members of the working group€¦ · the early learning goals - stepping stones to the early...

MEMBERS OF THE WORKING GROUP

Bandana Butel EAL Team Leader, Ethnic Minority Achievement Support Service

Denise Dent Teacher Adviser for Ethnic Minority Achievement

Judith Fawbert Head of Ethnic Minority Achievement Support Service

Ian Helvensteyn Deputy Head of Ethnic Minority Achievement Support Service

Pauline Hipkins Head of Bowerham County Primary School, Lancaster

Alison McLay Teacher Adviser for Ethnic Minority Achievement

Carol McNulty Adviser for Ethnic Minority Achievement

Sonia Ryan Teacher Adviser for Ethnic Minority Achievement

Sue Sheppy Independent Consultant for Ethnic Minority Achievement

CONTENTSPage

Glossary of abbreviations used in this document

• INTRODUCTION 1

NASSEA EAL ASSESSMENT SYSTEM....................................... 2

An Overview of the NASSEA Steps............................................ 6

A language in common : Assessing English as anAdditional Language (QCA) ........................................................ 8

• GUIDANCE

(1) Using the Lancashire Pupil Profile System ...................... 10(2) Using the Profile – an example.......................................... 13(3) How could the Pupil Profile be used in schools? ............ 15

• ENGLISH NATIONAL CURRICULUM LINKS 16

Listening and Understanding ...................................................17

Speaking.....................................................................................19

Reading.......................................................................................23

Writing ........................................................................................28

• PROFILE FOR MONITORING PUPIL PROGRESS INLEARNING ENGLISH AS AN ADDITIONAL LANGUAGE

• REFERENCES

National Curriculum references to pupils learningEnglish as an additional language .......................................... i

Assessment of learning in the four language skill areas:references to national guidance .............................................. iii

Profiling and Monitoring Attainment....................................... vii

Reference Sources and Further Reading ............................... x

Also included:

Floppy disk containing the Pupil Profile (Microsoft Word File)NALDIC working paper 5 – The Distinctiveness of EAL

GLOSSARY OF ABBREVIATIONS

EM Ethnic Minority

EMA Ethnic Minority Achievement

EAL English as an Additional Language

SSA Special Support Assistant

QCA Qualifications and Curriculum Authority

IEP Individual Education Plan

NASSEA Northern Association of Support Services forEquality and Achievement

ELGs Early Learning Goals

PPD Pupil Performance Descriptor

UPN Unique Pupil Number

KS Key Stage

IP Individual Plan

NALDIC National Association for Language Developmentin the Curriculum

1

INTRODUCTION

This Handbook has been produced to assist staff working with pupils learningEnglish as an additional language (EAL) to:

• monitor their pupils’ English language progression;• set school, class and individual pupil targets in language and literacy.

It seeks to integrate:

� The Early Learning Goals - Stepping Stones to the Early Learning Goals 2000(see Curriculum Guidance for the Foundation Stage, QCA)

� NASSEA Steps (see EAL Assessment: Guidance on the NASSEA EALAssessment System, Northern Association of Support Services for Equality andAchievement 2001)

� National Curriculum 2000 English Attainment Targets for levels 2 - 8 (seeNational Curriculum 2000)

� Pupil Performance Descriptors – taken from Lancashire Profile of the LinguisticDevelopment of Bilingual Pupils

� QCA Steps for EAL Assessment (see A language in common: AssessingEnglish as an additional language, QCA 2000)

The Handbook has been compiled by a working group set up to revise theLancashire Profile of the Linguistic Development of Bilingual Pupils and to provide aresource for all schools with pupils learning English as an additional language. It hasbeen trialled by a number of schools and the Lancashire EMA Support Service.Comments and suggestions arising from this process have assisted the workinggroup in producing the final document.

The Pupil Profile included within the Handbook is not intended to be prescriptive.The way in which it is used will depend upon a school’s own needs and systems,and it should be adapted as required. For further details on profiling and monitoringthe attainment of EAL pupils, see the extracts from the QCA publication A languagein common on pages vii-ix of the References Section.

The layout of the Handbook is such that it allows additional material to be added,either from the school or the central EMA Advisory Team. Trialling the Profile innursery schools, for example, has shown that it may not allow for sufficient detail tobe recorded about the EAL progress of nursery pupils. It is therefore intended thatsupplementary material will be produced in the future to address this issue.

Training will be provided by the EMA Advisory Team to support staff in using theProfile in areas such as pupil observation, assessment opportunities andmoderation.

Enclosed for further reading is NALDIC Working Paper 5 –The Distinctiveness of EAL

Any comments on the content of this Handbook are welcome and should beaddressed to: EMA Advisory Team

LPDS Centre, Southport Road, Chorley, PR7 1NG.

2

NASSEA EAL ASSESSMENT SYSTEM

LISTENING AND UNDERSTANDING

Step 1 (S1) Pupils listen attentively for short bursts of time. They use non-verbal gestures to respond to greetings and questions aboutthemselves, and they follow simple instructions based on theroutines of the classroom.

Step 2 (S2) Pupils understand simple conversational English. They listenand respond to the gist of general explanations by the teacherwhere language is supported by non-verbal cues, includingillustrations.

Threshold (S3) With support, pupils understand and respond appropriately tostraightforward comments or instructions addressed to them.They listen attentively to a range of speakers, includingteacher presentations to the whole class.

Secure (S4) In familiar circumstances, pupils follow what others say aboutwhat they are doing and thinking. They listen withunderstanding to sequences of instructions and usuallyrespond appropriately in conversation.

Consolidating (S5) Pupils can understand most conversations when the subjectof the conversation is more concrete than abstract and wherethere are few figurative and idiomatic expressions.

Competent (S6) Pupils can participate as active speakers and listeners ingroup tasks. They understand most social and academicinteractions delivered at normal speed.

Independent (S7) Pupils have the range of listening skills necessary toparticipate fully within the curriculum and can be fairlyassessed using only the National Curriculum for English.

3


SPEAKING

Step 1 (S1) Pupils echo words and expressions drawn from classroomroutines and social interactions to communicate meaning.They express some basic needs, using single words orphrases in English.

Step 2 (S2) Pupils copy talk that has been modelled. In their speech theyshow some control of English word order and theirpronunciation is generally intelligible.

Threshold (S3) Pupils speak about matters of immediate interest in familiarsettings. They convey meaning through talk and gesture andcan extend what they want to say with support. Their speechis sometimes grammatically incomplete at word and phraselevel.

Secure (S4) Pupils speak about matters of interest to a range of listenersand begin to develop connected utterances. What they sayshows some grammatical complexity in expressingrelationships between ideas and sequences of events. Pupilsconvey meaning, sustaining their contributions and thelistener’s interest.

Consolidating (S5) Pupils begin to engage in a dialogue or conversation within anacademic context. In developing and explaining their ideasthey speak clearly and use a growing vocabulary.

Competent (S6) Pupils use language appropriately across the curriculum fordifferent academic purposes (e.g. explaining); some minorerrors may still be evident. They are able to use morecomplex sentences.

Independent (S7) Pupils have the range of speaking skills necessary toparticipate fully within the curriculum and can be fairlyassessed using only the National Curriculum for English.

4


READING

Step 1 (S1) Pupils participate in reading activities and may build on theirknowledge of literacy in another language. They know that, inEnglish, print is read from left to right and from top to bottom.They recognise their names and familiar words and identifysome letters of the alphabet by shape and sound.

Step 2 (S2) Pupils begin to associate sounds with letters in English and topredict what the text will be about. They read words andphrases that they have learned in different curriculum areas.With support, they can follow a text read aloud.

Threshold (S3) Pupils can read a range of familiar words, and identify initialand final sounds in unfamiliar words. With support, they canestablish meaning when reading aloud phrases or simplesentences, and use contextual clues to gain understanding.They respond to events and ideas in poems, stories and non-fiction.

Secure (S4) Pupils use their knowledge of letters, sounds and words toestablish meaning when reading familiar texts aloud,sometimes with prompting. They comment on events or ideasin poems, stories and non-fiction.

Consolidating (S5) Pupils use more than one strategy, such as phonic, graphic,syntactic and contextual, in reading unfamiliar words andextracting information from a variety of texts. From Key Stage2 onwards reading has typically begun to be a tool for learningrather than a process which is an end in itself.

Competent (S6) Pupils understand many culturally embedded references andidioms, but may still require explanations. From Key Stage 2onwards pupils can read a range of complex texts starting togo beyond the literal by using some higher order reading skillssuch as inference, deduction and hypothesis.

Independent (S7) Pupils have the range of reading skills necessary toparticipate fully within the curriculum and can be fairlyassessed using only the National Curriculum for English.

5


WRITING

Step 1 (S1) Pupils use English letters and letter-like forms to conveymeaning. They copy or write their names and familiar words,and write from left to right.

Step 2 (S2) Pupils attempt to express meanings in writing, supported byoral work or pictures. Generally their writing is intelligible tothemselves and a familiar reader, and shows some knowledgeof sound and letter patterns in English spelling. Building ontheir knowledge of literacy in another language, pupils showknowledge of the function of sentence division.

Threshold (S3) Pupils produce recognisable letters and words in texts, whichconvey meaning and show some knowledge of Englishsentence division and word order. Most commonly used lettersare correctly shaped, but may be inconsistent in their size andorientation.

