Lord Provost

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Lord Provost Councillor Sadie Docherty
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Welcome Bienvenue
Hakim Din Christian Melka HMI
Délégué Académique aux
Education Relations Européennes,
Scotland Internationales et à la
Coopération, Académie dAix-
Marseille
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Maureen McKenna Michelle Reynaud Executive
Director Directrice des Relations of
Education Internationales et Glasgow City
Council Europeennes de la Ville de
Marseille
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Lesley Atkins Marena Turin Development
Officer Inspéctrice pedagogique International
office régionale danglais Glasgow City Council
correspondante académique pour lEducation
prioritaire Académie dAix Marseille
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• Comenius Regio
• Glasgow City Council /Ville de Marseille
• Education for All
• Enhanced transition support for newly arrived
  bilingual young people from p7 to S1

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• an opportunity for local authority linking within
  Europe
• Link up with another European region with the
  aim of improving your educational offer to young
  people
• Motivate local authority staff and teachers
  by exchanging best practice and promoting
  cooperation
• Include schools and other players linked to
  education (e.g. teacher training, youth groups,
  vocational educators, community organisations and
  employers)
• Funding of up to 45,000 available per region
  for meetings, work shadowing and other activities
  over a two-year partnership

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• Regio Partnerships promote joint cooperation
  activities between local and regional education
  authorities.
• The partnerships give educational authorities,
  in cooperation with schools and other actors in
  education, the opportunity to work together on
  topics of mutual interest.
• They help the participating regions to develop
  and exchange best practice, to develop
  sustainable cooperation across borders, to
  strengthen the European dimension in school
  education and to offer European learning
  experiences to teachers and pupils and
  administrators

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Glasgow/Marseille Aims and Objectives

• to enhance policy and practice, teacher education
  and create a transferable model for the support
  of migrant, newly arrived young people in
  transition through exchange of expertise within
  both Local Authorities.
• to devise a new post graduate Teacher Education
  component at the University of Glasgow in
  conjunction with the University of Aix en
  Provence on Education for Diversity.
• to build upon the best practice findings from
  the recent British Council Inclusion and
  Diversity in Education INDIE
• to form a holistic framework for the support of
  migrant, bilingual pupils within diverse European
  following school inspectorate action points and
  EU direction for the improvement of cultural
  inclusion within education.
• to provide a supportive framework for young newly
  arrived pupils in their transition from primary
  to secondary school.
• to further enhance the formal twinning of Glasgow
  and Marseille through an EU International
  Education partnership

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The Partnership Team

• Glasgow
• Glasgow City Council
• Cuthbertson Primary
• Shawlands Academy
• HMI Education Scotland
• Glasgow University- School of Education

• Marseilles
• Ville de Marseille
• Academie dAix Marseille
• Education Prioritaire
• Ecole Louis Gare
• College Jules Ferry
• University Aix en Provence

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The Rationale

• Year 2000 5000 - 6000 migrant young people in
  Glasgow
• Year 2011 11000
• Sustaining the legacy of British Council
• Inclusion and Diversity in Education

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Cuthbertson primary school, Glasgow

• Multilingual multiracial inner city school
• 12 Classes plus nursery and nurture classes

L1 Profile 50 Urdu, 15 English, 20
Roma, 15 Other
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Shawlands Academy, Glasgow

• Multilingual, multiracial, inner city school
• Bilingual pupils - 571 Recent arrivals - 162
• Recent Arrivals
• S1 - 10 S2 - 20 S3 - 15
• S4 - 5 S5 -12 S6 - 17

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College Jules Ferry

• La délégation écossaise et les partenaires du
  projet Comenius Regio lors de leur visite dans
  létablissement le jeudi 11 octobre 2012. Les
  échanges ont été riches denseignements

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• College Jules Ferry, Marseille
• The context
• 470 pupils
• 50 teachers
• Area of social and economic deprivation90
  migrant learners- North Africa, Indian Ocean
• 6 new arrival learners mainly North Africa,
  Eastern Europe, former Portuguese Colonies

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• Positive Actions
• Secondary and Primary support network( Education
  Prioritaire)
• Enhanced support for new arrivals and bilingual
  learners
• Each school has an inspector assigned to the
  school in this area of priority

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Benefits of an International Comenius Regio
Partnership

