New Arrival Programme for
Secondary Schools
A programme to support newly arrived students at the early stages of learning English. Schools can adapt the programme to
meet their students’ particular circumstances.
1
Contents
Page
Page
Purpose
3
Unit 6 – Language for science
14
Resources
3
Unit 7 – Language for geography and history
15
Introduction
4
Appendices
Units of work
Appendix 1 – Example of a picture dictionary
16
17
Unit 1 – Survival language
8
Appendix 2- Talk frames and how to use them
Unit 2 – In the classroom
9
Unit 3 – Relationships, friends and family
10
Appendix 3- Language in Common assessment 18
scale
Appendix 4 – Example of simple survey work
20
Unit 4 – Clothes and food
11
Unit 5 – Language for maths
12
Appendix 5 – Key visuals for office, reception and 21
medical room
Appendix 6 – Sample language target monitoring 25
from
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New Arrival Programme for secondary schools
Purpose- To enable newly-arrived students at the early stages of speaking English to learn basic survival vocabulary through a
short term structured programme, in order that they can learn English and access the curriculum more quickly in their
mainstream classes.
Resources –The two main resources referred to are:
1.Racing to English (RTE) CD – buy from http://www.racingtoenglish.co.uk/about.html
Staff using this should familiarize themselves with the resources by reading the ‘Staff info section on the CD.
2. EMTAS website - https://www.sgsts.org.uk/SupportForVulnerablePupils/EMTAS/SitePages/Home.aspx This website
includes the resource titled Advice and Guidance on pupils new to English. This document will be helpful for all staff working
with newly arrived students who are at the early stages of learning English. This website will also be helpful signposting staff
to other resources. Following the students’ involvement in the New Arrival Programme staff should put in place a language
plan to set language targets for continued progress in learning English. The document titled Action Planning for Early Stage
Bilingual Learners will help staff to draw up an individual or group action plan to ensure that the focus on language acquisition
continues.
Learning a few words in students’ first languages will be welcoming and useful for staff and other students. Use the videos on
this website and seek help from family members: www.newburypark.redbridge.sch.uk/langofmonth/ - words and phrases in
different languages
Free online resources which provide games, quizzes, tests, worksheets, listening activities, videos etc for beginners to English
are many and varied. Three such useful sites are learnenglishteens.britishcouncil.org and learnenglishkids.britishcouncil.org/en ( for younger
students) and www.esolcourses.com
3
Introduction
This programme should be used for new arrivals who are at the early stages of learning English, and adapted for each student
or group of students, depending on their level of English, their age and confidence. The programme should be led by a trained
TA, under the supervision of an identified subject teacher or middle manager who has had previous experience of supporting
new to English students. It is recommended that schools timetable 2 or 3 half hour sessions a week for the first 8 weeks of a
student’s time in school. Each school should adapt the programme to suit their situation. Each unit is roughly intended to last
for one to two weeks.
For students at the early stages of spoken English and those who have not attended school before, all activities should be
undertaken orally and only extend to writing if the student is using the vocabulary with understanding and has previous
literacy skills. Modelling and recasting the language with repetition, within a meaningful context will enable the student to
acquire the vocabulary and language structures necessary. The use of talk frames will be essential ( see Appendix 2) Use first
language to access the English if possible eg use of another student speaking the same language, a bilingual dictionary or
online translation service. Use vocabulary in sentences consistently, modelling, recasting and expect the student to respond
in full sentences. Each session should build on the previous language and vocabulary and possibly start with an activity from
the previous week to remind students of prior learning.
Prioritise those activities that will enable students to make more accelerated progress. If it is possible, try to link activities to
what is being taught in the various subject areas that the student’s year group is following and , if appropriate, incorporate
subject vocabulary into the activities.
Throughout the programme, students could compile a vocabulary booklet, ideally bilingually, to be used in class and at home.
The Racing to English (RTE) resources often contain a dictionary page. (see Appendix 1) The RTE worksheets could be sent
home to consolidate the activity of the day/week. Other worksheets could be used where appropriate.
4
Communication between EAL line manager, TA and parents
Links between parents, EAL line manager and TA are essential, involving the parents in their child’s learning and enabling them
to pass on information about how the student is feeling and progressing. Weekly updates for parents will reassure them that
progress is being made.
Regular communication between the EAL line manager and the trained TA is also important. The EAL line manager should
receive weekly reports of the student’s progress in acquiring and applying new vocabulary and use this to inform subject
teachers.
