Find out:

·     When is Mohammad’s date of birth?

·     Which languages does he use and with whom?

·     What is his experience of English – has he learned some academic language?

·     Is he already able to use the Latin alphabet?

·     Which specific subjects did he do well in?

 

Advice:

·     Seek advice from your EAL teacher

·     This decision would best be made in partnership between child, family, school and the EAL teacher.

·     It could be appropriate to follow authority deferral procedures if Mohammad had a date of birth where deferral was a possibility and if it was felt it was best for him academically, socially and emotionally.

·     Mohammad should be placed in S1 if he was doing well across the curriculum in his first language and it would be best for him academically, socially, and emotionally.

Once a decision has been reached:

 

·     Carry out an enrolment meeting with an interpreter and find out which subjects Mohammad enjoys and is especially good at. Follow good practice for enrolment

·     Buddy Mohammad with a pupil who preferably has the same language.

·     He will also need targeted support from EAL and ASL to learn the Latin Alphabet and to transfer his literacy skills to English. Support should be targeted towards building Mohammad’s ability to access the curriculum independently.

·     If primary:

o  The goal should be for Mohammad to access a full school day, but he could start with a reduced school day to begin with if appropriate.

o  Remember to allow for breaks as it will be very tiring for him.

·     If Secondary:

o  The goal should be for Mohammad to access a full timetable with the normal range of subjects for S1. It may be appropriate to start with a reduced timetable in the beginning if Mohammad needs time to transition into attending school.

o  He will need support for EAL especially in English and other language heavy subjects.

See these links for further advice and strategies.

 

Further advice:

Learning in 2+ Languages Sections 3 (Working with parents)

Bilingual Families p27 (Children with a migration background), p38 (Communication with parents), p44 (Using home language for learning), p62 (Developing Bilingualism age 6-12)

Primary Teachers’ ALDO Course (EAL Training)

HGIOS Inclusion and Equality Series Part 4: EEPBL p10, 16, 18, 20 (Acknowledging prior learning, partnership working, working with parents)

See also:

HGIOS 4

·     2.1 – Safeguarding and child protection

·     2.4 – Personalised Support

·     2.6 – Transition

·     2.7 – Partnership

·     3.1 – Ensuring Wellbeing, Equality and Inclusion

UNCRC

·     Article 3, 12, 29