Access and Engagement in Science - Teaching Pupils for Whom English Is an Additional Language

Produced in 2002, this document from the Key Stage Three National Strategy focuses on how the principles of the National Strategy apply to the teaching and learning of science for students for whom English is an additional language (known as ‘pupils learning EAL’).

The principles of the National Strategy were:
*Expectations: establishing high expectations for all students and setting challenging targets for them to achieve
*Progression: strengthening the transition from Key Stage Two to Key Stage Three and ensuring progression in teaching and learning across Key Stage Three
*Engagement: promoting approaches to teaching and learning that engage and motivate students and demand their active participation
*Transformation: strengthening teaching and learning through a programme of professional development and practical support.

The guidance suggests some strategies to help teach students at different points of learning English. The guidance shows the importance of supporting students in their development of the academic language alongside their learning in science.

Components
The guidance has four sections:
1. Pupils learning English: some considerations
2. Developing pupils’ visualisation skills in science
3. Improving scientific literacy
4. Supporting teaching and learning in science