The British International School of New York is truly an international school, and as such we have many students for whom English is not their first language.
For students who need support in learning content in the English language, we offer an English as an Additional Language (EAL) programme to ensure that before too long, all students can fully access our curriculum and integrate both socially and academically. In collaboration with class teachers, the EAL teacher supports students through small group pull-out lessons in place of their modern language lessons in French or Spanish, as well as with in-class support.
During pull-out EAL classes, students in Reception (Pre-K) through Year 9 (8th Grade) receive small group lessons that are designed to accommodate each student’s individual language needs within the context of each class unit and area of study. We focus on supporting the development of language learners’ vocabulary and grammar, as well as the four language domains of listening, speaking, reading, and writing. Student learning is scaffolded with the use of visual and practical aids, dramatization, graphic organizers, and hands-on demonstrations in order to provide a more concrete context for understanding.
At The British International School of New York we are committed to delivering an inclusive educational environment for all of our students. The Learning Support Department acts as a whole-school resource, committed to addressing learning diversity needs within the school.
In the Early Years our learning support team work collaboratively with each year level team to identify and assist students who require educational interventions. Support is delivered through a combination of small group instruction and integrated classroom support, as is most appropriate.
In Years 5 and 6 of the Middle School, students follow the MESH model (Mathematics, English, Science & Humanities). Students have a class teacher that oversees their progress and personal development throughout the week, and begin the transition to the MYP (Years 7-9), by having more specialised subject teachers. In Years 7 and 9, students are allocated a staff mentor, who guides them through the remainder of Middle School, supporting their growth both in and outside of the classroom.
In Years 10 through 13 of the Upper School, students are part of a mentor group with a designated mentor who meets with them daily. Through this provision students set goals, complete settling-in interviews in the start of the year, and receive support through PSHE (Personal, Social, Health Education) instruction. Students often have study periods to work independently on coursework, to revise, or to work with teachers to receive additional support.
Throughout both programs, learning support staff provide consultation and liaise with teachers, mentors, parents and the students themselves on best practices, strategies and accommodations. Supporting students with their executive function as they progress through the school and work to college and university is of the utmost importance.