Tes Institute iPGCE Programme

Assignment Cover Page

Submission Title: SUBJEECT KNOWLEDGE ASSIGNMENT 7004

Date of 8th March 2021

Submission:

UEL ID Number:
u2087514
(DO NOT GIVE YOUR
NAME)

Word count:
(excluding appendices, 5393
bibliographies and
references)

Please add this Cover Sheet to the front of your Assignment Submission
Checklist Yes / No
I have not identified myself in any way in the written submission YES

I have anonymised all data from the assignment, e.g. my name, the YES
children’s names, the school name, my mentor’s name

I have met the word count – this can be + / - 10% YES

I have used Harvard Referencing throughout and cited appropriately YES

I have double spaced my work YES

I have included generous margins for the marker to use if required YES

I have used a sensible font of at least size 11 YES

I have paginated the assignment YES

I have used Standard English and an appropriate style and register YES
of academic writing

I have proof read my work, in particular re-reading for meaning, YES

checking spellings and typographical errors

I am satisfied that I have met the Assessment Criteria for the YES
assignment

1
Table of Contents
1. Introduction and Context ................................................................................. 3
2. Justification for planning and Literature review ............................................ 6
2.1. Pedagogy .................................................................................................... 6
2.1.1. Learning theory ...................................................................................... 6
2.1.2. Teaching theory........................................................................................ 7
2.2. Differentiation............................................................................................. 8
2.3. Principles of effective English teaching (Savic, 2019) ............................ 9
2.3.1. Individualisation of teaching ..................................................................... 9
2.3.2. Differentiated tasks ................................................................................. 10
2.3.3. Learner involvement ............................................................................... 10
2.3.4. Group and cooperative activities ............................................................ 11
2.3.5. Learner autonomy .................................................................................. 11
2.3.6. Positive learning self-concept ................................................................. 11
2.4. Inclusion ................................................................................................... 12
3. Analysis and discussion of results ............................................................... 12
3.1. Explanation of lessons and test. ............................................................ 13
3.2. Discussion of results ............................................................................... 15
3.2.1. Observations .......................................................................................... 15
3.2.2. Data ........................................................................................................ 16
4. Conclusion: Evaluation and critical reflection of practice .......................... 17
4.1. Implications for further practice and professional development ........ 17
4.2. Concluding remarks ................................................................................ 18
5. Reference list................................................................................................... 19
6. Appendices ...................................................................................................... 22
6.1. Data set of P5 L2EN pupils involved in the 3 period long scheme of
lessons ................................................................................................................ 22
6.2. Scheme of work (Happy Earth Unit 1 – 6) .............................................. 22
6.3. Example differentiated lesson plan ........................................................ 22
6.4. Example Unit test ..................................................................................... 22
6.5. Example Revision test: Skills based test ............................................... 22

2
1. Introduction and Context
“A teacher of English who manages to create an inclusive
environment will succeed in making English classes a most
enjoyable and stimulating experience for all learners.” Savic (2019)

This assignment aims to answer the following question:

Can effective pedagogy in the P5 English Second Language class, enhance
learning and enable inclusion?
In order to answer this research question, a critical theoretical approach is taken in
which pedagogical strategies which allow for inclusion and differentiation will be
critically discussed. The six principles of effective English language teaching as
proposed by Savic (2019) is critically discussed and used as a framework for the
implementation of a three-term long scheme of work with the P5 English second
language class. The results of three assessments, Test 1, Test 2 and Test 3 will be
compared, and the effectiveness of the implemented strategies will be discussed. This
analysis and discussion will not be of a statistical nature but more a qualitative
reflection on the results in terms of their implications going forward with my own
teaching practice and that of the English second language Department. Finally, whilst
reflecting on my own practice throughout these three terms of work I will evaluate if
the chosen strategies have created an effective and inclusive classroom environment
in which learning and progressing in English can become an enjoyable and stimulating
experience for all learners.
In accordance with the ethical guidelines the students included in this study remained
anonymous. Students were provided with equal opportunities in relation to their
particular and special needs.

