa
ndm
anag
emen
t:
colle
ctin
ga
ndu
sing
dat
a1a
,1c–
eN
oty
etin
pla
ceD
evel
opin
gW
elle
stab
lishe
d
8.T
hes
choo
lhas
rob
ust
and
sens
itive
sys
tem
sfo
rco
llect
ing
cont
extu
ald
ata
for
EA
Lle
arne
rs,
such
as
first
lang
uage
(L1)
,oth
erla
ngua
ges
spok
en,l
itera
cyin
L1,
ref
ugee
sta
tus
and
leng
th
ofs
choo
ling
insi
dea
ndo
utsi
det
heU
K
9.T
hes
choo
lhas
an
esta
blis
hed
time
line
for
the
colle
ctio
nan
dan
alys
iso
fatt
ainm
ent
data
10.T
hes
choo
lana
lyse
sat
tain
men
tda
tab
yet
hnic
itya
ndL
1to
ens
ure
ana
ccur
ate
pict
ure
ofp
rogr
ess
and
atta
inm
ent
acro
ssa
llye
ars
11.T
hele
ader
ship
tea
ma
naly
ses
the
atta
inm
ent
data
to
iden
tify
tren
dsin
rel
atio
nto
su
bjec
ts,k
eys
tage
s,y
ear
grou
pso
rcl
asse
san
den
sure
sth
att
arge
ted
actio
nis
tak
ena
sa
resu
lt
3a
12.T
hes
choo
lhas
cle
ars
yste
ms
for
com
mun
icat
ing
findi
ngs
from
eth
nici
tya
nd
lang
uage
dat
aan
alys
est
oal
lsta
keho
lder
s
2b
13.T
arge
tsa
res
etfo
rth
eat
tain
men
tof
all
grou
pso
fBM
Ea
ndb
ilingu
alp
upils
ove
rall
and
prog
ress
isr
igor
ousl
ym
onito
red
3c
14.C
ompo
sitio
nof
pup
ilgr
oups
ism
onito
red
toe
nsur
eth
atb
ilingu
alp
upils
are
not
pla
ced
inap
prop
riate
lyo
rov
er-r
epre
sent
edin
low
er
sets
6a,C
6,
C7
15.T
hes
choo
lens
ures
tha
tC
PD
isp
rovi
ded
so
that
mid
dle
and
seni
orm
anag
ers
are
skille
dan
dco
nfid
ent
inin
terp
retin
gan
dm
akin
gus
eof
dat
a
6a
22 00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
Ensuring the attainment of pupils learning English as an additional language: a management guide 00011-2007BKT-ENSecondaryNational Strategy ©Crowncopyright2007
2�
Asp
ect
SE
FE
vid
ence
of
pra
ctic
eB
:Dev
elo
pin
gt
each
ing
and
lear
ning
:cu
rric
ulum
pla
nnin
g,t
each
ing
and
lear
ning
5a–c
,5e
Not
yet
inp
lace
Dev
elop
ing
Wel
lest
ablis
hed
16.T
each
ers
are
awar
eof
the
diff
eren
ce
betw
een
conc
eptu
ald
evel
opm
ent
and
Eng
lish
lang
uage
dev
elop
men
tan
dpl
ana
ccor
ding
ly
17.S
chem
eso
fwor
kan
dle
sson
pla
nss
how
ev
iden
ceo
fhig
hex
pect
atio
nso
fEA
Lle
arne
rs
18.L
esso
npl
ans
show
evi
denc
eof
the
de
velo
pmen
tof
hig
her-
orde
rth
inki
ngs
kills
19.L
esso
npl
ans
show
evi
denc
eof
exp
licit
teac
hing
ofa
cade
mic
lang
uage
ski
lls
20.S
chem
eso
fwor
kan
dle
sson
pla
nss
how
ev
iden
ceo
fuse
ofa
ctiv
ere
adin
gst
rate
gies
21.S
chem
eso
fwor
kan
dle
sson
pla
nss
how
ev
iden
ceo
fsup
port
for
deve
lopi
nge
xten
ded
writ
ing,
e.g
.thr
ough
mod
ellin
g,o
ralr
ehea
rsal
,sh
ared
writ
ing
22.P
upils