Secure (S4) Pupils use phrases and longer statements that convey ideas tothe reader, making some use of full stops and capital letters.Some grammatical patterns are irregular and pupils’ grasp ofEnglish sounds and how they are written is still not secure.Letters are usually clearly shaped and correctly orientated.

Consolidating (S5) Pupils are able to produce written outcomes using a range ofappropriate grammatical structures when given ‘scaffolding’support such as writing frameworks and a specific focus on thelinguistic requirements of different kinds of writing. Pupils’production is more limited when they receive no such support.Pupils are beginning to understand that different contextsrequire different forms of expression and they will be attemptingto respond to this understanding in their writing.

Competent (S6) Pupils can produce appropriately structured and generallyaccurate work in a variety of familiar academic contexts withfew errors and without support. They will still require support todevelop the organisational skills and appropriate linguisticforms for new contexts.

Independent (S7) Pupils have the range of literary skills necessary to participatefully within the curriculum and can be fairly assessed by usingonly the National Curriculum for English.

6

AN OVERVIEW OF THE NASSEA STEPS

taken from the NASSEA publication (2001)EAL ASSESSMENT: GUIDANCE ON THE NASSEA EAL ASSESSMENT SYSTEM

The Northern Association of Support Services for Equality and Achievement(NASSEA) has developed an assessment system that builds on the work carried outby the Qualifications and Curriculum Authority (QCA) and published as 'A Languagein Common'. It was in no way intended to replace the National Curriculum Englishlevels but rather to complement them. The concern was that the guidance producedby QCA only described pupils who were in the earlier stages of English acquisition. Itwas considered to be more difficult to use with older pupils who may have theconceptual skills to work at higher levels of the National Curriculum, but lack theEnglish to demonstrate what they can do. EAL pupils should be ascribed a NationalCurriculum level (including a level for English) which reflects their ability andprogress through the curriculum, together with an EAL Step which describes theirEnglish language level. The two are not the same.

The diagram opposite is taken from the NASSEA booklet and shows how theNASSEA steps relate to the National Curriculum for English. Refer to the keybelow:

S1Step 1

S5Consolidating

S2Step 2

S6Competent

S3Threshold

S7Independent

(Can be assessed usingthe National Curriculum)

S4Secure

Independent -extended for KS4

KEY TO NASSEA EAL ASSESSMENT DIAGRAM

7

AN OVERVIEW OF THE NASSEA STEPS (continued)

In the NASSEA booklet a chart is provided (reproduced below) which clearly showshow the steps achieved in English language acquisition during the four Key Stageperiods may be mapped onto the National Curriculum levels. At each step in theiracquisition of English, learners may attain within a range of different NationalCurriculum levels. Their level of attainment will depend upon their skills in English,but also on other circumstances such as their competence in their first language,previous educational experience and age.

It is only when EAL pupils are assessed as fully fluent and independent usersof the English language for academic purposes that they can be assessedfairly using National Curriculum English level descriptors alone.

ENGLISHNC

LEVELSKS1

NASSEA STEPS

1 2 3 4 5 6 7

ENGLISHNC

LEVELSKS2

NASSEA STEPS

1 2 3 4 5 6 7

ENGLISHNC

LEVELSKS3/4

NASSEA STEPS

1 2 3 4 5 6 7

W

L1

L2

L3

L4

L5

L6

L7

L8

8

A la

ngua

ge in

com

mon

: As

sess

ing

Engl

ish

as a

n ad

ditio

nal l

angu

age

(QC

A)Th

e ex

tend

ed s

cale

List

enin

gSp

eaki

ngR

eadi

ngW

ritin

gSt

ep 1

Pupi

ls li

sten

atte

ntiv

ely

for s

hort

burs

ts o

f tim

e. T

hey

use

non-

verb

al g

estu

res

to re

spon

d to

gree

tings

and

que

stio

ns a

bout

them

selv

es, a

nd th

ey fo

llow

sim

ple

inst

ruct

ions

bas

ed o

n th

ero

utin

es o

f the

cla

ssro

om.

Pupi

ls e

cho

wor

ds a

nd e

xpre

ssio

nsdr

awn

from

cla

ssro

om ro

utin

es a

ndso

cial

inte

ract

ions

to c

omm

unic

ate

mea

ning

. Th

ey e

xpre

ss s

ome

basi

cne

eds,

usi

ng s

ingl

e w

ords

or p

hras

esin

Eng

lish.

Pupi

ls p

artic

ipat

e in

read

ing

activ

ities

. Th

ey k

now

that

, in

Engl

ish,

prin

t is

read

from

left

torig

ht a

nd fr

om to

p to

bot

tom

. Th

eyre

cogn

ise

thei

r nam

es a

nd fa

milia

rw

ords

and

iden

tify

som

e le

tters

of

the

alph

abet

by

shap

e an

d so

und.

Pupi

ls u

se E

nglis

h le

tters

and

lette

r-lik

e fo

rms

to c

onve

y m

eani

ng.

They

copy

or w

rite

thei

r nam

es a

ndfa

milia

r wor

ds, a

nd w

rite

from

left

torig

ht.

Step

2Pu

pils

und

erst

and

sim

ple

conv

ersa

tiona

l Eng

lish.

The

ylis

ten

and

resp

ond

to th

e gi

st o

fge

nera

l exp

lana

tions

by

the

teac

her w

here

lang

uage

issu

ppor

ted

by n

on-v

erba

l cue

s,in

clud

ing

illust

ratio

ns.

Pupi

ls c

opy

talk

that

has

bee

nm

odel

led.

In

thei

r spe

ech,

they

sho

wso

me

cont

rol o

f Eng

lish

wor

d or

der

and

thei

r pro

nunc

iatio

n is

gen

eral

lyin

tellig

ible

.

Pupi

ls b

egin

to a

ssoc

iate

sou

nds

with

lette

rs in

Eng

lish

and

to p

redi

ctw

hat t

he te

xt w

ill be

abo

ut.

They

read

wor

ds a

nd p

hras

es th

at th

eyha

ve le

arne

d in

diff

eren

t cur

ricul

umar

eas.

With

sup

port,

they

can

follo

w a

text

read

alo

ud.

Pupi

ls a

ttem

pt to

exp

ress

mea

ning

sin

writ

ing,

sup

porte

d by

ora

l wor

k or

pict

ures

. G

ener

ally

thei

r writ

ing

isin

tellig

ible

to th

emse

lves

and

afa

milia

r rea

der,

and

show

s so

me

know

ledg

e of

sou

nd a

nd le

tter

patte

rns

in E

nglis

h sp

ellin

g. B

uild

ing

on th

eir k

now

ledg

e of

lite

racy

inan

othe

r lan

guag

e, p

upils

sho

wkn

owle

dge

of th

e fu

nctio

n of

sent

ence

div

isio

n.Le

vel 1

(Thr

esho

ld)

With

sup

port,

pup

ils u

nder

stan

dan

d re

spon

d ap

prop

riate

ly to

stra

ight

forw

ard

com

men

ts o

rin

stru

ctio

ns a

ddre

ssed

to th

em.

They

list

en a

ttent

ivel

y to

a ra

nge

of s

peak

ers,

incl

udin

g te

ache

rpr

esen

tatio

n to

the

who

le c

lass

.

Pupi

ls s

peak

abo

ut m

atte

rs o

fim

med

iate

inte

rest

in fa

milia

rse

tting

s. T

hey

conv

ey m

eani

ngth

roug

h ta

lk a

nd g

estu

re a

nd c

anex

tend

wha

t the

y sa

y w

ith s

uppo

rt.Th

eir s

peec

h is

som

etim

esgr

amm

atic

ally

inco

mpl

ete

at w

ord

and

phra

se le

vel.

Pupi

ls c

an re

ad a

rang

e of

fam

iliar

wor

ds, a

nd id

entif

y in

itial

and

fina

lso

unds

in u

nfam

iliar w

ords

. W

ithsu

ppor

t, th

ey c

an e

stab

lish

mea

ning

whe

n re

adin

g al

oud

phra

ses

or s

impl

e se

nten

ces,

and

use

cont

extu

al c

lues

to g

ain

unde

rsta

ndin

g. T

hey

resp

ond

toev

ents

and

idea

s in

poe

ms,

sto

ries

and

non-

fictio

n.

Pupi

ls p

rodu

ce re

cogn

isab

le le

tters

and

wor

ds in

text

s, w

hich

con

vey

mea

ning

and

sho

w s

ome

know

ledg

eof

Eng

lish

sent

ence

div

isio

n an

dw

ord

orde

r. M

ost c

omm

only

use

dle

tters

are

cor

rect

ly s

hape

d, b

ut m

aybe

inco

nsis

tent

in th

eir s

ize

and

orie

ntat

ion.

Leve

l 1(S

ecur

e)In

fam

iliar c

onte

xts,

pup

ils fo

llow

wha

t oth

ers

say

abou

t wha

t the

yar

e do

ing

and

thin

king

. Th

eylis

ten

with

und

erst

andi

ng to

sequ

ence

s of

inst

ruct

ions

and

usua

lly re

spon

d ap

prop

riate

ly in

conv

ersa

tion.