As an English Second Language teacher at a European School (ES) in Brussels,

Belgium, I teach English L2 (Second language) to pupils from Grade 1 to Grade 5 (6-
11 years). Pupils in the European School System (ESS) arrive from all over the EU
and may attend a specific school for short or long periods.
The ES is a multicultural and multinational environment in which the primacy of the
child’s mother tongue (L1) is safeguarded. The ESS offers a single academic pathway,
the European Baccalaureate diploma. The learning conditions become increasingly

3
demanding and involves highly cognitive and abstract learning, eventually leading to
the awarding of the EB diploma.

The pupils of the European Schools are future citizens of Europe and the world. As
such, they need a range of competences if they are to meet the challenges of a rapidly
changing world. In 2006 the European Council and European Parliament adopted a
European Framework for Key Competences for Lifelong Learning. It identifies eight
key competences which all individuals need for personal fulfilment and development,
for active citizenship, for social inclusion and for employment:
 communication in the mother tongue (L1)
 communication in foreign languages (L2 and L3)
 mathematical competence and basic competences in science and technology
 digital competence
 learning to learn
 social and civic competences
 sense of initiative and entrepreneurship, and
 cultural awareness and expression.
The European Schools’ syllabuses seek to develop all of these key competences in
the pupils.

In the ESS special emphasis is placed on the use of Differentiation as a basis for
effective teaching. Differentiated teaching is aimed at meeting all the needs of the
pupils, is the responsibility of every teacher and must be common classroom practice
(ESS Teaching standards document: 2015-09-D-3-en-2). Differentiated teaching
includes meeting the needs of:
 Pupils with different learning styles,
 Pupils studying in a language section which does not correspond to their mother
tongue,
 Pupils arriving late to the ES system who have followed a different curriculum,
 Pupils with mild learning difficulties,
 Pupils with a diagnosed special educational need, and
 Pupils who are gifted and talented. (2012-05-D-15-en-12)

4
The focus for this assignment is the provision of inclusive and differentiated teaching
to the Grade 5 (P5) L2EN class that I am teaching for 2020-2021 schoolyear. Bearing
in mind the abovementioned factors and school policies, the provision of differentiated
teaching in the L2EN class can sometimes be challenging. This is magnified in the P5
year. During P5, the pupils need to attain as close as possible to an A2 (CEFR) level
in their chosen L2, as to be able to enter the Secondary school in S1 and be able to
not only integrate successfully into a much bigger school with many more language
sections, but also to be able to handle being taught certain subjects in their chosen
L2.
The composition of my current P5 L2EN class looks as follows: (23 pupils)
 2 total beginners (no English exposure until September 2020)
 6 very low-level users (less than A1) (of which 3 SEN pupils) (1 Slovak SWALs
pupil. SWALs pupils move to Secondary school into an all-English section)
 7 average level users (A1 and above) (3 SEN pupils)
 6 above average users (just below or just above A2)
 2 higher level English users (B1 and above)

Therefore, the aim of this assignment is to investigate the effectiveness of the use of
inclusive and differentiated teaching strategies in the P5 L2EN class and to evaluate
its impact on student progression. This was done during a 3-term period wherein I
taught the prescribed Units using the prescribed curriculum used in the L2EN sections
of the ESS, Happy Earth 1 Oxford University Publishing. After each Unit was taught, I
used the corresponding Unit tests as assessment measures. These tests are reliable
and valid in testing the acquisition and attainment of the learning outcomes of the units.
The unit assessments were used as a “pre-intervention” (Test 1) and “post-
intervention” (Test 2+3) measurement. These unit tests should show if the intervention
(an inclusive classroom environment and specialised and focused differentiation
strategies) had a positive or negative effect, or no effect at all on student progression,
inclusion and enjoyment.

5
2. Justification for planning and Literature review

2.1. Pedagogy
2.1.1. Learning theory
Learning is a complex and individual matter which isn't easily defined. According to
Pritchard (2017) learning can be defined as knowledge that is gained, or a skill that is
integrated, through study, teaching, instruction or experience. The developmental
phase that a child is in has an impact on language learning as the progressive gaining
of knowledge and acquisition of skills is linked intrinsically to how language is learned
in particular (Pinter, 2017). According to Pinter (2017) it is important for language
teachers to be aware of the links between these aspects and to look at a learner in a
holistic way. The process of learning and making meaning of experiences is never a
passive process but always an active and interconnected process and very often not
even wholly under a teacher’s control (Pinter, 2017). That means that the language
teacher must be conscious of the cognitive, social, and emotional development of the
learners in their class.

