As mentioned previously, our EAL learners follow a bespoke curriculum. Here’s some info on our exit process for learners moving from ‘EAL support’ into mainstream English classes. Step 1: A learner is referred by EAL teachers & coaches for possible exitWe… Read More ›
In this post, I will provide an example of the information we share with applicants for our EAL roles. I’ll start with the example, then I’ll outline: So, here it goes… This is a copy-paste of the information we shared… Read More ›
I’ve posted a bit about the process of setting up a new EAL department. I’ve mentioned target setting, establishing teaching and learning principles, quality assurance processes, long- and medium-term planning, blah blah. You can view the posts through my Teaching… Read More ›
I recently shared an example unit of work from our EAL syllabus. Here some further insight into the long-term and medium-term planning for our syllabus. We are only in the second year of setting up our provision. Year 1 was… Read More ›
Comment from a reader on my recent post about the Assessment Only route: Here are some general tips on compiling your D5 record of standards doc for the AO route through Sunderland, with some screenshots of mine included for reference…. Read More ›
At my school, we have created a bespoke English syllabus for learners on our KS3 EAL pathway. This may not sound like an ‘ideal’ model of EAL provision to you – and fair enough. Ideals are subjective – provision is… Read More ›
How do you approach writing a cover letter/supporting statement for international school roles? Here’s what I do – I’ll explain it with some examples from previous applications… Step 1a: Research the school. Get a genuine sense for the mission, ethos… Read More ›
When we set up our EAL department last year we started with one HoD, one EAL teacher, and two EAL support coaches. As the HoD, I teach an 80% timetable. Our teacher has a full timetable. Our coaches oversee about… Read More ›
I recently mentioned how our learners created a final display board in response to a unit on poetry. Here’s a screenshot of what our common assessment checklist looked like for the final product: I could scrutinize here – there’s room… Read More ›
Luiz Octávio Barros was asking about scripts we feed ChatGPT the other day. I mentioned this: Which is a very boring example of an (over the word count) type IGCSE ESL text I generate for correction practice. I’m not *massively*… Read More ›
ELT Planning 