Pupi

ls s

peak

abo

ut m

atte

rs o

fin

tere

st to

a ra

nge

of li

sten

ers

and

begi

n to

dev

elop

con

nect

edut

tera

nces

. W

hat t

hey

say

show

sso

me

gram

mat

ical

com

plex

ity in

expr

essi

ng re

latio

nshi

ps b

etw

een

idea

s an

d se

quen

ces

of e

vent

s.Pu

pils

con

vey

mea

ning

, sus

tain

ing

thei

r con

tribu

tions

and

the

liste

ners

’in

tere

st.

Pupi

ls u

se th

eir k

now

ledg

e of

lette

rs, s

ound

s an

d w

ords

toes

tabl

ish

mea

ning

whe

n re

adin

gfa

milia

r tex

ts a

loud

, som

etim

es w

ithpr

ompt

ing.

The

y co

mm

ent o

nev

ents

or i

deas

in p

oem

s, s

torie

san

d no

n-fic

tion.

Pupi

ls u

se p

hras

es a

nd lo

nger

stat

emen

ts w

hich

con

vey

idea

s to

the

read

er, m

akin

g so

me

use

of fu

llst

ops

and

capi

tal l

ette

rs.

Som

egr

amm

atic

al p

atte

rns

are

irreg

ular

and

pupi

ls’ g

rasp

of E

nglis

h so

unds

and

how

they

are

writ

ten

is n

otse

cure

. Le

tters

are

usu

ally

cle

arly

shap

ed a

nd c

orre

ctly

orie

ntat

ed.

9

Nat

iona

l Cur

ricul

um E

nglis

hSp

eaki

ng a

nd L

iste

ning

Rea

ding

Writ

ing

Leve

l 2Pu

pils

beg

in to

sho

w c

onfid

ence

in ta

lkin

g an

d lis

teni

ng, p

artic

ular

ly w

here

the

topi

cs in

tere

st th

em.

On

occa

sion

s, th

ey s

how

aw

aren

ess

of th

e ne

eds

of th

e lis

tene

r by

incl

udin

g re

leva

nt d

etai

l. In

dev

elop

ing

and

expl

aini

ngth

eir i

deas

they

spe

ak c

lear

ly a

nd u

se a

gro

win

g vo

cabu

lary

. Th

ey u

sual

lylis

ten

care

fully

and

resp

ond

with

incr

easi

ng a

ppro

pria

tene

ss to

wha

t oth

ers

say.

The

y ar

e be

ginn

ing

to b

e aw

are

that

in s

ome

situ

atio

ns a

mor

e fo

rmal

voca

bula

ry a

nd to

ne o

f voi

ce a

re u

sed.

Pupi

ls’ r

eadi

ng o

f sim

ple

text

ssh

ows

unde

rsta

ndin

g an

d is

gene

rally

acc

urat

e. T

hey

expr

ess

opin

ions

abo

ut m

ajor

eve

nts

orid

eas

in s

torie

s, p

oem

s an

d no

n-fic

tion.

The

y us

e m

ore

than

one

stra

tegy

, suc

h as

pho

nic,

gra

phic

,sy

ntac

tic a

nd c

onte

xtua

l, in

read

ing

unfa

milia

r wor

ds a

nd e

stab

lishi

ngm

eani

ng.

Pupi

ls’ w

ritin

g co

mm

unic

ates

mea

ning

in b

oth

narra

tive

and

non-

narra

tive

form

s, u

sing

app

ropr

iate

and

inte

rest

ing

voca

bula

ry, a

ndsh

owin

g so

me

awar

enes

s of

the

read

er.

Idea

s ar

e de

velo

ped

in a

sequ

ence

of s

ente

nces

, som

etim

esde

mar

cate

d by

cap

ital l

ette

rs a

nd fu

llst

ops.

Sim

ple,

mon

osyl

labi

c w

ords

are

usua

lly s

pelt

corre

ctly

, and

whe

reth

ere

are

inac

cura

cies

the

alte

rnat

ive

is p

hone

tical

ly p

laus

ible

. In

hand

writ

ing,

lette

rs a

re a

ccur

atel

yfo

rmed

and

con

sist

ent i

n si

ze.

Leve

l 3Pu

pils

talk

and

list

en c

onfid

ently

in d

iffer

ent c

onte

xts,

exp

lorin

g an

dco

mm

unic

atin

g id

eas.

In

disc

ussi

on, t

hey

show

und

erst

andi

ng o

f the

mai

npo

ints

. Th

roug

h re

leva

nt c

omm

ents

and

que

stio

ns, t

hey

show

they

hav

elis

tene

d ca

refu

lly.

They

beg

in to

ada

pt w

hat t

hey

say

to th

e ne

eds

of th

elis

tene

r, va

ryin

g th

e us

e of

voc

abul

ary

and

the

leve

l of d

etai

l. T

hey

are

begi

nnin

g to

be

awar

e of

sta

ndar

d En

glis

h an

d w

hen

it is

use

d.

Pupi

ls re

ad a

rang

e of

text

s flu

ently

and

accu

rate

ly.

They

read

inde

pend

ently

, usi

ng s

trate

gies

appr

opria

tely

to e

stab

lish

mea

ning

.In

resp

ondi

ng to

fict

ion

and

non-

fictio

n th

ey s

how

und

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ng o

fth

e m

ain

poin

ts a

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xpre

sspr

efer

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s. T

hey

use

thei

rkn

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dge

of th

e al

phab

et to

loca

tebo

oks

and

find

info

rmat

ion.

Pupi

ls’ w

ritin

g is

ofte

n or

gani

sed,

imag

inat

ive

and

clea

r. T

he m

ain

feat

ures

of d

iffer

ent f

orm

s of

writ

ing

are

used

app

ropr

iate

ly, b

egin

ning

tobe

ada

pted

to d

iffer

ent r

eade

rs.

Sequ

ence

s of

sen

tenc

es e

xten

did

eas

logi

cally

and

wor

ds a

re c

hose

nfo

r var

iety

and

inte

rest

. Th

e ba

sic

gram

mat

ical

stru

ctur

e of

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esis

usu

ally

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rect

. Sp

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g is

usu

ally

accu

rate

, inc

ludi

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at o

f com

mon

,po

lysy

llabi

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ords

. Pu

nctu

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mar

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mar

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dwrit

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legi

ble.

Lancashire EAL Pupil Profile

10

Using the Lancashire Pupil Profile System

The system has a dual purpose. It aims to assist staff to:

� monitor their pupils’ English language progression� set school, class and individual pupil targets in language and literacy

� The Pupil Profile contains Pupil Performance Descriptors (PPD) linked to theNASSEA EAL Steps. The National Curriculum Links section containsstatements from the Early Learning Goals and the English National Curriculum.

� The Pupil Performance Descriptors in no way reflect the level of pupils’achievements in any other languages that they have access to, or need to use athome and at school.

� The numbering of the performance descriptors is to assist in the identification ofthe targets. Although the process follows a general developmental pattern, it isnot totally linear. When the sections are used for assessment purposes, then a‘best fit’ model should be deployed.

� The column for comments/evidence should be used to note pupil achievements,using a system as agreed in the particular school context and teaching situation,e.g. date/curriculum area. You may also wish to comment on aspects of a PPDachieved by a pupil to indicate smaller steps in his/her EAL progress.

� An optional observation sheet – Target Pupil Observations is included for use inyour setting to record significant points in a pupil’s EAL development.

� An assessment summary sheet, slightly adapted from the NASSEA material, isalso provided which will, over time, give an overview of progress.

� Pupil EAL development should be monitored across different curriculum areasusing the performance descriptors.

� Two versions of the Pupil Profile have been included to facilitate the production ofdifferent formats.

The Pupil Profile

Photocopy the Profile for each target pupil. It is important to complete as much ofthe Pupil Information sheet as possible, as this background information will provide acontext for pupil progress and attainment.


11

The Pupil Profile consists from columns.

Description of pupil EAL performance (PPD)

EAL step = NASSEA step

No. Pupil Performance Descriptor (PPD) EALStep

Comments/Evidence/Date

The pupil can:

1. show evidence of receptive awareness of English, but is mainlysilent

S1

2. show evidence of receptive awareness of English by non-verbalresponses in a variety of situations, including greetings andquestions about themselves

S1

PPD number – for reference (not implying linear progress)

NASSEA EAL Assessment System (refer to pages 2-7)

The Profile matches the Pupil Performance Descriptors to EAL Steps, taken from theNASSEA EAL Assessment System. Use the overview diagram of the NASSEASteps in order to link the EAL steps to the English National Curriculum or the EarlyLearning Goals. This enables pupil progress to be mapped according to Key Stage.

English National Curriculum Links (refer to pages 14-30)

You may wish to further reference the pupil’s progress within the English NationalCurriculum or the Early Learning Goals. In this section the National Curriculumstatements (which include the QCA EAL descriptors for pre-level 1 and Level 1 asoutlined in A Language in Common) and Early Learning Goals have been separated.Where there is a direct match with the Pupil Performance Descriptors, this isindicated in the PPD column.

Not all the PPDs relate directly to English National Curriculum statements.This is because they are specifically related to EAL progress and are notreflected in the English National Curriculum levels.