Learning and development is greatly impacted by the social environment, the cultural
context and, in particular the interaction with and influence of teachers, parents,
caregivers and peers (Pinter, 2017). Vygotsky (in Pollard, A. et al, 2014) argued that
it is impossible to separate learning from the social context in which it happens and
that social interactions aid in learning (Pathan, et al, 2018). Vygotsky it was interested
in the potential of the individual to learn and in the fact that learning is a unique and
individual process. According to Vygotsky (in Pollard, A. et al, 2014) it is important to
ascertain the level of achievement and progression that a learner could attain with the
help and support of a more knowledgeable partner (Bekiryazıcı, 2015). Bekiryazıcı
(2015) asserts that this more knowledgeable partner does not need to be an adult but
can also be a peer. Vygotsky highlighted this relationship between cooperative
learning and independent learning by showing that anything a child does in
cooperation with another child today both children can do unaided tomorrow (Ismail,
et al, 2019)

According to Foxcroft & Roodt (2009), the theory of the Zone of Proximal Development
(ZPD) distinguishes between the level of functioning a learner can reach without help

6
and the level of functioning a learner can reach with help. Vygotsky rejected the view
that intelligence is inborn, and rather indicated that learning can be progressed can be
through instruction. His theory explains the influence that lack of educational and
socio-economic opportunities has on cognitive functioning and how these may prevent
some learners from reaching their full potential (Subban, 2006). In other words, the
social constructivist theory of learning gives recognition to the fact that external factors
have a direct impact on cognitive development, as well as having a directly
proportional impact on learning (Taukeni, 2019).

Vygotsky (1978) theorized that the task of assessment is to identify, not only those
cognitive processes that are fully developed but, also those that are in a state of being
developed at the time of assessment. This can be identified by incorporating
cooperative learning as part of assessment procedure (Foxcroft & Roodt, 2009). In
this way, at least two developmental levels will be able to be assessed, namely the
actual developmental level (the results of already completed developmental cycles)
and the potential developmental level (results after the learner has attained some form
of help). The ZPD is the distance between the actual developmental level as
determined by independent problem-solving, and the level of potential development
as determined through problem-solving under adult guidance or in collaboration with
the child’s level of actual development (Foxcroft & Roodt, 2009).

This social constructivist theory of Vygotsky has heavily influenced my teaching and it
is evident throughout my scheme of work in the way that I, to some extent already
allow for and incorporate inclusion, implement differentiation, and make use of social
interactions during group and cooperative work.

2.1.2. Teaching theory

Willms (2003) states that educators need to find a balanced approach for a model of
teaching. He further states that no amount of research will provide an educator with a
set-in stone model that would be applicable to all schools in all communities at all
times. Pedagogical strategies are teaching theories that inform the manner of
instruction to meet curriculum requirements. Effective pedagogy is underpinned by
theoretical understandings and also influenced by the outcomes of formative

7
assessment. Effective pedagogy also informs planning strategies as well as classroom
management strategies.
That is why I have chosen for an eclectic teaching theory approach. Direct teaching
uses intensive teaching and explicit instruction. Indirect teaching utilises an inquiry-
based learning and a problem-based learning method. Interactive teaching utilizers a
whole class discussion and collaborative learning. And experiential teaching uses
excursions, play based learning and role plays (Scrivener, 2011).

2.2. Differentiation
A differentiated classroom provides many avenues to acquiring the content, to
processing or making sense of what is being taught, and to develop the products so
that each and every student individually can learn as effectively as possible and make
progression throughout the curriculum. Differentiation is necessary because not all
students will learn everything at the same level or at the same time and each and
every student has different needs (Savic, 2019). Differentiation allows students the
opportunity to learn to their fullest potential (Ashurova, 2019). Sousa and Tomlinson
(2017) define differentiation as an approach stemming from research-based
perspectives that students engage better with learning and learn better when teachers
are proactive in the planning of the lessons, taking into consideration differences as
well as similarities between the learners. Differentiation is intrinsically learner centred
excepting the premise that the teacher should be proactive in maximising student
learning and progression as much as possible.

Sousa and Tomlinson (2017) identified five non-negotiable elements of differentiation.