The TA and EAL line manager should meet at the midpoint (after 4 weeks) and at the end of the programme (after 8 weeks).
The purpose of this will be to discuss progress, assess the student’s level using the Language in Common Scale (appendix 3)
and plan next steps. Students should be asked to reflect upon and evaluate their learning at the mid and final point of the
programme.
Communication between EAL line manager, TA and subject teachers
In a busy secondary school where staff communication tends to be more within departments than between departments it is
important that all members of staff working with a new EAL student are kept informed of the students’ progress through the
new to English programme. It is also important that there is a mechanism in place which enables subject teachers to feedback
particular successes or difficulties that the new student may have demonstrated during a lesson. A simple learning journal
(see appendix 6) outlining the target language of the current unit of the new to English programme the student is studying
should be taken to each lesson and given to the subject teacher. If the subject teacher can incorporate any element of the
language unit into the lesson this will help to reinforce new vocabulary or grammar learned in the withdrawal sessions. Any
successes or difficulties experienced by the student should be noted in the comments box. TA can monitor any problems and
try to address language difficulties during the withdrawal sessions
5
Timetables and orientation
Secondary school systems vary widely from country to country. A key element of the successful induction of a new EAL
student is that the student and the family understand how the school works. This may involve using an interpreter during any
induction meeting with parents and the student, depending on the parents’ level of English. The family will need to know
about how the school day is organised, layout of the school, arrangements for lunch, what sporting equipment is needed, if
any special charity days are being planned and what these mean, holiday dates etc. Moving from class to class for different
lessons may not be familiar and abbreviations for all the subjects taught should be explained. It would be helpful for the
subject names to be translated for the student – use www.googletranslate.com to build up a bank of translated subject lists in
the languages common to your school so that this can be given to new students on arrival. See also appendix 5 – Key visuals
for office, reception and medical room
Same language peers
Use of same language speakers (language mentors) to explain, direct, remind and generally present a friendly face will help
newly arrived students to settle in more quickly. If there are same language speakers in school make sure your new student is
introduced to all of them. Identified language mentors should be given clear guidelines about how best they can support a
new student: for example, supporting a fellow student in class should not interfere with language mentor’s own learning
experience
6
Weekly Units
It is suggested that the first 3 units are followed in the given order. Other units can be used as appropriate. Each unit contains
a number of suggested activities and resources. Staff should select those that are most appropriate for the age and ability of
the students in the group. Part of the third session in each week should involve consolidation of the language and vocabulary
before moving on to new language and vocabulary.
1.
2.
3.
4.
5.
6.
7.
Survival language
In the classroom
Relationships, friends and family
Clothes and food
Language for maths
Language for science
Language for history and geography
7
Unit 1 – Survival Language
Many students will come already knowing some survival language. Don’t spend too long on this initial unit if students already
have most of the language. Pastoral support will be essential in the first few weeks - use the first few sessions to get to know
the student. With the help of same language speakers, find out if there are any questions or problems.
Focus language and vocabulary
Teaching activity and points
Resources
Hello/ Goodbye
Group activity – introduce self and
Name labels
Please/Thank you
others
First steps 01a (RTE)
Yes/ No
Learning names
Good morning etc
Photos of 4/5 key people eg language
Excuse me..
Role play
mentor, teacher, TA, head of year etc
See activities in First steps 01a (RTE)
My name is ….
Going to School board game (EMTAS)
His name is ….
Introduce the students to each other.
www.sgsts.org.uk/SupportForVulnerab
lePupils/EMTAS/Shared%20Documents
Please can I go to the toilet?
Learn basic vocab and phrases needed /Going%20to%20School%20Board%20
Registration routines
in the routine of the school.
Game%20(English).pdf
School places – eg library, playground
Teachers’ names
House names ( if school has them)
Head of Year names
I am in Class…
This is ….
Subject names and timetable
Tour of school
Play school game (EMTAS)
Photos of school buildings and rooms
and places
Use photos of school.
Show me the library.
What room is this?
Use pictures of staff in entrance hall
Translations of subject names
www.sgsts.org.uk/SupportForVulnerab
lePupils/EMTAS/Shared%20Documents
/Playground%20Fans%20(English).pdf
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Unit 2 In the classroom
Concentrate on generic classroom equipment in this unit. More specific language is covered in later units.
Focus language and vocabulary
Classroom objects eg pencil, book etc
This is…….
Is this……?
Please can I have…
‘Whats this?’
‘Is this a ….?’
‘Yes/No Its is a…..’
