ITE session: Using the Cummins Framework
Focus: To introduce the Cummins
QTS standards:
Framework to trainees as a means
 3.1.3
of developing ways of
 3.3.5
differentiating provision for
EAL/bilingual learners.
About this session: It is envisaged this session would follow on from a
more general introduction to ‘race’ and education - this is a practical
session in which trainees are required to apply their knowledge of the
needs of bilingual/EAL learners and would therefore not be suitable as an
introduction. It is designed to be used with a group of up to 25 trainees
although it could be adapted for use with a smaller/larger group.
Prior learning: It would be helpful if the students had already had the
opportunity to discuss issues such as multiculturalism, ‘race’, ethnicity and
diversity within an educational context. It would also be beneficial if
trainees had had the opportunity to discuss research into bilingual
learners. (Link to activity: What can we learn from research into bilingual
learners?).
Learning objectives:
Assessment criteria:
 To provide a framework with
 Are trainees able to suggest
which trainees can differentiate
ways in which they would
provision to meet the needs of
differentiate provision
bilingual/EAL pupils;
according to the developmental
 To develop the range of
stage of the bilingual learner?
strategies that trainees can use  Are the trainees aware of
in order to promote the language
appropriate strategies to
development of bilingual
promote bilingual learners’
learners.
language development?
Structure of the session
Introduction: Explain the purpose of the session (learning objectives),
and point out that even though this activity is designed with the needs of
bilingual pupils in mind, it will be of use in a wide range of educational
contexts. Ask trainees to be mindful of how the themes and ideas raised
in today’s session might reinforce what they have already covered in
other curriculum areas.
Introduce the Cummins Framework to the trainees (Attachment 1) and
point out the significance of Basic Interpersonal Communication Skills
(BICS) and Cognitive Academic Language Proficiency (CALPS). For a clear
explanation of these terms, trainers are advised to refer to the
publication: Hall (1996) Assessing the Needs of Bilingual Learners – Living
in Two Languages. Explain how the Cummins Framework can be used to
support planning for differentiation. (See Attachment 2 for explanation).
Provide Attachment 3 as a worked example – ask trainees for examples of
activities that might fit into the empty ‘undesirable’ quadrant. If it is felt
that trainees have grasped the idea of the framework, move on to the
Main Activity – if not, do another worked example together taking a
different curriculum area/topic.
Main Activity:
 Divide the trainees into small groups (eg4-6 people) and provide each
group with a copy of an enlarged Attachment 1 ( blank Cummins
Framework) and Attachment 4 (Cognitive Processes).
 Ask each group to choose a curriculum area, topic and Key Stage –
(alternatively, these could be imposed by the trainer). Eg. History –
the Victorians – KS2; Geography – Comparing local area with a place
elsewhere – KS1
 Using their chosen curriculum area/topic, trainees are required to
think of two activities to go into each part of the Framework. Remind
trainees to think about entry language skills or ways in which they
might reinforce key vocabulary. Make reference to Attachment 4
which suggests the types of processes that might be appropriate in
each quadrant and advise trainees to use this to plan their activities.
 When each group has completed their grid (20-30mins), each group
feeds back to the main larger group.
Plenary: Ask the students to reflect on the usefulness of the session,
making reference to the learning outcomes. Ask trainees to make links
with work they might have done in other areas relating to planning for
differentiation and to make comparisons. Re-emphasise the message that
good practice is often beneficial to all learners and the needs of bilingual
pupils need not necessarily be considered as a separate entity. Before
they leave, ask each trainee to suggest one strategy/activity that they
know would be appropriate for a bilingual learner who is relatively new to
learning English.
Independent study task: Ask the trainees to think about previous or
forthcoming teaching practices. Ask them to consider how they could use
the Cummins Framework to support their planning – ask them to bring
their ideas along to any subsequent session/s.
Reference/Further Reading: Hall, D. (1996) Assessing the Needs of
Bilingual Pupils – Living in Two Languages London: David Fulton