7.5 How can we help trainees with inclusion in history (particularly differentiation and pupils with EAL)?
(see unit 9.4 for similar issues)

As well as being aware of the general ideas about how pupils learn, trainees also need to be aware of pupils’ individual needs and how best to respond to these. In the National Curriculum, inclusive teaching happens when suitable learning challenges are set, diverse needs are met and obstacles to learning are removed. Such sentiments are also prominent in the Standards for the Award of Qualified Teacher Status. Underlying this is a desire to improve the academic achievement of all.

Differentiation
One aspect of inclusion is meeting special educational needs (SEN). How this is approached can differ, but will send out different messages to trainees. For example, one trainer interviewed does not have a separate session in the course on teaching pupils with SEN as they feel it should be present in all sessions; otherwise it makes trainees see these pupils as a separate group. For another trainer, it is important for trainees to have a separate session on SEN to boost their confidence and emphasise that they have strategies for teaching these pupils.

In terms of differentiation, the challenge facing trainees is the need to understand the problems that pupils face when studying the past (in this respect, this applies to all pupils studying history, not just those labelled as weak) and finding ways that allow them all to access the curriculum.

Trainees need to be encouraged to apply their understanding of how pupils learn with particular care to those with special needs, as many find it difficult to appreciate why some pupils might find the concept of chronology challenging. Trainees can too easily create tasks that are difficult for pupils, which in turn can result in classroom management issues. The danger here is that trainees may misconstrue the source of the problem as being the pupils rather than the planning of the lesson.

Activity 7.5.1 Inclusion, differentiation and the Standards

Activity 7.5.2 A lesson on the Roman army

Pupils with EAL
Despite media attention, research shows (Clay and George, 2004) the gap between the achievements of boys and girls is not as significant as that between different ethnic groups and, more significantly, difference between classes. However all three factors need to be tackled. One aspect though that can present particular challenges for trainers and trainees is how to help pupils for whom English is an additional language (EAL).

Trainees need to see the presence of pupils with EAL as an opportunity not as a problem. Such pupils can bring a different experience or view of history that can be valuably utilised in the classroom. Where problems can arise is when trainees lack the necessary knowledge to understand how best to include pupils with EAL into their classroom.

Clearly pupils with EAL come with varying degrees of competence in English and general academic ability. Trainees though need to be aware at least of the following general points:

• On average, pupils with no English will take between 5-7 years to be on a level with their peers
• Speaking English develops first (and in the first instance will be conversational talk), followed by reading (mechanical reading ability will develop first), and finally written English.
• Pupils will often go through a ‘silent’ period when they first arrive.
• Pupils need to be cognitively and linguistically challenged, but not necessarily at the same time.

This has a number of implications for how pupils with EAL are included in the classroom. Firstly, because they will be developing at a different pace to their peers, assessments may have to be modified or alternatives explored to identify their level of achievement. Though pupils may be silent, it does not mean they should not be included in the classroom activities. They will still be learning, but more importantly in the early stages of entry to school they need to feel welcome. In terms of teaching approaches, cooperative and interactive strategies are best at developing confidence in English, though the general rule is to use as much variety as possible and use visual stimulus where possible to help explain ideas. Expectations of pupils with EAL also need to be high. Their understanding of a subject may be very good depending on their previous educational experiences; they may simply lack the linguistic ability to translate that. Therefore when teaching, trainees need to decide whether the focus of the lesson will be on the subject or the language of the subject. To attempt both at once can lead to frustration. Pupils with EAL should be encouraged to use their mother tongue to think about ideas or discuss issues as this will allow them to operate at a higher cognitive level. Many of these points relate to good practice in teaching, and are not necessarily exclusive points for pupils with EAL.

The ease with which a pupil with EAL settles into school depends in part on their prior experience. Trainees need to be aware of the following when deciding how to approach their teaching:

• What is the pupil’s cultural background?
• Has the pupil experienced a different style of education (assuming they have been to school)?
• What history has been taught previously?
• What particular life experiences may influence their historical perspective? (taken from ‘Bilingual Learners and Secondary History’)

Trainees also need to be aware of strategies that will help pupils with EAL to learn history (e.g. the Key Stage 3 Strategy materials contain generic information about EAL, and there is a pamphlet ‘Access and Engagement in History: Teaching pupils for whom English is an additional language’, the Hounslow Language Service provides an excellent guide called Bilingual Learners and Secondary History by Diana Bousfield Wells and the DfES materials on the Standards website and support material on the QCA website have valuable information www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/ Isolated_EMPs_May04/Isolatedpupilsgdc04.pdf and www.qca.org.uk/downloads/eal.pdf or www.naldic.org.uk/ittseal2/index.cfm).

As a trainer, one of the issues is providing consistency of experience for trainees. Trainees may not actually experience teaching such pupils within their placement schools for a variety of reasons. Even if there are EAL pupils in the school, then their needs may vary considerably; some pupils will be fluent and highly capable, so that the language is no problem, whilst for others there may be considerable problems. It is important to plan experiences carefully, both in university and school to enable trainees to have the confidence to teach pupils with EAL in a suitable manner.

Activity 7.5.1 Inclusion, differentiation and the Standards

Activity 7.5.2 A lesson on the Roman army

Activity 7.5.3 EAL and the Standards

Activity 7.5.4 Helping trainees support pupils with EAL

Activity 7.5.5 Meeting the needs of a pupil with EAL