Colours red / blue/ green etc
Size – small, big, long, short
Teaching activity and points
Group activity with real objects from
the classroom
Sorting and matching and naming
activities
Games from EMTAS and RTE
Colours- painting with colours, colour
mixing etc. labelling.
Use clothes and other real objects to
identify colour.
Sorting and ordering
Saying the days of the week in order.
Saying months in order
Teach names of literary forms and
show examples of these.
Days of the week and months of the
year, seasons
Today, tomorrow, yesterday
Words for English lessons – novel,
fiction, non-fiction, dictionary, essay,
play, drama, poetry, plot,characters etc
Current class text
Read simple text with student and
check for comprehension
Resources
Real classroom objects in school
Everyday objects in school Happy
Families and Matching Pairs games
(EMTAS)
www.sgsts.org.uk/SupportForVulnerabl
ePupils/EMTAS/SitePages/Teaching%20
Materials.aspx
1b Classroom objects photoset (RTE)
02e Dialogue cards – Can I have …(RTE)
Cards with names of days and months
Match names to real examples
Simplified version of current class text
9
Unit 3 – Relationships, friends and family
Be sensitive to those students who are not with their whole family (children in care and refugee and asylum seekers) and be
conscious of those students who live in different types of families.
Focus language and vocabulary
This is my …..mother , father, brother
sister, cousin, grandmother and
grandfather etc.
Teaching activity and points
Describing family members
Draw a picture of family and labelling
family members.
Resources
Resources:
Folder – families work.
RTE – 1c people (singular)
Descriptive language ( old, young ,
teenage, tall, short etc)
My mother has brown hair
Use of pronouns and possessive
pronouns ( he, she, my, his etc)
Use face vocab cards and describe
people from photos using ‘She
has…’etc.
Resources:
03 Face and body folder- choose from
a variety of activities (RTE)
Vocabulary for peer relationships
( friend, mate , buddy, girlfriend /
boyfriend )
Vocabulary for feelings -happy, sad,
angry, frightened, nervous
Describing friends and their likes and
dislikes – ‘I like …… because …….’
Photographs, magazine pictures
10
Unit 4 – Clothes and food
Focus language and vocabulary
Clothes and colours
I have a t-shirt.
I like red shoes
I am wearing…
He/ She is wearing
School uniform vocabulary
PE kit
Adjectives to describe clothes
Food
Vocabulary useful for school dinner
times- fork, spoon, tray sandwiches etc
Verbs – eat, drink, like etc.
I like …..
I don’t like
Teaching activity and points
Resources
Describing photographs from
magazines ‘He is wearing a red shirt’
etc
Reinforce correct use of colour words
learned in unit 2
Racing to English – clothes photosets in
describing.
Pictures of clothes from Clothes and
weather game (EMTAS)
www.sgsts.org.uk/SupportForVulnerabl
ePupils/EMTAS/SitePages/Teaching%20
Materials.aspx
04c Clothes basic (RTE)
Fashion and sport magazines
Sorting food cards into likes and dislikes
Reading simple recipes
Discuss differences between food at
home and at school and between food
eaten in home country and food in UK
Food photographs (EMTAS)
https://www.sgsts.org.uk/SupportForV
ulnerablePupils/EMTAS/Shared%20Doc
uments/Food%20Photographs.pdf
11
Unit 5 – Maths
Many students will be able to calculate numbers well but will be unfamiliar with the language of maths in English. Some
students may have advanced mathematical skills and should be enabled to demonstrate these to their maths teacher.
Focus language and vocabulary
Number
Numbers 1-100
Plus, minus, take away, share , divide ,
multiply etc
Shape and space
Size and shape vocab – big, small, wide,
narrow, heavy, light – etc
This pencil is long/longer/longest
Shape names- circle etc
Positional language
left , right, up down, in, on under etc.
Teaching activity and points
Counting objects, people.
Matching number to symbol.
Ordering number cards
Talking through simple calculations in
English
Resources
Number Lotto, Matching pairs (EMTAS)
www.sgsts.org.uk/SupportForVulnerabl
ePupils/EMTAS/SitePages/Teaching%20
Materials.aspx
Classroom objects to count and
calculate
Games from EMTAS
Use real objects to compare
Introduce comparative language if
appropriate
Matching, labelling shapes
2D shapes and everyday objects
2D shapes board game (EMTAS)
3D shapes board games ( EMTAS)
Play game following instructions and
giving instructions.