are
enc
oura
ged
tou
seL
1to
su
ppor
tth
eir
lear
ning
and
Eng
lish
lang
uage
de
velo
pmen
t
23.P
upils
are
gro
uped
with
inc
lass
esin
suc
ha
way
as
tos
uppo
rtb
oth
thei
rpr
ogre
ssin
the
su
bjec
tan
dth
eir
lang
uage
dev
elop
men
t
24.T
arge
ted
pupi
lsh
ave
agre
edla
ngua
ge
deve
lopm
ent
asw
ella
sch
alle
ngin
gcu
rric
ular
ta
rget
san
dth
ese
are
used
to
info
rmp
lann
ing
25.S
chem
eso
fwor
kan
dle
sson
pla
nss
how
ev
iden
ceo
fopp
ortu
nitie
sfo
rpu
pils
to
refle
ct
ont
heir
own
lear
ning
and
eva
luat
eth
eir
wor
kan
dpr
ogre
ss
00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
Asp
ect
SE
FE
vid
ence
of
pra
ctic
eC
1:E
ngag
emen
t,s
upp
ort
and
inte
rven
tio
n:
pup
ils5c
,6a
Not
yet
inp
lace
Dev
elop
ing
Wel
lest
ablis
hed
26.T
hes
choo
lsta
ffis
cle
aro
nth
edi
ffere
nces
be
twee
nS
EN
and
EA
L,a
ndb
ilingu
alp
upils
are
no
tgr
oupe
dor
tau
ght
inap
prop
riate
ly
Par
tC
6–8
27.A
nyw
ithdr
awal
arr
ange
men
tsa
rec
aref
ully
m
onito
red
for
impa
cta
ndt
oen
sure
full
acce
ss
tot
hec
urric
ulum
Par
tC
1
28.T
hes
choo
lmak
ese
ffect
ive
prov
isio
nfo
rpu
pils
to
take
exa
min
atio
nsin
hom
e,
com
mun
itya
ndh
erita
gela
ngua
ges
Par
tC
6–8
29.U
nder
achi
evin
gbi
lingu
alp
upils
are
tar
gete
dfo
rsu
ppor
tat
key
enr
ichm
ent
activ
ities
suc
has
ho
mew
ork
club
san
dre
visi
onc
lubs
and
the
irat
tend
ance
ism
onito
red
30.V
ulne
rabl
eB
ME
and
bilin
gual
pup
ils,
incl
udin
gas
ylum
see
kers
and
ref
ugee
s,a
re
iden
tifie
dan
dap
prop
riate
pro
visi
onis
mad
efo
rth
em
Par
tB
5–6,
P
art
C6–
8
31.T
hes
choo
lact
ivel
yen
gage
sB
ME
and
bi
lingu
alp
upils
by
invo
lvin
gth
emin
all
aspe
cts
ofs
choo
llife
and
see
king
the
irvi
ews
ina
var
iety
of
way
s
Par
tC
6–8,
2a
–d
24
Ensuring the attainment of pupils learning English as an additional language: a management guide 00011-2007BKT-ENSecondaryNational Strategy ©Crowncopyright2007
2�
Asp
ect
SE
FE
vid
ence
of
pra
ctic
eC
2:E
ngag
emen
t,s
upp
ort
and
inte
rven
tio
n:
adm
issi
on
and
tra
nsfe
r5a
,5b
,6a
Not
yet
inp
lace
Dev
elop
ing
Wel
lest
ablis
hed
32.T
hes
choo
lcol
lect
san
dus
esa
ran
ge
ofin
form
atio
nfro
mp
rimar
ysc
hool
and
pa
rent
s/ca
rers
to
mai
ntai
nth
epr
ogre
sso
fBM
E
and
bilin
gual
pup
ilsfr
omp
rimar
yto
sec
onda
ry
scho
ol
33.T
here
are
cle
arp
olic
ies
and
proc
edur
esfo
rpu
pils
arr
ivin
gou
tsid
eth
eno
rmal
adm
issi
on
times
incl
udin
gin
form
atio
nga
ther
ing,
indu
ctio
n,
pupi
lsup
port
and
feed
back
to
pare
nts/
care
rs
B10
a
34.T
hes
choo
lpro
vide
ssu
ppor
t,e.
