It is important to remember that pupils arriving from overseas are a diverse group and will have different learning needs. Responding to pupils' diverse learning needs is a key principle of developing an inclusive curriculum for new arrivals.

Effective admission and induction procedures can help schools identify pupils' individual characteristics and any potential barriers to learning. The 'Admission procedures' area of this site offers guidance on this.

Schools will want to ensure that new arrivals enjoy the opportunities of the national curriculum and experience success in their learning. Schools can provide effective teaching and learning opportunities for new arrivals by developing flexible approaches to the programmes of study and the schemes of work.

Modifying the programmes of study

• Teachers can modify the programmes of study as necessary to provide all pupils with relevant and appropriately challenging work at each key stage.
• Programmes of study outline what is to be taught, but not how the content should be taught.
• The national curriculum is specified as separate subjects but schools are not required to teach subjects separately.

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Using schemes of work flexibly

• Schemes of work are a non-statutory resource that teachers can use flexibly to support their planning.
• Teachers can use as much or as little of the schemes of work as they find helpful.
• Teachers are free to adapt, ignore or modify schemes of work to meet pupils' needs.

The Ofsted Framework for inspecting schools now requires inspectors to evaluate the extent to which the curriculum 'provides a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils'.

How can schools adapt the curriculum for new arrivals?

The challenge for a school is to customise pupils' basic entitlement to learning and, in the context of government policies and initiatives, create its own distinctive and unique curriculum.

Schools can use their freedom to develop flexible approaches in different ways, but still need to ensure that newly arrived pupils continue to receive a broad and balanced curriculum.

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Good practice

Good practice is often characterised by:

• acknowledging the knowledge, skills and understanding that new arrivals bring, and planning for their use in learning activities. An awareness of pupils' language skills and cultural knowledge can help teachers provide activities that are relevant and accessible
• effective use of EMAG staff in planning, teaching in partnership with mainstream teachers and providing advice
• organising well-planned induction programmes for new arrivals and supplementing main classroom teaching
• matching learning activities to pupils' needs by choosing sections of the programmes of study from earlier or later key stages
• matching learning activities to pupils' needs by choosing sections of the numeracy and literacy strategies from earlier or later terms or years
• identifying certain key aspects from the age-related programme of study but teaching them at a pace appropriate for the individual pupil
• differentiating activities to ensure that EAL pupils have opportunities for collaborative speaking and listening
• creating flexible timetabling arrangements to allow more time to be spent teaching certain subjects
• developing increased opportunities for all pupils to be taught subjects through arts activities such as art and design, music, drama and dance
• combining related or complementary aspects of programmes of study from two or three subjects to form a single unit of work or topic
• adapting schemes of work so that pupils are provided with activities that have been customised to meet their experiences, needs and abilities
• ensuring newly arrived pupils access intervention programmes if appropriate
• drawing on local resources, including those of the families and communities of newly arrived pupils
• extending and enhancing the curriculum by involving pupils in additional learning activities within or outside taught time. This may include educational and social visits, after-school clubs and opportunities for play and leisure.

Case study

Salusbury WORLD after-school club

Salusbury Primary School in the London Borough of Brent has developed a unique project for newly arrived refugee children which provides an after-school club to enhance children’s learning. Download the case study from the right-hand navigation bar.

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Useful weblinks

Please note: QCA is not responsible for the content of external sites

14-19 learning
This site has advice for teachers on providing a flexible and differentiated 14 to 19 curriculum to meet individual needs. The 'Meeting individual needs' part of the site helps schools and colleges meet individual needs by adjusting their curriculum and practices as necessary. The 'Designing a personalised curriculum for alternative provision at key stage 4' area supports schools, LEAs and their partner providers in reviewing and developing the curriculum in alternative settings and establishing high expectations for students' learning, achievement and progression. It emphasises the question 'What does this young person need?' rather than 'What is available?'.

QCA: Designing and timetabling the primary curriculum: a practical guide for key stages 1 and 2
This guide outlines the flexibility available to schools to enable them to fashion their own curriculum. It provides a number of examples to help schools reflect on their approaches.

QCA: Designing the key stage 3 curriculum
This guide offers advice and practical suggestions on how schools can design and timetable the curriculum at key stage 3 to achieve a balanced curriculum, and how to tailor the curriculum to serve the needs of their pupils and local communities.

QCA/DfES: Schemes of work
This part of the Standards site provides links to all the QCA/DfES schemes of work. It also contains advice on planning, adapting and combining schemes of work. Examples are provided of how different teachers have adapted units for different purposes.

Hounslow Language Service
This website has a wide range of resources for schools welcoming new arrivals from overseas, including those learning EAL. It includes a model accelerated learning induction programme for EAL beginners at key stage 2, to enable children to participate fully in the literacy hour and other curriculum areas.

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