12

Statements from EnglishNational Curriculum Attainment Targets

Pupil Performance Descriptors

NC Level 2BThe pupil can:

PPD

� read the text almost entirely accurately

� read at an appropriate pace in parts of the passage, taking some account of punctuation 22

� read ahead 26

� sometimes show awareness that the text does not make sense by self-correcting or attemptingto solve the problem

When describing pupils’ EAL progress, a ‘best fit’ model should be deployed.


13

Using the Profile – an example

Bashir is in KS2. We are assessing his EAL development in writing.What can he do?

No. Pupil Performance Descriptor (PPD) EALStep


20 write letters that are usually clearly shaped and correctly oriented S4 ✓ has used consistentlyover Spring half term2002

21 sequence simple stories and texts, showing an understanding ofstory structure

S4 ✓ reference pupilswritten work (2 dates)

22 write short stories and narratives independently but may still displayevidence that English is an additional language by theirtransference of first language knowledge

S4 ✓ as above – errorsmay includeinconsistent use ofarticles ‘a’ ‘the’

23 write about an event or produce a piece of factual writing,chronologically ordered, using complete sentences and simplepunctuation

S5 ✓ produced a goodreport on Romansoldiers (date)

He has been assessed at EAL writing step S4, using a ‘best fit’ approach.

What English National Curriculum levels can that step represent in KS2?Refer to NASSEA Steps (pages 2 - 7)

ENGLISHNC

LEVELSKS1

NASSEA STEPS

1 2 3 4 5 6 7

ENGLISHNC

LEVELSKS2

NASSEA STEPS

1 2 3 4 5 6 7

ENGLISHNC

LEVELSKS3/4

NASSEA STEPS

1 2 3 4 5 6

W W W

L1 L1 L1

L2 L2 L2

L3 L3 L3

At KS2, Bashir could be achieving up toEnglish National Curriculum Level 2


14

Which English National Curriculum level best fits Bashir’s attainment inEnglish?

Refer to the English National Curriculum Links section of the handbook andlocate any relevant PPDs. (Remember, not all PPDs will be represented).

Bashir also shows evidence of English National Curriculum attainment that is notspecific to EAL.

NC Level 1The pupil can:

PPD

� communicate meaning through simple words and phrases 7

� in reading and writing, begin to show awareness of how full stops are used 14,19

� produce letters that are usually clearly shaped and correctly orientated 9,13

NC Level 2CThe pupil can:

� communicate in writing beyond a simple statement

� show some characteristics of narrative, or non-narrative writing (but form may not besustained)

22

• develop individual ideas in short sections

� use vocabulary appropriate to the subject matter, with some words used effectively 26

� draw on characteristics of written language (but draws more on those of spoken language,overall)

� produce some evidence of punctuation conventions to demarcate units of meaning

� spell some common words correctly

� demonstrate a reliance on phonic strategies with some recall of visual patterns whenproducing alternative spellings

� produce legible handwriting despite inconsistencies in orientation and size

� use upper and lower case letters

The highlighted text shows Bashir’s achievement.

So, his writing can be assessed at EAL Step 4 and English National CurriculumLevel 1, even though he shows some features of Level 2C.

It is now possible to identify EAL targets alongside English National Curriculumtargets.


15

How could the Pupil Profile be used in schools?

The Profile will need to be adapted to meet the needs of different school contexts.The schools that piloted the Profile used it in various ways, some examples of whichare listed below:

School 1 - a primary school with few EM pupils and an EMA teacher working 1 daya week across the whole age range. The Profile was trialled with targeted pupils inYears 1 and 3 where most support is focussed this year. Her next step will be tointroduce the Profile to class teachers.

School 2 - a primary school with no EMA funding and isolated pupils learning EAL,mostly new arrivals. The Profile was used by a part-time SSA with the support of theEMA co-ordinator. It was used initially with new arrivals, but as they found it usefulthey will gradually introduce it for the other pupils learning EAL. They also found ituseful for target setting.

School 3 - the EMA staff in a primary school with a high proportion of EM pupils whotargeted five or six pupils in each class. As they decided not to phase it in, thisinitially resulted in a lot of photocopying and paperwork but this was outweighed bythe fact that the use of the Profile brought a welcome consistency to the assessmentprocess. They are considering using it to set group targets.

School 4 - a secondary school with less than ten percent of pupils learning EALwhere a small group of recent arrivals has been targeted. The Profile was used forhalf termly assessments of these pupils, with occasional spot checks on speakingand listening. The teacher with EMA responsibility has already developed a schemeof work for new arrivals around the QCA steps and is now keen to extend this tomatch the Pupil Profile. The English Department in this school has also welcomedthe profile.

School 5 – a secondary school with a high percentage of EM pupils. This school isusing it with new arrivals, who are supported by Bilingual Classroom Assistants. TheProfile will be used in parallel with the school’s existing system which uses languagefocused curriculum targets put onto an IP (Individual Programme) developed by theEMA team (as part of the faculty of student support). They felt the Profile helpedthem to deliver focussed teaching for new arrivals.

School 6 – a secondary school with a high percentage of EM pupils, who alreadyhave an effective system in place, based on the QCA document and the previousLancashire EAL Pupil Profile. This system involves targeting pupils who need EMAsupport through an EAL IEP which is used by the EMA support staff and shared withclass teachers. The school intends to replace their Profile with the new LancashireProfile.

NoteFor further support on the use of the Profile, please refer to the QCA A Language incommon, extracts from which are included in the Reference Section at the back ofthis handbook.

16

ENGLISH NATIONAL CURRICULUM LINKS


17


The Early Learning Goals (ELGs) are used as well as ‘Working Towards NationalCurriculum Level 1’ (W) as the latter expression will commonly be used in KeyStages 2, 3 and 4, whereas Foundation and Key Stage 1 staff will see the ELGs asdovetailing into NC Level 1.

PPD = Pupil Performance Descriptor

ELGs/W, NC level PPD

Stepping Stones to the ELGs for language for communicationThe pupil can:

� listen to favourite nursery rhymes, stories and songs 1

� listen and respond to simple instructions based on the routinesof the classroom

4

� listen to others in one-to-one/small groups when conversationinterests them

� listen with increasing attention and recall, for example to stories,including those on tape or video

� listen with enjoyment to stories, songs and other music, rhymesand poems

� respond to stories, songs and other music, rhymes and poems 3

� sustain attentive listening


� listen to others and usually respond appropriately 5, 8


� listen with increasing confidence, particularly where the topicsinterest them

� listen carefully and respond with increasing appropriateness towhat others say

12


� listen confidently in different contexts across the curriculumareas

13,14


Listening and Understanding

18


� show careful listening, for example by asking relevant questions,or making relevant comments


� listen with confidence in an increasing range of contexts 15

� listen carefully in discussions, making contributions and askingquestions that are responsive to others’ ideas and views

15


� listen with confidence in an increasing range of contexts,including some that are of a formal nature

15

� pay close attention to what others say in discussion, askquestions to develop ideas and make contributions that takeaccount of others’ views


� take an active part in discussion, showing understanding ofideas and sensitivity to others


� make significant contributions in discussion, evaluating others’ideas and varying how and when they participate


� make a range of contributions which show that they have listenedperceptively and are sensitive to the development of discussion


19

SPEAKING




Stepping Stones to the ELGs for language for communicationThe pupil can:

� use gestures, including body language such as eye contact andfacial expression, to communicate

1

� use familiar words, often in isolation, to identify what they do anddo not want

3,4

� join in with repeated refrains, anticipating key events andimportant phrases

� use vocabulary focused on objects and people who are ofparticular importance to them

4

� describe main story settings, events and principal characters

� question why things happen, and give explanations

� build up vocabulary that reflects the breadth of their experience

� begin to experiment with language describing possession

� begin to use more complex sentences

� use a widening range of words to express or elaborate ideas

� speak to others about wants and interests with emerging self-confidence

� use simple grammatical structures

� ask simple questions, often in the form of ‘where’ or ‘what’

� initiate conversation 8,9

� use talk to resolve disagreements

� extend his/her vocabulary, especially by grouping and naming

� use vocabulary and forms of speech that are increasinglyinfluenced by experience of books


Speaking

20


� link statements and stick to a main theme or intention

� consistently develop a simple story, explanation or line ofquestioning

� confidently talk to people other than those who are well known tothem

� take turns in conversation

� interact with others, taking account of what others say 12

� use talk to negotiate plans and activities

� enjoy using spoken and written language, and readily turn to it intheir play and learning

13

� make up stories, songs, rhymes and poems

� explore the meanings and sounds of new words

� speak with confidence and control

� show awareness of the listener, for example by the use ofconventions such as greetings, ‘please’ and ‘thank you’

Stepping Stones to the ELGs for language for thinkingThe pupil can:

� use talk that is largely concerned with the ‘here and now’

� talk activities through, reflecting on and modifying what they aredoing

� use talk to give new meanings to objects and actions, treatingthem as symbols for other things

� use talk to connect ideas, explain what is happening andanticipate what might happen next

� use talk, actions and objects to recall and relive past experiences 14

� begin to use talk instead of action to rehearse, reorder andreflect on past experience, linking significant events from ownexperience and from stories, paying attention to sequence andhow events lead into one another

� begin to make patterns in their experience through linking causeand effect, sequencing, ordering and grouping


