SimonKnight at 12:37, 24 September 2012

2012-09-24T12:37:24Z

← Older revision		Revision as of 12:37, 24 September 2012
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	'''EAL and Science - General Strategies'''		'''EAL and Science - General Strategies'''
	When working with EAL pupils in science (and in other areas of the curriculum) the following can be particularly helpful:		When working with EAL pupils in science (and in other areas of the curriculum) the following can be particularly helpful:
	• working closely with TAs		* working closely with TAs
	• providing a story context		* providing a story context
	• grouping children who share the same mother tongue		* grouping children who share the same mother tongue
	• encouraging the involvement of parents and mother-tongue volunteers		* encouraging the involvement of parents and mother-tongue volunteers
	• those more proficient at English could participate in discussion with a supportive partner or group		* those more proficient at English could participate in discussion with a supportive partner or group

	'''EAL and Science - Vocabulary'''		'''EAL and Science - Vocabulary'''
	Conceptual		Conceptual
	• A raised emphasis on science vocabulary within the classroom.		* A raised emphasis on science vocabulary within the classroom.
	• Labelled diagrams, posters, equipment and touchy-feely displays.		* Labelled diagrams, posters, equipment and touchy-feely displays.
	• A small vocabulary list as a focus for each session.		* A small vocabulary list as a focus for each session.
	• Talking about the language with the EAL children at the start of the lesson, especially words – such as force – that have a specific meaning in science as opposed to everyday usage.		* Talking about the language with the EAL children at the start of the lesson, especially words – such as force – that have a specific meaning in science as opposed to everyday usage.

	Strategies to enhance procedural understanding in science will be explored in sessions related to the scientific approach to enquiry.		Strategies to enhance procedural understanding in science will be explored in sessions related to the scientific approach to enquiry.
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	Aids to explanation can include:		Aids to explanation can include:
	• drawing pictures and cartoons,		* drawing pictures and cartoons,
	• using CD-ROMs with small snatches of animation or diagrams,		* using CD-ROMs with small snatches of animation or diagrams,
	• telling stories that relate science to the child’s everyday life,		* telling stories that relate science to the child’s everyday life,
	• forming the ideas together – questioning the child about his/her ideas and reviewing the idea as a whole as you go,		* forming the ideas together – questioning the child about his/her ideas and reviewing the idea as a whole as you go,
	• looking at two versions of the idea – the way the child says it and the way the teacher says it – and using two versions of key vocabulary (www.scicentre.org.uk – publications) side by side until the child is more familiar with the term,		* looking at two versions of the idea – the way the child says it and the way the teacher says it – and using two versions of key vocabulary (www.scicentre.org.uk – publications) side by side until the child is more familiar with the term,
	• using models and illustrations,		* using models and illustrations,
	• using drama and games.		* using drama and games.

	'''What should be on the science lesson plan?'''		'''What should be on the science lesson plan?'''
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	National curriculum links		National curriculum links
	Procedures		Procedures
	• Introduction		* Introduction
	• Activity, including timing		* Activity, including timing
	• Key questions		* Key questions
	In science, try to provide as many opportunities as possible for the pupils to explain what they think about what they are doing. Follow up their comments with ‘why do you say that?’ or ‘what made you choose that one?’, etc.		In science, try to provide as many opportunities as possible for the pupils to explain what they think about what they are doing. Follow up their comments with ‘why do you say that?’ or ‘what made you choose that one?’, etc.
	In guiding pupils through their work, try and make them responsible for what is happening, e.g. don’t say ‘now make the string longer and see what happens’ but ask ‘how could we change the string?’ followed by ‘what do you think will happen if we do that?’		In guiding pupils through their work, try and make them responsible for what is happening, e.g. don’t say ‘now make the string longer and see what happens’ but ask ‘how could we change the string?’ followed by ‘what do you think will happen if we do that?’
	This approach will help you assess much more easily how well the child is coping with the task. Not only that, discussion and questioning helps pupils to:		This approach will help you assess much more easily how well the child is coping with the task. Not only that, discussion and questioning helps pupils to:
	• clarify thoughts and communicate ideas,		* clarify thoughts and communicate ideas,
	• recognise that others have different interpretations of shared experiences		* recognise that others have different interpretations of shared experiences
	• appreciate the need for evidence to support a point of view.		* appreciate the need for evidence to support a point of view.

	'''Key Vocabulary'''		'''Key Vocabulary'''

SimonKnight: Created page with "=TE0048 – EAL Strategies for Primary Science= '''EAL and Science - General Strategies''' When working with EAL pupils in science (and in other areas of the curriculum) the ..."

2012-09-24T12:36:50Z

Created page with "=TE0048 – EAL Strategies for Primary Science= '''EAL and Science - General Strategies''' When working with EAL pupils in science (and in other areas of the curriculum) the ..."

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=TE0048 – EAL Strategies for Primary Science=

'''EAL and Science - General Strategies'''
When working with EAL pupils in science (and in other areas of the curriculum) the following can be particularly helpful:
• working closely with TAs
• providing a story context
• grouping children who share the same mother tongue
• encouraging the involvement of parents and mother-tongue volunteers
• those more proficient at English could participate in discussion with a supportive partner or group

'''EAL and Science - Vocabulary'''
Conceptual
• A raised emphasis on science vocabulary within the classroom.
• Labelled diagrams, posters, equipment and touchy-feely displays.
• A small vocabulary list as a focus for each session.
• Talking about the language with the EAL children at the start of the lesson, especially words – such as force – that have a specific meaning in science as opposed to everyday usage.

Strategies to enhance procedural understanding in science will be explored in sessions related to the scientific approach to enquiry.

'''EAL and Science - Explanation'''

Aids to explanation can include:
• drawing pictures and cartoons,
• using CD-ROMs with small snatches of animation or diagrams,
• telling stories that relate science to the child’s everyday life,
• forming the ideas together – questioning the child about his/her ideas and reviewing the idea as a whole as you go,
• looking at two versions of the idea – the way the child says it and the way the teacher says it – and using two versions of key vocabulary (www.scicentre.org.uk – publications) side by side until the child is more familiar with the term,
• using models and illustrations,
• using drama and games.

'''What should be on the science lesson plan?'''

In science, objectives should link to both Sc 1 and Sc 2, 3 or 4 (depending on the topic)
National curriculum links
Procedures
• Introduction
• Activity, including timing
• Key questions
In science, try to provide as many opportunities as possible for the pupils to explain what they think about what they are doing. Follow up their comments with ‘why do you say that?’ or ‘what made you choose that one?’, etc.
In guiding pupils through their work, try and make them responsible for what is happening, e.g. don’t say ‘now make the string longer and see what happens’ but ask ‘how could we change the string?’ followed by ‘what do you think will happen if we do that?’
This approach will help you assess much more easily how well the child is coping with the task. Not only that, discussion and questioning helps pupils to:
• clarify thoughts and communicate ideas,
• recognise that others have different interpretations of shared experiences
• appreciate the need for evidence to support a point of view.

'''Key Vocabulary'''

What new words/terminology will be introduced?

Differentiation - One key aspect of differentiation in science is a consideration of pupils with EAL.

The Closing Strategy

Other adults

Organisation and resources

Assessment – anticipated outcomes

Safety

The safety implications of any activity need to be assessed and noted, together with anything that needs to be said to the children about safety.

EAL Strategies for Primary Science/Document - Revision history

SimonKnight at 12:37, 24 September 2012

SimonKnight: Created page with "=TE0048 – EAL Strategies for Primary Science= '''EAL and Science - General Strategies''' When working with EAL pupils in science (and in other areas of the curriculum) the ..."