An Invitational environment: The environment must invite all kinds of learners to invest
their best efforts to learn fully and deeply. The teacher must see every student
optimistically, understanding that all students are looking for meaningful relationships.
Students want to feel valued and supported.
Quality curriculum: It is important to remember that everyone in class feels capable.
The curriculum should be designed to support student understanding rather than only
student recall. The learning outcomes for each step, must be clear to both the teacher
and the students. The teacher should plan lessons with a high relevance to students
and for high student engagement.

8
Assessment to inform teaching and learning: In a differentiated classroom,
assessment should be continual and should be formative and inform teaching and
learning. A teacher uses this ongoing assessment to inform their instruction. It gives
clarity at each stage of the learning process. The teacher uses pre-assessments to
understand where the students are relative to the learning outcomes as a unit begins.
This allows the teacher to match instruction to the students’ needs from the outset,
including attending to gaps in previously acquired knowledge. Throughout the unit of
study, the teacher persistently uses formative assessment to help and to understand
where the students are. This is done to evaluate if the students are making progress.
This gives a constant and unfolding sense of the student’s relation to the learning
outcomes. This means that the teacher can modify the instructional plans to fit to each
student’s needs and position relative to the learning outcomes.
Responsive instruction: Pre-assessments and formative assessments are used to
inform future plans. This will inform this teacher if the students need scaffolding or
clarification. This also points toward where the teacher can plan to link to the student’s
interests.
Leading students and managing routines: The predictability and flexibility of routines
gives students a sense of safety. In a student focused classroom, students are taught
to understand the purpose and nature of differentiation. They are also led to
understand the reason for classroom routines within the differentiated classroom.

2.3. Principles of effective English teaching (Savic, 2019)

I will be using the framework of Savic (2019) throughout this assignment as presented
in her research paper “Principles of effective English Language Teaching”. Throughout
my research for this assignment, I have found that her framework consolidates much
of the research regarding inclusion and differentiation. That is why I have chosen to
use her principles of effective English teaching as a framework.

2.3.1. Individualisation of teaching

The learners in class at primary level differ from each other on many levels. This
includes differences in ability, the prior knowledge that the student brings the class,
strengths and weaknesses, personal interests and experiences (Celik, 2019). Some
pupils present with learning difficulties or other special educational needs. It is also
important to be cognisant of the social economic status (SES) (Pinter, 2017) and

9
cultural background of each learner. Other important factors to be aware of are
learning styles and multiple intelligences.
Howard Gardner’s intelligence preference model suggests that individuals have
strengths in different intelligence areas such as Linguistic, Logical or Mathematical,
Spatial, Bodily-Kinaesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist
(Gardner, 2011).
Learning style preferences has an impact on how learning happens in each individual.
Students have environmental, emotional, sociological, physiological, and
psychological preferences in how they learn and integrate new information (Sousa and
Tomlinson, 2017).

2.3.2. Differentiated tasks

The research of Sousa and Tomlinson (2018) showed that differentiated tasks must
take into consideration the readiness (growth mindset, ZPD Vygotsky, where are the
pupils relative to learning outcomes), the interests (what engages the learner and is
the task respectful), and the learning profile (learning preferences, intelligence types,
and learning that will work for the individual child, taking into consideration the
following factors special educational needs, learning difficulties, socio economic
status) of each learner. The content (what must be learned and how must it be taught),
the process (how will it be learned by the learner), the product (how would it be shown
that it has been learned. What product will there be), the affect (the climate in which
learning takes place), and the learning environment (the personal, social, and physical
arrangements of the classroom) are all elements that need to be taken into
consideration when planning a lesson
The quality of the curriculum, the assessment of the curriculum, the physical learning
environment and the management of the classroom are all elements of a differentiated
classroom. Effective classrooms are student centred, knowledge centred, assessment
rich, and community centred (Hattie, 2012).

2.3.3. Learner involvement

Each learner is a holistic being. All aspects of the learner must be engaged. Anxiety
must be reduced as much as possible. When a teacher cares, respects, and listens to
the learner the learner’s anxiety levels will reduce and learning will become easier.
This underscores the importance for young learners to have fun while learning and

10
this positivity should be at the centre of learning (Savic, 2019). Activities should also
be as unthreatening as possible. Teachers’ beliefs about the learner has an impact on
the learners experience within the classroom. If the teacher has a negative belief about
the learner’s capabilities, the child takes on that belief. Inversely the same with positive
beliefs about the capabilities of the learner. It is important to ensure some level of
success for all learners. This means that tasks should be realistic, and that the difficulty
of the task can be a choice (Aljohani, 2017).