Speaking

21


� begin to use talk to pretend imaginary situations

� use language to imagine and recreate roles and experiences 21

� use talk to organize, sequence and clarify thinking, ideas,feelings and events


� talk about matters of immediate interest 7

� convey simple meanings to a range of listeners, speakingaudibly

6, 9,8

� begin to extend their ideas or accounts by providing some detail 10,13


� display evidence of increased confidence in talking, particularlywhere the topics interest them

� on occasions, show awareness of the needs of the listener byincluding relevant detail

26

� speak clearly in developing and explaining ideas 27

� use a growing vocabulary in developing and explaining ideas

� display evidence that they are beginning to be aware that in somesituations a more formal vocabulary and tone of voice are used


� talk confidently in different contexts across the curriculum areas 30,31

� show an understanding of the main points of a topic indiscussion


� talk with confidence in an increasing range of contexts

� adapt their talk to the purpose: developing ideas thoughtfully,describing events and conveying their opinions clearly

33,34

� use appropriately some of the features of standard Englishvocabulary and grammar


Speaking

22



� talk confidently in a wide range of contexts, including some thatare of a formal nature

38

� talk in a way that engages the listener as they begin to vary theirexpression and vocabulary

� begin to use standard English in formal situations


� adapt their talk to the demands of different contexts withincreasing confidence

37

� talk in a way that engages the interest of the listener through thevariety of its vocabulary and expression

36

� usually use fluent standard English in formal situations


� confidently match their talk to the demands of different contexts 40

� organise their talk to communicate clearly

� show a confident use of standard English in situations thatrequire it


� maintain and develop their talk purposefully in a range ofcontexts

� structure what they say clearly

� use apt vocabulary

� use appropriate intonation and emphasis

� show a confident use of standard English in a range ofsituations, adapting as necessary


23

READING




Stepping Stones to the ELGs for linking sounds and lettersThe pupil can:

� enjoy rhyming

� enjoy rhythmic activities

� distinguish one sound from another

� show awareness of rhyme

� show awareness of alliteration

� recognise rhythm in spoken words

� continue a rhyming string

� hear and say the initial sounds in words

� know which letters represent some of the sounds

� hear and say initial and final sounds in words 8

� hear and say short vowel sounds within words 8,9

� link sounds to letters 10

� name and sound the letters of the alphabet

Stepping Stones to the ELGs for readingThe pupil can:

� listen to stories and poems, one-to-one and also in small groups 4

� join in with stories and poems, one-to-one and also in smallgroups

1

� show interest in illustrations

� show interest in print in books and print in the environment (and ina variety of settings)


Reading

24


� begin to be aware of the way stories are structured

� have favourite books

� handle books carefully

� suggest how the story might end

� know information can be relayed in the form of print 2

� know that print carries meaning 2

� hold books the correct way up and turn pages

� understand the concept of a word

� enjoy an increasing range of books

� begin to recognise some familiar words 6

� recognise that information can be retrieved from books andcomputers

� explore and experiment with sounds, words and texts

� retell narratives in the correct sequence, drawing on languagepatterns of stories

14

� read a range of familiar and common words 7

� read simple sentences independently 15

� know that print in English, is read from left to right and top tobottom

3

� show an understanding of the elements of stories, such as maincharacter, sequence of events and openings

� show how information can be found in non-fiction texts to answerquestions about where, who, why and how


� recognise familiar words in simple texts 7, 6

� with support, use knowledge of letters and sound – symbolrelationships in order to read words and to establish meaningwhen reading aloud

8, 9,10


Reading

25


� express responses to poems, stories and non-fiction byidentifying aspects s/he likes

18


� read independently and mostly accurately more than 90% of thetext

19

� sometimes use inappropriate strategies for the task

� read from word to word

� pause to talk about the text or to confirm meaning

� comment on obvious characteristics

� retell the story, although his/her version may be too short or toolong

� retell the story, although his/her version may be heavily reliant onthe illustrations


� read the text almost entirely accurately

� read at an appropriate pace in parts of the passage, taking someaccount of punctuation

22

� read ahead 26

� sometimes show awareness that the text does not make sense byself-correcting or attempting to solve the problem

� comment on the setting and how the plot links together orcontains surprises

� respond to the book including reference to some features of thepresentation

� retell the story referring to most of the main events andcharacters, although relying more heavily on the shared part of thereading than on the passage read alone

NC Level 2AThe pupil can:

� read the passage accurately and tackle unfamiliar words withencouragement only


Reading

26


� take appropriate action when the text does not make sense,displaying a variety of strategies

24

� read independently with pace and fluency showing confidence

� read ahead 26

� use expression and intonation to enhance meaning

� identify and comment on the main characters and how they relateto each other

� respond when questioned about extensions or alternatives toevents and actions

� respond when questioned about feelings created by the story

� retell the story in a balanced and clear way

� comment on some of the ways in which the book is written orpresented


� can read a range of texts fluently and accurately

� read independently, using strategies appropriately to establishmeaning

28

� show understanding of the main points in responding to fictionand non-fiction texts

33

� express preferences in responding to fiction and non-fiction texts 32

� use his/her knowledge of the alphabet to locate books and findinformation


� show understanding of significant ideas, themes, events andcharacters, in responding to a range of texts

23

� begin to use inference and deduction 23

� refer to the text when explaining their views

� locate and use ideas and information


Reading

27



� show understanding of a range of texts 31

� select essential points

� use inference and deduction where appropriate 35

� identify key features, themes and characters in their responses

� select sentences, phrases and relevant information to supporttheir views

37

� retrieve and collate information from a range of sources 29


� identify different layers of meaning and comment on theirsignificance and effect in reading and discussing a range of texts

33,36

� give personal responses to literary texts, referring to aspects oflanguage, structure and themes in justifying views

37

� summarise a range of information from different sources 38


� show understanding of the ways in which meaning andinformation are conveyed in a range of texts

� articulate personal and critical responses to poems, plays andnovels, showing awareness of their thematic, structural andlinguistic features

� select and synthesise a range of information from a variety ofsources


� show their response in appreciation of, and comment on, a rangeof texts

� evaluate how authors achieve their effects through the use oflinguistic, structural and presentational devices

� select and analyse information and ideas, and comment on howthese are conveyed in different texts


28

WRITING




Stepping Stones to the ELGs for writingThe pupil can:

� draw and paint, sometimes giving meanings to marks 1,3

� ascribe meanings to marks 4

� begin to break the flow of speech into words

� use writing as a means of recording and communicating 7

� use his/her phonic knowledge to write simple regular words 9

� make phonetically plausible attempts at more complex words 11

� attempt writing for various purposes, using features of differentforms such as lists, stories and instructions

� write his/her own name 5

� write items such as labels and captions 5


� communicate meaning through simple words and phrases 7

� in reading and writing, begin to show awareness of how full stopsare used

14,19

� produce letters that are usually clearly shaped and correctlyorientated

9,13


� communicate in writing beyond a simple statement

� show some characteristics of narrative, or non-narrative writing(but form may not be sustained)

22


Writing

29


� develop individual ideas in short sections

� use vocabulary appropriate to the subject matter, with some wordsused effectively

26

� draw on characteristics of written language (but draws more onthose of spoken language, overall)

� produce some evidence of punctuation conventions to demarcateunits of meaning

� spell some common words correctly

� demonstrate a reliance on phonic strategies with some recall ofvisual patterns when producing alternative spellings

� produce legible handwriting despite inconsistencies in orientationand size

� use upper and lower case letters


� communicate meaning in writing using a narrative or non-narrativeform with some consistency

� give sufficient detail to engage the reader

� demonstrate that variation is evident in both sentence structureand word choices, which are sometimes ambitious

� demonstrate that organisation reflects the purpose of the writing

� produce extended sentences linked through connectives otherthan ‘and’

� produce evidence of some sentence punctuation

� produce phonetically plausible attempts in spelling which reflectgrowing knowledge of whole word structure, together with anawareness of visual patterns and recall of letter strings

� produce clear handwriting, with ascenders and descendersdistinguished

� generally not mix upper and lower case letters within the word


Writing

30


NC Level 2AThe pupil can:

� communicate meaning in writing in a way which is lively andgenerally holds the reader’s interest

� demonstrate that some characteristic features of a chosen form ofnarrative or non-narrative are beginning to be developed

� show that links between ideas and events are mainly clear

� use some descriptive phrases to add detail or emphasis

� demonstrate a growing understanding of punctuation by use ofcapital letters and full stops to mark correctly structuredsentences

� spell many common monosyllabic words accurately

� make phonetically plausible spelling attempts at longer,polysyllabic words

� produce handwriting that shows accurate and consistent letterformation


� produce writing that shows evidence of organisation, imaginationand clarity

23

� demonstrate that the main features of the chosen form are beingused appropriately

� demonstrate that writing is beginning to be adapted to theintended readers

� show sequences of sentences extending ideas logically

� choose words for variety and interest

� produce sentences that have a basic grammatical structure that isusually correct

25

� spell words, usually accurately, including common, polysyllabicwords

27

� produce, usually accurate, punctuation to mark sentences – fullstops, capital letters and question marks

� produce handwriting that is joined and legible


Writing

31



� write in a range of forms in a lively and thoughtful way

� sustain and develop ideas in interesting ways

� organise ideas appropriately for the purpose of the reader 28

� use words for effect and make vocabulary choices that are oftenadventurous

� begin to use grammatically complex sentences that extendmeaning

� generally spell words accurately that conform to regular patterns,including those that are polysyllabic