g.a
cade
mic
tu
tors
,enr
ichm
ent
activ
ities
or
budd
ysy
stem
sfo
rpu
pils
iden
tifie
das
at
risk
ofu
nder
achi
evin
gdu
ring
thei
rtr
ansf
ero
rad
mis
sion
to
seco
ndar
ysc
hool
00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy
26
Asp
ect
SE
FE
vid
ence
of
pra
ctic
eC
3:E
ngag
emen
t,s
upp
ort
and
inte
rven
tio
n:
par
ent/
care
rp
artn
ersh
ips
2a–d
Not
yet
inp
lace
Dev
elop
ing
Wel
lest
ablis
hed
35.T
hes
choo
lcre
ates
opp
ortu
nitie
sto
ens
ure
that
par
ents
/car
ers
ofB
ME
and
bilin
gual
pu
pils
are
equ
ippe
dto
sup
port
the
irch
ildre
n’s
educ
atio
n,e
.g.b
ypr
ovid
ing
info
rmat
ion
even
ings
,wor
ksho
ps,s
uppo
rtp
acks
Par
tC
6–7
36.T
hes
choo
leng
ages
the
par
ents
/car
ers
of
BM
Ea
ndb
ilingu
alp
upils
by
activ
ely
seek
ing
thei
rvi
ews;
rea
chin
gou
tto
par
ents
/car
ers
less
co
nfid
ent
ins
peak
ing
Eng
lish
thro
ugh
use
of
tran
slat
ors
and
inte
rpre
ters
as
wel
las
targ
eted
m
eetin
gs
37.B
ME
and
bilin
gual
par
ents
/car
ers
are
wel
linf
orm
eda
bout
ar
ange
ofs
choo
lde
velo
pmen
ts,e
.g.p
roce
dure
sfo
rna
tiona
lte
sts,
exa
min
atio
nen
try
polic
y,e
nric
hmen
tcl
asse
s
38.T
hes
choo
lact
ivel
yde
velo
psli
nks
and
effe
ctiv
epa
rtne
rshi
psw
itht
hew
ider
BM
E
and
bilin
gual
com
mun
ities
,e.g
.thr
ough
co
mpl
emen
tary
sch
ools
,loc
ala
rts
grou
ps,
relig
ious
org
anis
atio
ns,l
ocal
bus
ines
ses
Ensuring the attainment of pupils learning English as an additional language: a management guide 00011-2007BKT-ENSecondaryNational Strategy ©Crowncopyright2007
2�
Asp
ect
SE
FE
vid
ence
of
pra
ctic
eC
4:E
ngag
emen
t,s
upp
ort
and
inte
rven
tio
n:
cult
ure
and
eth
os
4b–c
,P
art
C
6–8
Not
yet
inp
lace
Dev
elop
ing
Wel
lest
ablis
hed
39.T
hes
choo
lact
ivel
yse
cure
sre
pres
enta
tion
oft
heB
ME
and
bilin
gual
com
mun
ities
at
all
leve
lso
fnon
-tea
chin
gan
dte
achi
ngs
taff
40.C
lass
room
and
cor
ridor
dis
play
spo
sitiv
ely
refle
ctt
hela
ngua
ges,
exp
erie
nces
and
her
itage
of
BM
Ea
ndb
ilingu
alp
upils
41.T
hes
choo
lens
ures
tha
tal
lpup
ilsa
rea
war
eof
the
rac
eeq
ualit
ypo
licy
and
thei
rro
lein
en
surin
gth
atit
wor
ks
42.B
ME
and
bilin
gual
pup
ilsa
rer
epre
sent
ed
ina
llas
pect
sof
sch
ooll
ife,e
.g.i
nth
esc
hool
co
unci
l,sc
hool
tea
ms,
gift
eda
ndt
alen
ted
initi
ativ
es
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Disclaimer
The Department for Education and Skills wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form of printed publications or on a website.
In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Tutors should check all website references carefully to see if they have changed and substitute other references where appropriate.
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