2.3.4. Group and cooperative activities

According to Vygotsky (in Ismail, et al, 2019) learning happens through social
interaction. Peer teaching is also another method in which learning happens through
social interaction. Cooperative activities foster a positive interdependence between
group members. Cooperative learning helps and progresses all pupils and the greater
group. Cooperative activities and cooperative learning are both effective in
strengthening and engaging the cognitive and affective aspects of development
(Ismail, et al, 2019).

2.3.5. Learner autonomy

According to Ashurova (2019), differentiating instruction has the effect of helping
students to become independent learners. Learners need to become responsible for
their own learning. This will decrease dependence on the teacher and help them to
develop skills for lifelong learning. Learners will gain the capacity to reflect on their
own learning and how they learn best. Language learning strategies and language use
strategies are meta cognitive (Aljohani, 2017) and cognitive strategies which will
increase the autonomy and resilience of the learners (Lou and Noels, 2020).

2.3.6. Positive learning self-concept

Authentic praise for attempts and successes for the whole class and the individual
helps to increase positive self-regard in the learner. Effective teaching includes the
cognitive and affective dimensions of the learner. Having a sense of achievement
because of successes will have a positive impact on the learner’s behaviour, attitudes
and overall performance (Houterman, 2015). The level of difficulty should always be
appropriate for activities. It should be challenging but never threatening. The self-
concept and self-esteem of every should be of importance to the teacher. Learners

11
should feel valued for their ideas, feelings and individuality. The expectations, and
personal beliefs that the teacher holds with regard to the learner is a self-fulfilling
prophecy (Szumski and Karwowski, 2019). According to Von Bergen and Bressler
(2021) it seems that by simply believing that learner can improve outcomes, impacts
their ability to succeed.

2.4. Inclusion
According to Reid, an inclusive culture is an important aspect for children with special
educational needs and for all learners (Celik, S., 2019). if the culture and the climate
of the schools are not inclusion friendly then the outcome irrelevant of policies or
teaching excellence may not be successful. Key points to include to create an inclusive
culture according to Reid are the following:
 Everyone is made to feel welcome
 students help each other
 staff collaborate with each other
 staff and students treat each other with respect
 there is a partnership between staff and parents and
 all local communities are involved in the school. (Reid, 2019)

Reid (2019) also identifies the following five key factors which must be considered in
relation to developing a whole school policy of inclusion.
 Acknowledge the differences
 Recognise and acknowledge the strengths
 Define inclusion
 Plan for practise
 Have attainable outcomes (Reid, 2019).

3. Analysis and discussion of results

The project was carried out over 3 consecutive teaching periods of +/- 8 weeks each.
My planning and scheme of work is attached and includes a Lesson plan example. I
have also attached the overview and learning outcomes of each unit that was planned
and taught during the three terms. The unit tests, the assessment of the learning
outcomes, are also in the appendix attached to this assignment. In our school we use

12
a harmonised planning structure. This means that each teacher in the English second
language Department should be at roundabout the same place at the same time with
the same grade. I followed this planning. In turn 1 we worked on unit 1 and unit 2.
Term 2 we worked on unit 3 and 4. In term three we worked on unit 5 and unit 6. At
the end of each term, we did the unit assessments and the revision and skills-based
test. I assessed the progress of the pupils continually throughout the period by using
the learning outcomes and various other methods such as observation, checking of
class work and homework, listening to and correcting reading skills and pronunciation
etc.

During the first period I used what is termed as “reactive differentiation” by Tomlinson
et al, (2003). The modifications in lesson were haphazard, improvised and reactive
rather than being mindful, pre-planned and proactive. Tomlinson et al (2003),
describes this approach as limited and ineffective teaching. The reason for this was
inexperience. This changed during the teaching of period 2 and period 3. In these
periods I had gained skills and knowledge to pre-plan proactively for effective inclusion
and differentiation.

3.1. Explanation of lessons and test.

Happy Earth is a two-level ESL course bridging the gap between primary and lower
secondary courses. It is designed for upper primary and takes into account progress
in reading and writing in the early primary years. It can be used as a follow-on course
from Happy Street (the P4 group uses this as course book). This course extends
children's language skills and knowledge about the world through topic-based units.
Information about the real world is balanced by animal fun and fantasy subjects of
interest to young pre-teens.