‘Put the ball in the big box’
Following directions and going for a
walk. Map making
Play barrier games
Real classroom objects eg pencil,
rubber etc
Balance/ scales
16 - Position & direction folder Select
from a variety of activities.(RTE)
16a Prepositions- in, on, under etc
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Data collection –
My favourite colour (animal, food ) is ….
Give student a question to ask other
students eg
Who is your favourite pop star/ sports
person?
Model /conduct simple survey in group See appendix 4
Student to conduct their own survey
independently and present results
Teach tally chart and convert into block
graph
Key maths concepts that new student’s
peer group is expected to understand
Identify any gaps in curricular
knowledge
Use KS2 SATs past papers to go through
curriculum
13
Unit 6 Language for science
As with the maths unit, some students may have good scientific knowledge but the science curriculum they have followed
previously may be quite different to the science curriculum in your school. Try to identify any major gaps and then provide
catch up activities eg use BBC bitesize science materials www.bbc.co.uk/bitesize/ks2/science
Focus language and vocabulary
Science equipment in the classroom
Teaching activity and points
Names of equipment
Safety in the science laboratory
Resources
http://quizlet.com/13633713/labequipment-names-and-pictures-flashcards/
Copy of periodic table
Periodic table of elements
Names and atomic numbers of
elements
Main topics being covered currently by
students year group
Key vocabulary for current science
topics
List of key words
Language of fair experimentation ‘I
predict …’, hypothesis, outcome, result
etc
Model reporting back on a simple
experiment, orally and in writing if
appropriate
Use of graphic organisers .See graphic
organisers for science on bing.com/images
Key scientific concepts that new
student’s peer group is expected to
understand
Identify any gaps in curricular
knowledge
Use KS2 SATs past papers to go through
curriculum
14
Unit 7 Language for history and geography
Students may have good knowledge of geography concepts and maps but may be unaware of political, social, human
geography. They will not know about local geography. In history it is unlikely they will have been taught British history unless
their home country is part of the British Commonwealth
Focus language and vocabulary
Geography
UK geography – England , Scotland,
capital cities etc
Local area – key sights and features
Geographical features – mountain,
river, sea, desert etc
Countries of the world
Key geographic concepts that are being
taught in new student’s year group
History
Key words – dates, primary/secondary
sources, war, revolution, parliament,
kings and queens etc
Time line of British History ( last 500
years or so )
Teaching activity and points
Resources
Identifying different countries within
the UK
Become familiar with local area , walks
to nearby parks/river etc
Name geographical features in English
Map of UK
Identify countries known by different
names in student’s first language and
teach country names in English
Key words
World globe/ map of world
Teach key words relevant to current
history topic
Map of local area
Geography definitions unit 27a RTE –
card game with photos
Simplified worksheets/ graphic
organisers based on current geography
work
Teach names of most significant events. Student compiles bilingual dictionary of
If possible compare and contrast with
historical language and concepts.
what was happening to student’s home
country at similar times
15
Appendix 1 example of a picture dictionary
Pictures can be included or students could draw their own.
clock
calendar
timetable
16
Appendix 2 Talk frames and how to use them
Talk frames are prompts to talk, like writing frames are prompts for writing. The adult starts the talk using a talk frame .
The student is encouraged to repeat the talk frame adding their own words to complete the sentence. Objects and
pictures are useful prompts to help students. The last student in the circle ( maybe the latest arrival or the least confident
speaker ) will have heard the talk a number of times and be more likely to contribute.
Examples of talk frames
My name is ……
This is …….. ( names, objects)
I can …… ( verbs)
I like ….. ( food, music)
I don’t like …….
As students become confident introduce more
details such as descriptive language
This is a pencil
This is a long pencil
This is a long red pencil etc
A cow has…..( numbers, body parts )
Today is …. ( days of the week, weather)
The pencil is longer than the…… ( comparative language)
In planning for talk frames consider what you
would want to hear the students say using the
target language.
17
Appendix 3 Language in Common Scale (It is recommended that schools devise a similar scale for pupils
new to English)
The extended scale for listening
Step 1
Pupils listen attentively for short bursts of time. They use non-verbal gestures or respond to greetings and questions
about themselves, and they follow simple instructions based on the routines of the classroom.
Step 2
Pupils understand simple conversational English. They listen and respond to the gist of general explanations by the
teacher where language is supported by non-verbal cues, including illustrations.
Level 1
With support, pupils understand and respond appropriately to
(Threshold) straightforward comments or instructions addressed to them. They listen attentively to a range of speakers, including
teacher presentation to the whole class.