� use full stops, capital letters and question marks correctly

� begin to use punctuation within a sentence

� use a handwriting style that is fluent, joined and legible


� write in a varied and interesting way, conveying meaning clearly

� write in a range of forms for different readers, using a more formalstyle where appropriate

31

� make vocabulary choices that are imaginative

� use words precisely

� organise simple and complex sentences into paragraphs 32

� usually spell words correctly that have complex regular patterns

� usually use a range of punctuation correctly including commas,apostrophes and inverted commas

� display handwriting that is joined, clear and fluent and, whereappropriate, is adapted to a range of tasks


� often write in a way that engages and sustains the reader’sinterest


Writing

32


� show some adaptation of style and register to different forms,including using an impersonal style where appropriate

33

� use a range of sentence structures and varied vocabulary to createeffects

� generally spell accurately, including irregular words

� display handwriting that is neat and legible

� use a range of punctuation that is usually used correctly to clarifymeaning

� organise ideas into paragraphs


� write confidently

� display appropriate choices of style in a range of forms

� develop characters and settings in narrative writing

� organise ideas coherently in non-fiction writing

� use grammatical features and vocabulary accurately andeffectively

� spell correctly, including complex irregular words

� present work legibly and attractively

� use paragraphing and correct punctuation to make the sequenceof events or ideas coherent and clear to the reader


� display the selection of specific features or expressions to conveyparticular effects and to interest the reader

� display control of characters, events and settings and showvariety in structure through narrative writing

� display non-fiction writing that is coherent and gives clear pointsof view

� use vocabulary and grammar to enable fine distinctions to bemade or achieve emphasis

� display a clear grasp of the use of punctuation and paragraphing

PROFILE FOR MONITORING PUPIL PROGRESSIN LEARNING ENGLISH

AS AN ADDITIONAL LANGUAGE

Produced by

LANCASHIRE ETHNIC MINORITY ACHIEVEMENTADVISORY TEAM

NAME OF PUPIL

M/F UPN

School:

School Number:

Pupil Information Date Profile opened:Year group of pupil when Profile opened:

D.O.B Place of birth Admission date Year group on entry

Ethnicity Religion Siblings in school Asylum seeker?

Yes NoLanguages spoken in family Languages spoken by pupil

Languages read by pupil Languages written by pupil

Does the pupil have tuition in languages other than English outside school?

Previous schooling (including pre-school)

Attendance and timekeeping

Social or emotional concerns

Medical concerns

Other information/particular skills or achievements

Extended holidays (date, destination and duration)

PLEASE REFER TO GUIDANCE SECTION


No. Pupil Performance Descriptor(PPD)

EALStep


The pupil can:

1. show evidence of receptive awareness ofEnglish, but is mainly silent

S1

2. show evidence of receptive awareness ofEnglish by non-verbal responses in a variety ofsituations, including greetings and questionsabout themselves

S1

3. show evidence of listening by joining in storiesand rhymes through the use of words andactions

S1

4. respond to simple instructions in English withbilingual support

S1

5. show understanding of simple conversationalEnglish by making appropriate responses

S2

6. understand simple descriptions, with visualsupport

S2

7. understand the gist of simple explanations,with visual support

S2

8. understand and respond appropriately tostraightforward comments or instructions, withsupport

S3

9. listen attentively to a range of speakersincluding teacher presentations to the wholeclass

S3

10. follow more complex instructions involvingsequences of instructions

S4

11. follow more complex instructions containingembedded prepositions

S4

12. participate as an attentive listener, respondingwith increasing appropriateness to what otherssay

S4

13. understand most conversations when thesubject of the conversation is more concretethan abstract

S5

14. understand most conversations when there arefew figurative and idiomatic expressions

S5



No. PPD EALStep


15. participate as an active listener in group tasks;that is they can understand most social andacademic school interactions delivered atnormal speed

S6

16. demonstrate the range of listening skillsnecessary to participate fully within thecurriculum

S7

17. be fairly assessed using only the NationalCurriculum for English

S7


SPEAKING


EALStep


The pupil can:

1. give non-verbal responses in a variety ofsituations

S1

2. echo words and expressions drawn fromclassroom routines and social interactions tocommunicate meaning

S1

3. communicate needs by gesture/word, oftenusing transcoding, e.g. maru milk che

S1

4. use a functional vocabulary for social needsusing single words or phrases in English

S1

5. use a functional vocabulary for developingskills/concepts using single words or phrasesin English

S1

6. answer functional questions with a simpleEnglish sentence (not necessarilygrammatically correct)

S2

7. use English language to communicate needs,often in the form of telegraphic sentences, andpronunciation is generally intelligible

S2

8. initiate a dialogue or conversation in simpleterms about experiences one to one

S2

9. initiate a dialogue or conversation in simpleterms about experiences in a group setting

S2

10. communicate more freely but with commonerrors

S3

11. communicate more freely, beginning to usenegative forms, correct tenses and pronouns

S3

12. initiate and maintain a social conversation S3

13. show evidence of a widening vocabulary,although limited in some subjects

S3

14. give simple descriptions S3

15. re-tell stories with the aid of props/pictures S3

SPEAKING


No. PPD EALStep


16. attempt to answer questions using structuredsentences

S3

17. convey a simple message S3

18. ask functional questions: what shall I do now? S3

19. ask heuristic questions, e.g. how? why? S3

20. give simple instructions S3

21. participate appropriately as a speaker in agroup task

S3

22. demonstrate developing communicativecompetence participating as a speaker in classdiscussions for example, understands turn-taking

S4

23. relate a connected narrative to a teacher S4

24. relate a connected narrative to a group S4

25. make utterances which show somegrammatical complexity in expressingrelationships between ideas and sequences ofevents

S4

26. relate what has happened in a story andpredict what may happen next

S4

27. show evidence of beginning to produce longerutterances that are grammatically correct, withclearer stress and intonation, within anacademic context

S5

28. increasingly give explanations of how and whythings happen, responding to questions moreconfidently

S5

29. increasingly hold confident, extendedconversations, that express personal viewsand make constructive comments in a group

S5

30. give an oral account of an event/story/poemthat demonstrates a developing vocabulary

S5

SPEAKING


No. PPD EALStep


31. give a coherent and logical explanation of workbeing done

S6

32. monitor and discuss activities by confidentlyasking and answering questions

S6

33. give accurate, detailed instructions to othersduring group work

S6

34. give a well-organized account of an event,story, experience or activity

S6

35. use more complex sentences, although someminor errors may still be evident

S6

36. vary style appropriately, including stress andintonation, recognizing the appropriate use ofdialect and specialised forms of vocabulary

S7

37. demonstrate an increasing ability to use a widerange of language functions for highercognitive processes, for example, deduction,logical reasoning, reflection, justification andproblem solving

S7

38. contribute to the planning of, and participate ina group presentation, for example a debate ora dramatic review

S7

39. formulate and answer all forms of questions ina range of situations, for example, interviewand research

S7

40. draw conclusions and formulate hypotheses S7


READING


EALStep


The pupil can:

1. join in with stories and poems, one-to-one andalso in small groups

S1

2. recognise that print carries meaning both inbooks and in the environment (may build ontheir knowledge of literacy in anotherlanguage)

S1

3. recognise that in English print is read from leftto right and top to bottom

S1

4. demonstrate a developing interest in reading S1

5. demonstrate an interest in illustrations and usethem to predict words

S1

6. begin to recognise and understand basicvocabulary in English, including their namesand familiar words

S1

7. read and understand signs, captions, labelsand notices

S1

8. hear and say initial sounds in words S1

9. hear and say final sounds in words S1

10. link sounds to letters in English S2

11. demonstrate the use of illustrative, contextualand phonic cues to identify words

S2

12. with support, can follow a text read aloud S2

13. read words and phrases that have been learntin different curriculum areas

S2

14. recount a story so far and predict whathappens next

S2

15. retell narratives in the correct sequence,drawing on the language patterns of stories

S2

READING


No. PPD EALStep


16. can read a range of familiar words and canidentify initial and final sounds in unfamiliarwords

S3

17. with support, read phrases or simplesentences with understanding gained fromcontextual cues

S3

18. respond to material read aloud, for example,by expressing an opinion

S3

19. read aloud from familiar stories and poemswith fluency and expression

S4

20. demonstrate a knowledge of alphabeticalorder, e.g. through use of dictionaries

S4

21. comment on events or ideas in poems, storiesand non-fiction

S4

22. read a range of materials with someindependence, fluency, accuracy andunderstanding

S4

23. recall significant details in a narrative andbegin to infer/deduce from past reading

S4

24. use more than one strategy, such as phonic,graphic, syntactic and contextual, in readingunfamiliar words and extracting informationfrom a variety of texts

S5

25. read a clear set of questions and can followsimple instructions for tasks

S5

26. read silently, with sustained concentration S5

27. re-read more complex texts after decoding togain understanding

S5

28. use past reading experiences to help predict inpresent reading

S5

29. locate and use appropriate informationsources, for example, reference material,catalogues, directories, encyclopaedias etc

S5

30. understand many culturally embeddedreferences and idioms, but may still requireexplanations

