1 Aims and Objectives
1.1 The Induction English lessons are for those pupils who enter the primary years without a sufficient level of English, whether it be in oral, written, listening or reading skills, to be able to follow the mainstream classes. The parents of these pupils are informed during the selection process of the need for these lessons.
Occasionally, pupils already attending the school and showing insufficient progress might be asked to join the Induction English lessons.
The duration of the lessons depends on each pupil. When they are able to participate fully in the mainstream classes they no longer need to attend these lessons.
1.2 As in the mainstream English lessons, pupils attending Induction English lessons are enabled to:
- speak in a variety of situations
- use correct pronunciation & intonation
- listen with concentration
- read a variety of texts, fiction & non-fiction
- write for different purposes
However, emphasis lies on oral English, especially at the beginning, and children practice basic expressions and vocabulary, to enable them to participate as quickly and as fully as possible in the normal school day.
2 Organisation & Resources
2.1 The Induction English lessons are taught by an experienced teacher who withdraws pupils from the mainstream classes during the class Literacy Hour. Alternatively, the group may be supported within the classroom during the transition to participation in the class Literacy lessons. These pupils are grouped according to age and ability in small groups of maximum six pupils.
2.2 Lessons are conducted in a specially appointed room where pupils and the teacher have access to a wide range of resources: text books, readers, fiction and non-fiction books, dictionaries, cd’s, cd-roms, reference books, computer, games, craft materials, videos, flashcards, posters and other artefacts. New resources are bought annually.
3 Curriculum & Planning
3.1 The specific learning objectives, which the Induction English teacher is responsible for writing, are based largely on National Curriculum attainment targets for English but also take into account the individual level of spoken English in terms of oral structures and range of vocabulary.
Therefore, the Induction English curriculum content places extra emphasis on broadening vocabulary appropriate to the level of peers, developing grammar and functions, especially at the beginning of learning and more so for Junior pupils. Grammar is graded according to its complexity, starting with more simple structures with the verb ‘to be’, progressing to a slightly more complex ‘verb to be + going to’ structure. Functions are also graded according to how urgent the pupil needs it for ‘real-world communication’. For example, the function of asking for and giving personal information is covered early in term 1.
It also includes
- phonics for pronunciation and spelling
- reading and spelling of the Primary strategy for Literacy high and medium frequency words
- the development of vocabulary relating to the discussion of texts and books
- understanding punctuation
- handwriting
3.2 Medium-term plans are written for the objectives for each small group for each half-term, and short-term plans are written on a weekly basis. The teacher notes on these plans any areas which need reinforcement, either at an individual or group level, or on the contrary need less attention, and uses this information for subsequent planning.
4 Teaching & Learning Style
4.1 The teacher uses a variety of techniques to cater for a range of learning styles. We try to engage children as actively as possible in the lessons and to make them as enjoyable as possible. A range of resources are used to plan and deliver lessons, including DFEE publications and catch-up schemes, Read Write Inc. phonics, Oxford Reading Tree, Talking Partners. Also a variety of songs, chants, games, posters, ICT, practical activities and other artefacts are used.
4.2 The teacher allows for differentiation by getting peers to help each other; setting common tasks which can have different outcomes and by using different resources.
4.3 Children are encouraged to be more independent learners by being shown and practising a range of learning strategies. These strategies are to help them beyond the Induction English classroom.
Learning objectives are stated clearly on the board at the beginning of each lesson so that children are more aware of what they are learning and can be more involved in the process.
At Key Stage 1, children are given homework of learning vocabulary alongside picture prompts at the end of a topic. At Key Stage 2, children are given homework twice a week. This is learning vocabulary or spellings and sentence or text level work. Children are also given a reading book to take home and older pupils are expected to write a short summary or answer simple questions on it.
4.4 Spanish may be used on occasions in the lesson, especially at the beginning of the course if necessary.
5 Induction English & Inclusion
The Induction English lessons enable these children to have access to a broad and balanced education since many of the NLS objectives are taught and some basic concepts and themes in other subjects, such as Numeracy, Science, History, Geography or ICT are often covered too.
ICT skills are often developed in Induction English lessons as pupils are asked to present work eg, poems or stories, or to find information on the web for project work.
6 Assessment
6.1 The teacher continually assesses the pupils informally during lessons to check their progress, making notes on her plans. This helps her make informed decisions about subsequent planning.
Written or verbal feedback is given to the pupils and their classteachers.
Pupils are also asked to assess their own and each other’s work and think about how to improve it.
6.2 Induction English pupils are tested formally together with their peers to ascertain NC levels in the core subjects when the class and I.E. teachers consider they are ready. It may be decided that a child will take an English test from a lower year group. This is usually by term two or three but depends on the pupil, their age and their ability. All new entrants to the school take a baseline literacy test. Assessment levels are passed to the classteacher and recorded on the school’s computerised system.
Other assessments throughout the year will include speaking and listening, reading with orally answered comprehension questions and phonic skills.
6.3 The Induction English teacher also provides the class teacher with samples of work for the child’s portfolio.
7 Reporting to Parents
Induction English pupils are given two full written reports twice a year, in February and June, and if necessary a short one in November.
8 Monitoring & Review
The Headteacher oversees the planning and teaching of Induction English.
The Induction English teacher keeps himself informed about current developments in EFL by attending conferences, short courses, liaison with other schools and reading publications.
This policy will be reviewed at least every two years.
Date: January 2012