Level 1
(Secure)
In familiar contexts, pupils follow what others say about what
they are doing and thinking. They listen with understanding to sequences of instructions and usually respond
appropriately in conversations.
The extended scale for speaking
Step 1
Pupils echo words and expressions drawn from classroom routines and social interactions to communicate meanings.
They express some basic needs using single words or phrases in English.
Step 2
Pupils copy talk that has been modelled. In their speech, they show some control of English word order and their
pronunciation is generally intelligible.
Level 1
Pupils speak about matters of immediate interest in familiar
(Threshold) settings. They convey meaning through talk and gesture and can extend what they say with support. Their speech is
sometimes grammatically incomplete at word and phrase level.
Level 1
(Secure)
Pupils speak about matters of interest to a range of listeners and
begin to develop connected utterances. What they say shows some grammatical complexity in expressing
relationships between ideas and sequences of events. Pupils convey meaning, sustaining their contributions and the
listener’s interest.
18
The extended scale for reading
Step 1
Pupils participate in reading activities. They know that, in English, print is read from left to right and from top to
bottom. They recognize their names and familiar words and identify some letters of the alphabet by shape and sound.
Step 2
Pupils begin to associate sounds with letters in English and to predict what the text will be about. They read words
and phrases that they have learned in different curriculum areas. With support, they can follow a text and read aloud.
Level 1
Pupils can read a range of familiar words and identify initial and
(Threshold) final sounds in unfamiliar words. With support, they can establish meaning when reading aloud phrases or simple
sentences, and use contextual clues to gain understanding. They respond to events and ideas in poems, stories and
non-fiction.
Level 1
(Secure)
Pupils use their knowledge of letters, sounds and words to
establish meaning when reading familiar texts aloud sometimes with prompting. They comment on events or ideas in
poems, stories and non-fiction.
The extended scale for writing
Step 1
Pupils use English letters and letter-like forms to convey meaning. They copy or write their names and familiar words,
and write them left to right.
Step 2
Pupils attempt to express meanings in writing, supported by oral work or pictures. Generally their writing is intelligible
to themselves and a familiar reader, and shows some knowledge of sound and letter patterns in English spelling.
Building on their knowledge of literacy in another language, pupils show knowledge of the function of sentence
division.
Level 1
Pupils produce recognizable letters and words in text, which
(Threshold) convey meaning and show some knowledge of English sentence division and word order. Most commonly used
letters are correctly shaped, but may be inconsistent in their size and orientation.
Level 1
(Secure)
Pupils use phrases and longer statements, which convey ideas
to the reader, making some use of full stops and capital letters. Some grammatical patterns are irregular and pupils’
grasp of English sounds and how they are written is not secure. Letters are usually clearly shaped and correctly
orientated.
19
Appendix 4 - An example of simple survey work for a newly arrived pupil
Model the task and use appropriate language . Provide a tally chart and simple block graph
Teach the pupils a simple question eg What is your favourite colour? The pupils then use this repeated sentences with a
few pupils. They should have a sheet that includes visuals ( in this case the colours)
What is your favourite colour?
Red
/////
Yellow
Blue
Green
Etc
Using this repeated question will give pupil confidence.
They can be encouraged to use others names – eg Hello
Sam . What is your favourite colour? Thank you
The tally chart and graph are visuals and even the pupils
do not understand all the language they will be able to
see clearly the result of their work. This could be shared
with others in the class.
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Mathematical language such as numbers, more and less,
and comparative language such are taller and shorter
will be used.
red
yellow
blue
green
This can be easily adapted to fit in with class topics. Eg a
trip to the zoo could prompt What is your favourite
animal? A topic on food Do you like apples or oranges?
Or a topic on ourselves Do you have brown or blue eyes?
20
Appendix 5 - Key visuals for office / reception and medical room
With thanks to St Gregory’s school, Bath.
OFFICE /RECEPTION
I have lost my timetable
I need to borrow some money
I have lost my PE kit
I am unwell
I have lost my blazer / tie
I can’t find my class
21
I need a letter
I need to phone home
I need a temporary Bus Pass
I have a music lesson
22
MEDICAL ROOM
I have a headache
I feel sick
I have asthma
I have period pain
23
I have hurt my…
Head
Ear
Hand
Shoulder
Arm
Knee
Leg
Foot
24
Appendix 6 – Sample language target monitoring sheet
To be carried by student and given to subject teachers at the beginning of each lesson.
Student’s name:
Date:
Lesson subject:
Teacher’s name:
Current language targets
Today’s successes in class
Any problems identified
25