S6

READING


No. PPD EALStep


31. read aloud fluently and expressively withincreasing confidence and from a range ofmaterial

S6

32. show an ability to explore preferences S6

33. can read a range of complex texts, starting togo beyond the literal by using some higherorder reading skills such as inference,deduction and hypothesis

S6

34. participate in most reading tasks but mayrequire some structural support in certaincurricular areas, for example, analysing tables,charts, results etc

S6

35. fluently read a range of complex texts usinghigher order reading skills and strategies, e.g.skimming and scanning

S7

36. display research skills, for example,summarising, classifying details, following thesequence of ideas, drawing conclusions, seeingrelationships, making inferences

S7

37. develop their own views, preferences andcomparisons supported by reference to texts

S7

38. show an ability to summarise and criticallyanalyse the material used to support their viewsand preferences

S7

39. recognise the difference between factualinformation and written opinions

S7

40. demonstrate an awareness that words maycarry different meanings according to contextand is aware of the author's choice of particularwords/phrases/style for the effect they have onthe reader

S7


WRITING


EALStep


The pupil can:

1. demonstrate a degree of fine motor control S1

2. demonstrate left-right orientation S1

3. draw simple representational pictures S1

4. describe own drawings (linking symbols toconcepts)

S1

5. copy words from the environment includinghis/her own name

S1

6. form letters with growing accuracy S2

7. attempt to communicate through writing, forexample, using pictures, symbols, isolatedletters, words or phrases

S2

8. generally produces writing intelligible tothemselves and a familiar reader

S2

9. produce correctly formed and orientated lettersassociating symbol with sound

S2

10. understand about writing simple sentences -perhaps building on knowledge of literacy inanother language - and frequently uses simplewords correctly with support from awordbank/wordbook

S2

11. attempt to write unfamiliar words phonetically S3

12. write simple sentences from memory S3

13. correctly shape commonly used letters, butthese may be inconsistent in their size andorientation

S3

14. write simple sentences independently, whichshow some knowledge of sentence divisionand word order

S3

15. show some understanding of spelling patterns,although still needs support for most words

S3

WRITING


No. PPD EALStep


16. produce recognisable spellings of a range ofcommon words

S3

17. attempt, in writing, to spell a widening range ofvocabulary showing internalisation of regularpatterns and letter strings

S4

18. use phrases and longer statements thatconvey ideas to the reader, but somegrammatical patterns are irregular. Their graspof English sounds and how they are written isstill not secure

S4

19. understand the use of full stops and capitalletters and is beginning to use other simpleforms of punctuation

S4

20. write letters that are usually clearly shaped andcorrectly oriented

S4

21. sequence simple stories and texts, showing anunderstanding of story structure

S4

22. write short stories and narrativesindependently but may still display evidencethat English is an additional language by theirtransference of first language knowledge

S4

23. write about an event or produce a piece offactual writing, chronologically ordered, usingcomplete sentences and simple punctuation

S5

24. begin to revise/redraft work S5

25. begin to write more grammatically complexpieces with well defined structure when given'scaffolding' support e.g. writing frameworksand a specific focus on the linguisticrequirements of different kinds of writing

S5

26. begin to understand that different contextsrequire different forms of expression, and showsome evidence of this in their writing

S5

27. generally spell words accurately that conformto regular patterns, including commonpolysyllabic words

S5

28. write more freely across the curriculum inappropriate styles and with an awareness of avariety of audiences, but may still requiresupport to develop the organisational skills andappropriate linguistic forms for new contexts

S6

WRITING


No. PPD EALStep


29. write well-sequenced, chronologicallyorganized pieces with greater structuralaccuracy and complexity

S6

30. revise and redraft writing, checking spelling(appropriate to this level)

S6

31. write in a variety of forms, with structuralaccuracy and for a wide range of purposes andaudiences

S6

32. independently produce accurate punctuation,organizational devices such as paragraphs,headings, sub-headings and use speechmarks to identify direct speech

S6

33. write reports and accounts for differentpurposes, for example, by tabulatinginformation and displaying note-taking skills

S7

34. increasingly demonstrate differentiationbetween the conventions of speech and writingvocabulary and varies writing styleappropriately

S7

35. demonstrate an ability to summarise andcritically analyse texts through writing

S7

36. demonstrate an awareness that words maycarry different meanings according to contextand deliberately chooses particular words,phrases and styles for the effect they have onthe reader

S7


TARGET PUPIL OBSERVATIONS

Date Comments

Take

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m ‘E

AL A

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ASSE

A EA

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ate

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irth

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que

Pupi

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geEt

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ityD

ate

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e

Ter

m 1

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erm

2

Ter

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T

each

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sses

smen

t

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Year

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LS

RW

LS

RW

LS

RW

Sup

NC

Eng

NC

Ma

NC

ScN

urse

ryR

ecep

tion

Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10

Y11

Y12

Y13

Base

line

KS1

SATs

Rea

ding

Tas

kR

eadi

ng T

est

Writ

ing

Spel

ling

Mat

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ask

Mat

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KS2

SATs

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KS3

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Mat

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it.M

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No.

A*-C

No.

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Av. P

oint

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ore

EAL

Asse

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cale

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S1 S2 S3 S4 S5 S6 S7

i

NATIONAL CURRICULUM REFERENCES TO PUPILSLEARNING ENGLISH AS AN ADDITIONAL LANGUAGE

CURRICULUM GUIDANCE FOR THE FOUNDATION STAGE 2000

English as an additional language (EAL)

“Many children in early years settings will have a home language other than English.Practitioners should value this linguistic diversity and provide opportunities forchildren to develop and use their home language in their play and learning. Thesechildren will be at many stages of learning English as an additional language. Somechildren are bilingual from birth because their families have talked to them in morethan one language. Some children will be acquiring English as an additionallanguage. As with their first language, this needs to be learnt in context, throughpractical, meaningful experiences and interaction with others.”

THE NATIONAL CURRICULUM 2000

INCLUSION: PROVIDING EFFECTIVE LEARNING OPPORTUNITIES FOR ALLPUPILS

Responding to pupils' diverse learning needs

“When planning, teachers should set high expectations and provide opportunities forall pupils to achieve, including… pupils of different ethnic groups… and those fromdiverse linguistic backgrounds.”“Teachers should take specific action to respond to pupils’ diverse needs by: …….d - using appropriate assessment approachese - setting targets for learning”

“Teachers create effective learning environments in which:

� the contribution of all pupils is valued

� all pupils feel secure and are able to contribute appropriately

� stereotypical views are challenged and pupils learn to appreciate and viewpositively differences in others whether arising from race, gender, ability ordisability.”

ii

Pupils who are learning English as an additional language

� “Pupils for whom English is an additional language have diverse needs in termsof support necessary in English language learning. Planning should take accountof such factors as the pupil's age, length of time in this country, previouseducational experience and skills in other languages. Careful monitoring of eachpupil's progress in the acquisition of English language skills and of subjectknowledge and understanding will be necessary to confirm that no learningdifficulties are present.

� The ability of pupils for whom English is an additional language to take part in theNational Curriculum may be ahead of their communication skills in English.Teachers should plan learning opportunities to help pupils develop their Englishand should aim to provide the support pupils need to take part in all subjectareas.

� Teachers should take specific action to help pupils who are learning English asan additional language by:

a developing their spoken and written Englishb ensuring access to the curriculum and to assessment.”

iii

ASSESSMENT OF LEARNING IN THE FOUR LANGUAGE SKILLAREAS: REFERENCES TO NATIONAL GUIDANCE

LISTENING AND SPEAKING


English as an additional language (EAL)

Pupils learning English as an additional language may spend a long time listeningbefore they speak English and will often be able to understand much of what theyhear, particularly where communication through gesture, sign, facial expression andusing visual support such as pictures and puppets is encouraged.

Learning opportunities should be planned to help children develop their English, andsupport provided to help them take part in other activities by, for example:

� building on children's experiences of language at home and in the widercommunity, by providing a range of opportunities to use their home language(s),so that their developing use of English and other languages support one another

� providing a range of opportunities for children to engage in speaking and listeningactivities in English with peers and adults

� ensuring all children have opportunities to recognise and show respect for eachchild's home language

� providing bilingual support, in particular to extend vocabulary and supportchildren's developing understanding

TEACHING SPEAKING AND LISTENING IN KEY STAGES 1 AND 2

Richness and variety of talk is important for all children and, while many have goodopportunities to develop their speaking and listening skills at home, others acquiremuch of the knowledge and skills at school. This is especially so for children whoenter school needing to learn English as an additional language. For all thesechildren, the interrelationship between learning to speak and learning to write isparticularly sensitive and they need a balanced programme in which progression inboth is addressed.

iv


LISTENING AND SPEAKING

KEY STAGE 3 NATIONAL STRATEGY: FRAMEWORK FOR TEACHINGENGLISH: Years 7, 8 and 9

Pupils learning English as an additional language (EAL)

Inclusive teaching of pupils learning EAL

'…the language of the mainstream classroom does offer the best context for learninglanguage, because bilingual pupils are learning English for the purpose of learningthe language being taught and not in the abstract. Because group activities involvediscussion, pupils can learn by listening to other pupils and by relating the discussionto what they see happening. They learn in context which is how language is mosteffectively learnt.' Heilbronn, R and Jones, C (Eds)(1997) New Teachers in anUrban Comprehensive School, Trentham Books