Clear learning outcomes at every stage prepares the learner for a more analytical
approach to grammar. The course contains a rich variety of authentic-looking reading
texts which builds vocabulary, skills and confidence.
Interesting aspects of culture in different countries are introduced in each unit. Each
unit has extended reading texts to practise and get extra exposure to different text

13
types. Each unit features activities and games. Each level contains 2 plays which gives
opportunity for reading out loud and acting.

The structure of the scheme of work closely follows the structure as set out unit by unit
in the class book and activity book. I was happy following this structure since it follows
a step-by-step progression of building on skills and progressing by scaffolding on what
a learner has previously learned and mastered.

Each unit contains five stages. Stage 1-3 focuses on language input and practise. This
includes vocabulary presentation in a particular context. The grammar is presented in
a clear table format as a reference for students to use while doing work in the activity
book these grammar tickets help bridge the gap between primary learning and the
analytical approached grammar that students would later require for use in secondary
school. This fosters a growing student autonomy in terms of language awareness and
cognitive organisation of learning.
Stage 3 is usually about extended skills work. this includes listening practise writing
practise and spelling practise. Stage four of each unit includes across key regular task
and their related step by step craft-based activity reflecting and closely related to the
language and themes of the unit students need to read and be able to understand
what to do to complete this activity at home the success of these creative activities
depends on supported preparation using Vygotsky's ZPD.
In stage four there is also emphasis on pronunciation. These activities focus on saying
the alphabet, sounds discrimination, silent letters, contractions, word stress, and
speaking rhythmically and with the correct intonation.
Stage five is a puzzle adventure Storey that takes the claws on a voyage of discovery
to different countries around the world as they follow Lily and Ben and their magical
blue trunk trying to find their aunt rose each episode of where on earth ends with an
observation puzzle which students must solve before they proceed to the next unit.
Stage five in the activity book provides puzzles to consolidate new vocabulary and
activities to cheque comprehension of the Storey new vocabulary from the Storey is
not key language and is not assessed at the end of the unit. There is also time for
revision after each unit each two-page section revises vocabulary and structures from
the units through puzzle activities which involves sentence making, questions and

14
answers, prediction, observation, and recall. These activities are usually designed to
be done with the whole class to allow the teacher to assess progress informally and
to put emphasis on revising language according to the needs of the class an particular
students.

Evaluations are done at the end of each unit. These tests provide global skills-based
evaluation with listening and reading and writing components, using the task types
defined for the Cambridge Young Learners “mover's” exam.

3.2. Discussion of results

3.2.1. Observations
Evidence was gathered through lesson observations, lesson reflections, assessments
done by the pupils and informal conversations with colleagues present in lessons and
also from discussions with school management. Feedback in the L2 class is often
frequent and instant due to the nature off the subject. The learner’s complete activities
and do speaking and written exercises from which I can gather instant information
regarding their relative position in terms of the learning outcomes for a particular
lesson. After getting to know the class group, I can easily spot when one or more of
the learners are lost or seem to be confused by the lesson content. This gives me the
opportunity for immediate remedial and corrective action. If the majority of the class
we're struggling with the concept, I would abandon the planned lesson structure, and
focus on the element that was difficult to understand.
During the official evidence gathering I ensured that confidentiality remind a priority. I
ensured that pupils and the school remained anonymous throughout. All the necessary
GDPR rules have been followed as to not reveal pupil’s identity. The school
management is aware of the nature of the research I am doing and have given me
permission to carry it out and reflect on the impact of my teaching using this set of
pupils.

At the end of each unit, we had enough time to spend a whole week on revision. This
revision week was the perfect opportunity for me to evaluate the position of the
learners relative to the learning outcomes and implement remedial action. This means
that I could identified problems and correct these gaps in knowledge before the pupils

15
did the assessment. This gave the pupils a boost in confidence and provided them
with more self-confidence when they completed the assessments. This also increased
their marks in the evaluations. the use of the revision week was also a good
opportunity to use some extra time doing activities that reflected the pupils interests
and cultures. At Christmas we did a cookie baking activity. Some pupils baked cookies
and had to read the recipe comprehension and understanding and doing and
measuring. While other pupils had to write a newspaper article on the cookie bakers
and how it evolved. All the pupils found this activity extremely stimulating and
enjoyable as well as the cookies.

