Supporting MAL & HPP Students

Typical Behaviours of MAL students

These students are more likely than most students to:

  • Have high level language skills

  • Apply logical reasoning

  • Think quickly and accurately

  • Work systematically

  • Learn and retain knowledge easily

  • Enjoy problem solving and generate creative solutions

  • Link concepts and ideas

  • Question concepts and ideas

  • Work  flexibly,  process  unfamiliar  information  and  apply  knowledge,  experience  and hindsight to unfamiliar situations

  • Communicate their thoughts and ideas well

  • Be determined, diligent and interested in uncovering patterns

  • Achieve, or show potential, in a wide range of contexts

  • Show high levels of imagination and creativity

  • Have a good sense of humour; show awareness of irony

  • Show great sensitivity or empathy

  • Demonstrate particular physical dexterity or skill

  • Make sound judgements

  • Be outstanding team leaders or team members

  • Read widely and have wide general knowledge

  • Be fascinated by, or passionate about, a particular subject or aspect of the curriculum, can become absorbed for long periods of time and become impatient with interference or abrupt change. When not sufficiently challenged, may become apathetic or disruptive

  • Demonstrate a high level of attainment across a range of subjects or within a particular subject or aspect of work


Pastoral support for MAL students

Provision  for  MAL  and  HPP  students  will  take  account  of  possible  particular  needs  of  these students. Social and emotional needs are met by:

  • the security to relax, enjoy learning and display their ability

  • the opportunity to experience failure

  • support from teachers who understand their strengths and weaknesses

  • encouragement to ask searching questions and receive a considered response

  • praise and recognition for their achievements

  • the engagement of parents in meeting their particular learning needs

  • opportunities to work in a team

  • encouragement to value the contributions of others

  • encouragement to co-operate and seek advice

  • encouragement to be confident and modest in their talents

  • monitoring and mentoring procedures