• EU Professional Opportunities to visit schools in
  Glasgow and Marseille
• Collaboration with colleagues at home and
  overseas enhanced cooperation
• EU Professional Development
• Comenius In Service Training
• Glasgow University School of Education funded
  post graduate professional development'
  Education for Diversity
• Professional discussion HMIE Count Us In A
  Sense of Belonging
• Learning from each others good practice
  reflective practice

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Sustaining previous EU Education projects

• Inclusion and Diversity in EducationINDIE
  Within the school curriculum, students should be
  given opportunities to learn about cultural
  diversity
• Schools should provide mentors to help new
  students, foreign students to help them learn
  the majority language and preserve their mother
  tongue

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• What did we learn through the partnership
  about what makes a successful transition for a
  new bilingual learner?

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• Caring environment
• P7 Introduction to life in secondary school at an
  earlier stage
• Induction support in second language continued
• Structured support to develop friendships
• Use of secondary school mentors
• Continuation of Literacy support in second
  language
• Continued support for Mother tongue in secondary
• Support for parents second language learning
• Nurture /pastoral care enhanced
• Strengthen existing secondary/ primary links

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• The Regio initiative between Glasgow City Council
  and Marseille was designed to empower rather
  than disable new arrival learners in their
  transition
• i.e. the question was asked
• What factors support a young new arrival learner
  to move from apprehension and uncertainty to
  confidence and looking forward to secondary
  education?

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Lesley Atkins Maria Walker Development
Officer Head of service International office
EAL Service Glasgow City Council Glasgow City
Council
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• The Transition Model

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• The Young People

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• Regio partnership input to transition model

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• Reflection on professional learning from
  partnership meetings in Marseille and Glasgow
• Study visits to partner schools
• Collaboration learning from good practice in
  both cities
• Comenius in-service training - MIRACLE
• Reflection on theory and national publications

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• Learning from other EU initiatives- INDIE
• College Jules Ferry the Mothers Reading Group
• Otto Wells school, Berlin The Reading Trolley
• John Donne Primary, Southwark the multicultural
  ethos

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Transition Model why is it important?

• Schools already have well established procedures
  for primary secondary transition
• Glasgow has
• More than 13 400 children and young people with
  EAL
• More than 120 languages spoken in schools
• Some of these young people will need enhanced
  support at transition

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Enhanced Transition Model

• Developed in Cuthbertson Primary and Shawlands
  Academy
• Focus on a small number of young people who were
  at risk of not making a successful transition to
  secondary
• Additional transition activities which involved
• Young people
• Teachers

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Activities for young people

• Primary identifies young people at risk of not
  making a successful transition
• Secondary school identifies young people to be
  buddies who have
• Attended the same primary school
• Share the same first language
• Buddies take part in the following activities
  with the selected P7s
• Visits to primary school
• Sharing their experience of secondary
• Answering questions
• Meeting P7s on their visit to secondary
• Ongoing meetings with same group following
  transition

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Activities for teachers

• EAL teachers from primary and secondary can be
  involved in
• Observing lessons
• Discussing and reflecting on methodology
• Secondary EAL teacher attending P7 parents
  meeting
• EAL teachers sharing information about young
  peoples needs and strengths

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Transition Model embedding into practice

• Guidance produced which is
• Clear and easy to follow
• Replicable in any school
• Guidance shared with EAL staff and schools
• Email
• EAL Wiki
• Glasgow online
• EAL Area Leaders available to support any school
  that wants to use the enhanced guidelines.

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Transition Model embedding into practice

• Developed through the EAL Service
• Glasgows EAL Service
• 120 FTE teachers
• Based in early years, primary secondary
  establishments
• Response Team
• Specialist Team
• Area Leaders

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Transition Model embedding into practice

• Identify key points of work done in Cuthbertson
  Pr and Shawlands Academy
• Use these to write up guidance notes which are
• Clear and easy to follow
• Replicable in any school
• Guidance notes then shared with EAL staff and
  schools
• Email
• EAL Wiki
• Glasgow online
• EAL Area Leaders available to support any school
  that wants to use the enhanced guidelines.

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Transition Model summary

• Provides clear guidance to support young people
  who are at risk of not making a successful
  transition to secondary school
• In addition to existing guidance on supporting
  transition
• Allows schools and EAL services to better focus
  on meeting EAL Learners needs

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Workshops and the rest of the day
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