3.2.2. Data

When looking at the statistics of the assessments over the three term period, on
average the pupils made good progression. Some pupils made more progression than
others and some pupils did not make progression at all. One or two pupils even
regressed a little bit. This could be because of a multitude of factors. We had to go
into lockdown between units two and three and also between unit four and five. Some
pupils do not fare well when being taught over distance. And this is probably reflected
in their test scores. In the coming months, I will use these statistics that show lack of
progression and even regression to implement remedial action and ensure that these
pupils make progression.

16
4. Conclusion: Evaluation and critical reflection of practice

4.1. Implications for further practice and professional development

Throughout the planning and teaching of this three-term scheme of work I have
substantially developed my understanding of teaching as well as the planning for and
implementation of an inclusive teaching strategy in the area of my subject. I have also
gained skills in the creation of an enhanced learning environment that is enjoyable and
stimulating for all involved. I have learned many new techniques and strategies that
have broadened my perspectives and enriched my skills as a teacher.
Ashurova (2019) and others have concluded that a one size fits all instructive teaching
method does not reach all learners and does not allow for effective teaching or student
progression. Throughout the three terms of teaching the SOW this has also become
my conclusion.

Sousa and Tomlinson (2018) agree with Savic (2019) in that all learners are capable
human beings, and that the art of teaching is the art of maximizing this innate capability
of learners to learn and progress in their own individual way. The likelihood of student’s
success is often signalled by the teacher to the student. If the teacher has a fixed
mindset this mindset will be transferred to the students. If a teacher has growth
mindset this mindset will also be transferred to the students. Every effort should be
worthy of celebration. Students with growth mindset have a greater sense of self
efficacy than learners with a fixed mindset do. Learners with growth mindset learn for
the sake of learning, persist in the face of difficulty and when given feedback takes on
board this feedback as a mechanism for continued improvement and progression. I
have seen how this happens in a positive and negative way during this teaching time.
It is of great importance for

The implications for my own practice and that of the school in which this research was
carried out, are to use these inclusion and differentiation techniques as an effective
framework for teaching in the ELT classes. The level of participation and success that
it caused with my P5 class exceeded my expectations and it is certainly a technique
that I wish to continue to use in my daily teaching practice.

17
What I experienced is that teachers of English who are able to create a friendly, safe
and comfortable atmosphere, managing to involve all learners in classroom activities
and to give them equal opportunities for linguistic development. Thus, they certainly
foster their learners’ social development and make their own lessons successful.

Another reason for continuing to implement differentiating instruction and for creating
an environment of inclusion that fosterers success relates to teacher professionalism.
Ashurova (2019) concludes that expert teachers are teachers who are always striving
to become more competent, more creative and more professional.
Another important point that runs like a Golden thread through much of the research
that I read is the importance of empathy. According to Sousa and Tomlinson (2017)
and empathetic teacher always asks themselves if what they are saying, what they
are doing and the emotions they are causing in a colleague, student, or parent is
something that they would want to experience themselves.

4.2. Concluding remarks

To answer the research question, “Can effective pedagogy in the P5 English second
language class, enhance learning and enable inclusion?”. In my opinion and through
the evidence collected in this assignment, yes.
Throughout this research assignment I have gained a deeper insight into how to
ensure inclusivity and differentiation in the English second language classroom. The
pedagogical strategies that I have adopted throughout this three-term period has
increased individual pupil learning on the average. Taking into consideration the
challenging circumstances within a mixed ability English second language classroom
where a third of the pupils have special educational needs and another third had very
low levels of previous English exposure, I think the evidence shows that the overall
progression was favourable. Pupils were engaged throughout the teaching of the units,
most of the lesson objectives were achieved and the enjoyment of the pupils shown
through their participation and enthusiasm has been an indicator for me personally
that my implemented strategies of inclusion differentiation and individualization were
successful.

18
5. Reference list
Aljohani, M., 2017. Principles of “constructivism” in foreign language
teaching. Journal of Literature and Art Studies, 7(1), pp.97-107.

Ashurova, Z.B., 2019. THE BENEFITS OF DIFFERENTIATION IN THE

EFL. Достижения науки и образования, (4), pp.24-25.

