Access and engagement in RE: Teaching pupils for whom English is an additional language

Publication date:

Nov 2002

Ref:

0658-2002

Audience:

Coordinator, Head of school department, Inclusion staff, Lead intervention teacher, Subject leader, Teacher

Function:

Cross curricular, Ethnic minority achievement, Guidance, Subject specific guidance

Format:

Booklet

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As part of the Key Stage 3 National Strategy, this document is divided into two parts intended to support both subject leaders of RE and EMA, and all other RE teachers and their EMA colleagues in secondary schools.

The first half provides support for subject leaders of RE and EMA to instigate a departmental meeting focused on reviewing the attainment of pupils learning English as an additional language (EAL).

The second half contains information for subject leaders and their RE and EMA colleagues, and aims to help teachers support pupils learning EAL in the classroom. This section is particularly focused on those pupils working at levels 3 and 4 and who have been learning in English for a minimum of two years, in order to raise their attainment in RE lessons.

Utilising the National Strategy’s four principles of expectations, progression, engagement and transformation, this guidance suggests strategies to help teachers support pupils at different points of learning English to develop their understanding and use of the English language, and to enhance their learning in RE lessons.

The guidance also considers how self-esteem and the social aspects of learning can be taken into account to help pupils derive full benefit from their RE lessons. It also provides insight into how the role of the subject leader, the peer group, and the pupil’s prior learning experience can effect the development of a pupil learning EAL.

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