1 / 15

The ESL Scope and Scales for districts and schools

The ESL Scope and Scales for districts and schools. The SACSA Framework and ESL students Needs of ESL learners and variables affecting language learning Who are ESL learners? Links between SACSA Standar ds and the ESL Scales How were the ESL Scope and Scales developed?

faustine
Télécharger la présentation

The ESL Scope and Scales for districts and schools

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The ESL Scope and Scales for districts and schools The SACSA Framework and ESL students Needs of ESL learners and variables affecting language learning Who are ESL learners? Links between SACSA Standards and the ESL Scales How were the ESL Scope and Scales developed? Who uses the ESL Scope and Scales? Suggested implementation stages for the ESL Scope and Scales in schools Benefits of using the ESL Scope and Scales The implementation of the ESL Scope and Scales and what it means for districts and schools

  2. The SACSA Framework and ESL students In supporting teaching and learning for ESL students and in assessing their performance, educators should use the Scope and Standards in this Band, in conjunction with the Scope and Scales for ESL. From the Introduction for each Learning Area of the SACSA Framework:

  3. Needs of ESL Learners I need to be able to use the right English I want my knowledge valued. I find it hard to move between my family life and school life. I want to understand and take part in school and community issues. I need to feel safe so that I am not ashamed of being wrong.

  4. Variables affecting language learning • proximity to Australian society • proficiency of first language • proximity of first language to Standard Australian English • prior educational experience • learning environment • religious and cultural beliefs • life experience • socio-economics

  5. Yes Yes Who are ESL learners? Defining ESL learners in relation to the SACSA Standards: Yes No support required Has the student achieved the Standard in the Learning Area? Is he / she of non-English speaking background? Is Standard Australian English an issue? ESL learner No

  6. Year level R 1 2 3 4 5 6 7 8 9 10 Standard 1 2 3 4 5 Scales 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Early Years 1 2 3 4 5 6 Primary Years 1 2 3 4 5 6 7 8 9 Middle Years 1 2 3 4 5 6 7 8 9 10 11 12 13 Senior Years 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Links between SACSA Standards and ESL Scope and Scales

  7. How were the ESL Scope and Scales developed? • Outcomes for each learning area for each Standard were examined for their language requirements • This language is made explicit in the ESL Scope and Scales. ESL Scope and Scales ENGLISH ARTS LANGUAGES HEALTH & P.E. DESIGN AND TECHNOLOGY SOCIETY & ENVIRONMENT MATHS SCIENCE

  8. English as a Second Language ESL Scope & Scales Programming ESL SCOPE Assessing ESL SCALES Reporting ESL SCALES

  9. ENGLISH ARTS LANGUAGES HEALTH & P.E. DESIGN AND TECHNOLOGY SOCIETY & ENVIRONMENT MATHS ALL LEARNING AREAS Who uses the ESL Scope and Scales? • ESL teachers • Teachers who have identified that they have ESL learners in their classroom ESL learning needs

  10. Suggested Implementation Stages for Schools • Schools should consider their own resources and priorities to use the ESL Scope and Scales. • As a guide: • assess all new ESL learners or reassess ESL learners for the August 2003 census • report to communities on the progress of the cohort of ESL learners’ English language achievement by the end of 2004.

  11. Suggested Implementation Stagesfor Teachers • Teachers should use their own judgement about the degree to which they will engage with the ESL Scope and Scales to support their ESL learners. • As a guide: • begin to use the ESL Scope and Scales to adjust teaching, learning programs and assessment practices • use the ESL Scope and Scales to plan and implement teaching and learning programs to support their ESL learners by the beginning of 2004 • use information from the ESL Scope and Scales when reporting on language achievement to ESL learners and their parents by the end of 2004

  12. Benefits of using the ESL Scope and Scales • The ESL Scope and Scales: • highlight the specific language needs of ESL learners within the curriculum • provide a common framework for teachers to talk about the language demands within the learning areas • assist teachers with programming for ESL learners • inform teachers’ methodology • support teachers to report on ESL students’ language and literacy development

  13. What does it mean for districts and schools? Develop a staged implementation process by considering • district and school priorities • resources required • appropriate timelines • professional development needs • evaluation processes

  14. Who supports the implementation? Shared responsibility across the department, with: • leaders at district and school levels • ESL District Service Providers • ESL Project Officers – ESL Scope and Scales

  15. Possible Implementation Processes • Whole school professional development sessions • Integration with SACSA implementation processes • Facilitator training • Whole school literacy focus • Learning areas literacy focus

More Related