Bekiryazıcı, M., 2015. Teaching mixed-level classes with a Vygotskian

perspective. Procedia-Social and Behavioral Sciences, 186, pp.913-917.

Bowler, B. and Parminter, S., 2009. Happy Earth Series. Oxford University Press.

Bowler, B. and Parminter, S., 2009. Happy Earth: Teacher's Resource Pack.
Oxford University Press.

Brewster, J, Ellis, G. & Girard, D. (2004): The Primary English Teacher’s Guide.
Pearson Education Limited, Harlow.

Celik, S., 2019. Creating an Inclusive and Multicultural Classroom by Differentiated

Instruction. http://dx.doi.org/10.30845/ijhss.v9n6p5

Foxcroft, C. & Roodt, G. (2009). Introduction to psychological assessment in the

South African context (3rd ed.). Cape Town: Oxford University Press

Gardner, H.E., 2011. Frames of mind: The theory of multiple intelligences.

Hachette Uk.

Hastings, S. (2006). The Complete Classroom: Issues and Solutions for Teachers.
London: Routledge.

Hattie, J., 2012. Visible learning for teachers: Maximizing impact on learning.
Routledge.

19
Houterman, M., 2015. Learning a second language in theory and practice
A teacher’s perspective on the importance of spoken language in a multilingual
classroom. International Journal of Pedagogy Innovation and New Technologies.
ISSN: 2392-0092, Vol. 2, No. 1, 2015

Ismail, S.A.A. and Al Allaq, K., 2019. The nature of cooperative learning and
differentiated instruction practices in English classes. SAGE Open, 9(2),
p.2158244019856450.

Lou, N.M. and Noels, K.A., 2020. “Does my teacher believe I can improve?”: The
role of meta-lay theories in ESL learners’ mindsets and need satisfaction. Frontiers
in psychology, 11, p.1417.

Pathan, H., Memon, R.A., Memon, S., Khoso, A.R. and Bux, I., 2018. A critical
review of Vygotsky’s socio-cultural theory in second language
acquisition. International Journal of English Linguistics, 8(4), p.232.

Pinter, A., 2017. Teaching young language learners. Oxford University Press.

Pollard, A., Black-Hawkins, K., Cliff-Hodges, G., Dudley, P. and James, M.,
2014. Reflective Teaching in Schools: Evidence-Informed Professional Practice.
Bloomsbury Publishing.

Pritchard, A., 2017. Ways of learning: Learning theories for the classroom.
Routledge.

Reid, G., 2019. Dyslexia and inclusion: classroom approaches for assessment,
teaching and learning. Routledge.

Savić, V., PRINCIPLES OF EFFECTIVE ENGLISH LANGUAGE TEACHING. УДК

БРОЈЕВИ: 371.3::811.111 ; 81’243 ИД БРОЈ: 167150092

20
Scrivener, J., 2011. Learning teaching: The essential guide to English language
teaching. Oxford: Macmillan Education,.

Sousa, D.A. and Tomlinson, C.A., 2018. Differentiation and the Brain: How
Neuroscience Supports the Learner-Friendly Classroom. ASCD.

Subban, P., 2006. Differentiated instruction: A research basis. International

education journal, 7(7), pp.935-947.

Szumski, G. and Karwowski, M., 2019. Exploring the Pygmalion effect: The role of
teacher expectations, academic self-concept, and class context in students’ math
achievement. Contemporary Educational Psychology, 59, p.101787.

Taukeni, S.G., 2019. Providing remedial support to primary school learners within
their zone of proximal development. South African Journal of Childhood
Education, 9(1), pp.1-7.

Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijoin,
K., Conover, L.A. and Reynolds, T., 2003. Differentiating instruction in response to
student readiness, interest, and learning profile in academically diverse
classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-3),
pp.119-145.

Von Bergen, C.W. and Bressler, M.S., 2021. Utilizing the Power of Yet. Journal of
Behavioral Studies in Business Volume 12 (February)

Willms, J.D., 2003. Monitoring school performance: A guide for educators.

Routledge.

21
6. Appendices

6.1. Data set of P5 L2EN pupils involved in the 3 period long scheme of lessons

6.2. Scheme of work (Happy Earth Unit 1 – 6)

6.3. Example differentiated lesson plan

6.4. Example Unit test

6.5. Example Revision test: Skills based test

22