Effective teaching strategies for the inclusive teaching of pupils learning EAL includean emphasis on oral language through:

� carefully planned and structured teacher talk

� ensuring pupils have ample opportunities to listen to well-spoken, standardEnglish and to engage in activities before being asked to make a spoken orwritten response

� developing pupils' spoken standard English through activities in which they arerequired to listen to, and engage in, extended talk, in settings where their effortscan be supported and developed (e.g. through collaborative work in small groups)

� making links between spoken and written English which clarify explicitly thesimilarities and differences

v


READING AND WRITING


English as an additional language

Learning opportunities should be planned to help children develop their English, andsupport provided to help them take part in other activities by, for example:

� ensuring all children have opportunities to recognise and show respect for eachchild's home language

� providing a variety of writing in the children's home languages as well as inEnglish, including books, notices and labels

THE NATIONAL CURRICULUM 2000

Pupils who are learning English as an additional language

Teachers develop pupils' … written English through:

� ensuring that vocabulary work covers both the technical and everyday meaningof key words, metaphors and idioms

� explaining clearly how … writing in English is structured to achieve differentpurposes, across a range of subjects

� providing a variety of reading material (for example, pupils' own work, the media,ICT, literature, reference books) that highlight the different ways English is used,especially those that help pupils to understand society and culture

� ensuring that there are effective opportunities for talk and that talk is used tosupport writing in all subjects

� where appropriate, encouraging pupils to transfer their knowledge, skills andunderstanding of one language to another, pointing out similarities anddifferences between languages

vi


READING AND WRITING

KEY STAGE 3 NATIONAL STRATEGY: FRAMEWORK FOR TEACHINGENGLISH: Years 7, 8 and 9

Pupils learning English as an additional language

'Pupils learning EAL will not have the same range and experience of Englishlanguage in context as native speakers. They will need to learn about the culturalreferences in texts to enable them to understand the meaning. They will requiresupport in understanding inferential language and allusions embedded in texts,differential meanings of words in context, constructions used in particular genres,metaphorical use of language, culturally embedded language, and use of dialectforms.' (NALDIC Working Group (1998))

A range of supportive teaching strategies which focus on the relationship betweensubject content and language demands will assist pupils learning EAL to developtheir English language skills in context. These strategies include:

� provision for visual support in order to enable pupils to conceptualise informationand learning tasks when their knowledge of the subject language may be limited.This involves the use of a range of devices, for example, objects, illustrations,labels, diagrams, use of video or computer graphics, provision of writing framesand grids

� provision for pre-reading of texts where pupils can be introduced to keyvocabulary and discuss the main ideas. This may, where appropriate andmanageable, include the use of first language

� provision for oral 'rehearsal' of written tasks in order to focus pupils' attention onthe language required

� extending active reading tasks, e.g. directed activities relating to texts (DARTS),by reworking the ideas in their own words

vii

Profiling and Monitoring Attainment

An extract taken from A language in common: Assessing English as anadditional language (QCA)As well as making summative assessments of pupils' progress, teachers often keepbrief descriptive comments about attainment and next steps as part of a 'pupilprofile'.

A profile enables teachers to:

• build on characteristics of pupils' prior attainment, including skills anddevelopment, which cannot be obtained from numerical assessment data;

• highlight aspects of the curriculum, or of pupils' use of English, which needparticular attention when planning the next stages of teaching and learning.

The process of identifying targets for progress, linked to the teaching strategiesneeded to bring this about, can be a useful element in the way support for EALlearners is managed across a school. Pupils who are learning English as anadditional language will often be receiving support from more than one teacher andin more than one language. A jointly agreed system of profiling can help class orsubject teachers and the specialist language support teacher or assistant to:

• share important information;

• clarify areas for focused work and set targets for learning;

• pin-point key evidence of teaching and learning across the curriculum;

• plan together effective strategies for pupils' progress towards particular targets,both within the curriculum and for English language.

This form of qualitative record keeping should not duplicate the factual data files thatwill be centrally kept on all pupils. For EAL learners, relevant factual informationshould include, for example, length of residence in England, date of entry into theschool, ethnicity, main language(s) spoken at home, competence in otherlanguage(s), days absent, nursery attendance, baseline assessment scores andpredicted national curriculum test results for the relevant key stage. Suchquantitative data provides the essential reference point for the more descriptiveinformation a profile can contain.

Principles and procedures for effective profiles

Effective profiles:

• contain only essential information and do not duplicate information which isavailable in other school records or is not of practical use in supporting a pupil;

• contain judgements about targets and outcomes, which are based on agreed andmoderated standards across groups of pupils;

• identify and use a range of opportunities for assessing pupils' learning;

• are focused on use of language and subject knowledge;

viii

• indicate, where a pupil speaks, reads or writes another language or languages,the role or status that this language skill and experience has in the pupil's dailylife, including, for example, parental literacy;

• are diagnostic and are used regularly to inform teachers' planning and teaching,including the decisions they make about groupings of pupils;

• link to medium and longer term schemes of work in the national curriculum andto the standards outlined in the level descriptions;

• are sensitive to personal and family circumstances, and contain informationwhich will be helpful in discussions with pupils and parents;

• are regularly discussed, wherever possible, with pupils and parents in order toagree on targets and courses of action;

• are designed collaboratively and used by all staff, including those responsiblefor language support and special educational needs;

• are completed and reviewed in partnership by mainstream and specialistsupport staff;

• are updated regularly to an agreed calendar;

• are readily accessible to teachers in their planning and teaching.

Using the information from profiles

For all pupils, using the national curriculum as the reference point for focusedteaching or observation will help to emphasise:

• their curriculum entitlement;

• the importance of common expectations and standards for all;

• the basis on which pupils' work should be discussed with their parents.

The information gathered through profiling will complement other informationobtained through the school's general assessment and monitoring procedures.

For pupils newly arrived in England, with little or no experience of schooling inEnglish or without literacy in another language, an initial profile can define the needfor a programme of work tailored to achieve effective participation in themainstream curriculum. For late entrants to schooling, an initial assessment ofmathematics and science using the pupil's home language can provide a valuableinsight into cognitive ability and ensure that all teaching is linked to highexpectations and builds on prior learning.

In schools with a large number of pupils learning EAL, information from profiles maybe collated or collected on a group basis in relation to known key targets, forexample, understanding of and response to reading or writing explanations ofscientific processes. This can help inform curriculum planning for the whole group.

ix

By building up an accurate picture of the progress and attainment of EAL learners,individual schools and school-LEA partnerships are better placed to plan their workand to discuss this with parents and pupils. Information from profiles will provideevidence of the work done to support EAL learners and will help in the evaluation ofthat support.

Updating profilesTo monitor achievement on a short-term basis and help focus on individual needs,an initial profile of attainment should be completed on entry. The timing of this willdepend on whether the pupil needs time to 'tune in', or is ready to move on quickly.The profile should be updated at least termly during the first year of the pupil's UKschooling.For late arriving pupils, work in selected areas will often need to be reviewed muchmore often, for example monthly. The design of an existing school profile may needto be modified to allow for progress reviews to be entered to update targets andteachers' planning.Samples of writing, narrative and non-narrative work from across the curriculumshould be annotated and kept with the profile. Similarly, progress in reading may beshown, for example through marked-up running records of passages read aloud.For Speaking and Listening, effective record keeping need not be onerous. It shouldaim to capture briefly and succinctly key features of the ways pupils engage inspoken language activities and also reflect the extent to which expectations havebeen met in order to guide future work.

x

REFERENCE SOURCES AND FURTHER READING

Cline, T. and Frederickson, N. (1996) Curriculum related assessment, Cummins andbilingual children, Multilingual Matters

DfEE (1999) The National Curriculum: Handbook for primary teachers in England,QCA

DfEE (1999) The National Curriculum: Handbook for secondary teachers in England,QCA

DfEE The English Team (1999) Teaching speaking and listening in Key Stages 1and 2, QCA

DfEE NC (2000) A language in common: Assessing English as an additionallanguage, QCA

DfEE (2000) Curriculum guidance for the foundation stage, QCA

DfEE 2001 KS3 NATIONAL Strategy and framework for teaching English, Years 7, 8and 9 (QCA)

DfEE KS1 English tasks (2001) Teacher's handbook, QCA

Gibbons, P. (1991) Learning to Learn in a Second Language, Primary EnglishTeaching Association

Hall, D. (2001) Assessing the Needs of Bilingual Pupils: Living in Two Languages(Second Edition), David Fulton Publishers

McWilliam, N. (1998) What’s in a Word? vocabulary development in multilingualclassrooms, Trentham Books

NALDIC Working Group (1998) Guidelines on Baseline assessment for BilingualChildren, NALDIC Working Paper 4, NALDIC Publications

NALDIC Working Group (1998) Provision in Literacy Hours for Pupils LearningEnglish as an Additional Language), NALDIC Literacy Papers, NALDIC Publications

NALDIC Working Group (1999) The Distinctiveness of English as an AdditionalLanguage, NALDIC Working Paper 5, NALDIC Publications (included)

NASSEA (2001) EAL Assessment: Guidance on the NASSEA EAL AssessmentSystem, NASSEA

members of the working group€¦ · the early learning goals - stepping stones to the early...

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