(Q) Linguistic or cultural backgrounds

As a teacher, you may have a class with students that do not share the same linguistic or cultural backgrounds. Demonstrating cultural competence entails a focus on the individual learner, not just the curriculum, as you identify ways to respect and promote the linguistic and cultural differences of your students.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Continued Language Support
Discuss with your mentor teacher culturally specific items in their classroom environment. You may consult other teachers at your field experience site to gather additional information or work with multiple teachers if needed. Include the following in your discussion:
How do you support and celebrate cultural diversity within instruction?How do you leverage home language and cultural assets?How do you show responsiveness to the different strengths, needs, and identities of all ELLs, including special needs?How do you demonstrate understanding of the social, emotional, and cultural needs of students when establishing classroom routines and procedures?At least two additional questions to discuss with the teacher.Observe at least one secondary classroom in a content area you will be certified to teach. The classroom must include English language learners. Continue to work with the student or group of students to support their language acquisition needs in the mentor teacher’s classroom. If possible, focus on instructional or support activities related to the discussion with your mentor. Examples of activities include creating resources with the mentor teacher that support the home language/culture of the ELLs in the classroom; conducting a whole-class activity that supports cultural diversity; attending meetings with the mentor teacher which involve ELL families; and providing one-on-one assistance specific to the social, emotional, cultural, linguistic, or academic needs of the student.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 2: Reflection
Following the observation, discuss with your mentor teacher the progress made and next steps in supporting the students’ language acquisition needs. Collaborate on ways your mentor teacher can continue to demonstrate cultural understanding and promote language development in their content area classroom.
Write a 250-500 word reflection summarizing your observations and discussion. Include a reflection of how you supported the language acquisition needs of the students you worked with. Address how what you have learned will affect your future professional practice. Specifically discuss how you will demonstrate cultural understanding and promote language development in your classroom.

Stage 4 lessons within the relatively new curriculum of Computer Science, and how literacy and numeracy can support learning in order to provide a fully inclusive learning environment. The delivery school in Sherborne where I am employed is rated ‘Good’ by OFSTED (2017). It converted to an Academy in 2012 and holds approximately 1580 students aged 11-18. It has a relatively low number of students who have English as an additional language and the free school meal/pupil premium percentage is approximately 13% lower than national average (Gov.UK). For this assignment, I will use my Year 10 Computer Science class. This is a predominately male class with one female student. Their target grades range from grade 3 – 8, with the majority of students at the upper end of this range. The data for this class can be seen in Appendix A. The subject content for this assignment is Python Programming, looking at how the incorporation of numeracy and literacy supports learning in this topic. All subjects to some degree use literacy and numeracy. Particularly having awareness of this in Computer Science is very important. Computer Science especially ‘has deep links with mathematics’ (DfE, 2013). Students are required as part of the OCR (Oxford and Cambridge) GCSE Computer Science Specification to complete a programming task which involves planning, reviewing and evaluating their programs. Lacking the basic literacy and numeracy skills would hinder students’ ability to complete this task. The OCR syllabus states students must be able to apply Computer Science related mathematics confidently (OCR, 2018, p.8) and have the understanding of key mathematical elements laid out in Appendix B. In the aims of the National Curriculum for Computing it says that students must be able to ‘understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation’ (DfE, 2013). This not only relates to the programming activities, but the syllabus clearly lays out that it includes both practical and theoretical contexts, and the use of computing-related mathematics within those contexts (OCR, 2018, p.31).>
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