EAL
Learning Journey & Sequencing Rationale
|
Autumn Term |
|
|
Skills |
|
|
Knowledge |
Vocabulary
Grammar
|
|
Rationale
|
ESOL has been introduced to support learners whose first language is not English, helping them gain the communication skills needed to progress in mainstream subjects and everyday life. This SOW meets the linguistic needs of EAL learners starting the course at different levels of English and different times of academic year. Our newly arrived learners, as well as, more advanced learners are appropriately challenged throughout the year due to scaffolding and EAL Pedagogy continuously implemented in ESOL lessons by our specialist teachers. The aim of reading activities in this part of the SOW is to give learners the skills to read and understand short texts such as public signs, public notices, maps, lists, forms, letters, emails, adverts, posters, simple appointment and greetings cards, to enable them to undertake essential everyday tasks in the workplace and in their everyday life. The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and contexts in everyday life, in the workplace, and in their place of study. Carefully planned scaffolding and resources enable learners to talk about themselves and their families, their dream careers, different professions and aspirations. The aim of writing activities for this part of SOW is to give learners opportunities to produce simple sentences to record and present information and ideas. Pre-Entry-E2 learners will be able to use correct punctuation for the end of sentences and they will use capitalisation for the beginning of sentences, names and places and for the personal pronoun ‘I’. Learners working at higher levels (E3-L2) will be introduced to key aspects and structures of notes and formal letters. Preparing and delivering presentations on multiple identities and favourite festivals aim to make learners feel included and able to talk about their experiences. This is also closely linked to British Values. Learners in the audience are to develop listening skills, tolerance and understand diversity. Learners presenting aim to develop pronunciation, confidence and ability to discuss personal characteristics. |
esol - spring term
|
Spring Term |
|
|
Skills |
|
|
Knowledge |
Vocabulary
Grammar
|
|
Rationale |
This part of the ESOL SOW continues to prepare learners new to English for teenage and young adult life in the United Kingdom. The content and choice of topics for this part of the SOW are very closely linked to work experience, which every Year 10 should be prepared for, and should complete by the end of Year 10. Learners prepare for and participate in mock job interviews. The job interview and restaurant based dialogues will enable them to speak clearly to communicate, using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation. As far as developing writing skills is concerned, learners are introduced to creating two different pieces of writing, Curriculum Vitae and an informal letter. The latter includes teaching conventions of composing informal letters, including correct structure, appropriate greeting and ending, inclusion of addresses, paragraphs relevant vocabulary, and more, needed in teenage and adult life, in many different contexts. As it is almost impossible nowadays to get a job, or a work experience placement, without submitting an effective Curriculum Vitae, this section of the SOW enables the learners to learn the difference between an effective and ineffective CV. By the end of this unit learners will be aware of CV dos and don’ts, correct CV structure, key terms, powerful vocabulary and correct sentence structure that can be used when writing a CV. Understanding the meaning of various signs and symbols is not only needed to pass ESOL E1 and E2 examinations but it is also an essential part of everyday life. Learners have been coming across signs and signage at school, train stations, GPs, shops, on the roads and many other places. Making learners aware of the existence of different types of signs and their meaning is aimed at promoting, identifying and providing information, as well as, giving directions or raising safety awareness. |
esol - summer term
|
Summer Term |
|
|
Skills |
|
|
Knowledge |
Vocabulary
Grammar
|
|
Rationale |
This part of the ESOL SOW is made up of three separate units, Housing and Accommodation; Sports, Hobbies and Leisure Time, Exam Dos and Don’ts. Every unit introduces new vocabulary, grammatical and cultural knowledge and skills needed to pass ESOL examinations and deal with real life situations. The Housing and Accommodation unit teaches vocabulary, grammar and skills necessary to talk, read and write about different types of houses, describing rooms in a house or a scene in a picture, using specific phrases and Present Continuous tense. In addition, learners get familiar with key terms essential to understanding property/room for rent advertisements and tenancy vocabulary and rules. Learners also learn the language and skills necessary to search for a property according to certain instructions. Separate lessons on article structure, focusing on the correct use of headings, subheadings, paragraphs, and appropriate language are aimed at getting learners to write an effective article, which is a cross-curricular skill needed in studying many other subjects. Another unit introduced in this part of the SOW, Sports, Hobbies and Leisure Time’ provides opportunities for learners to listen to other learners and speak to convey information, feelings and opinions on favourite sports and spending free time, including when in discussion with others. More challenging tasks give opportunities to speak and respond using appropriate formality for the situation, including when making points and responding to others in discussions. Scaffolding activities, speaking frames, bilingual resources and a variety of visual resources are included in the lessons to enable the learners to meet the learning objectives. Exams Do’s and Don’ts unit is knowledge based. The knowledge acquired and revised in this unit can be transferred to GCSE English Language lessons and examinations, and real life situations. In this unit learners revise the difference between different parts of speech, sentence structure in different tenses, types of exam questions and their meaning, and more. |
Writing booster - autumn term
|
Subject: Writing Booster |
|
|
Skills |
|
|
Knowledge |
Vocabulary
Grammar
|
|
Rationale |
Writing Booster was introduced to support learners who do not speak English as a first language. Its aim is to help learners gain the necessary communication skills needed to make progress in mainstream subjects and everyday life. WB meets the linguistic needs of EAL learners starting the course at different levels of English and different times of the academic year. As a result, both newly arrived learners and more advanced learners are adequately challenged during the school year due to scaffolding and EAL Pedagogy continuously implemented in ESOL lessons by the teacher. The aim of writing activities of this part of SOW is to give learners opportunities to produce simple sentences to record and present information and ideas. TR5-TR5+ learners will be able to use correct punctuation for the end of sentences and they will use capitalisation for the beginning of sentences, names and places and for the personal pronoun ‘I’. They will know when to write in full sentences and when it is appropriate to give short answers in texts relating to work. Learners will be able to complete simple forms correctly using upper- and lowercase letters. They will be able to spell personal keywords and familiar words correctly. The content prepares TR6- learners to write more detailed extended writing exercises (e.g. daily routine activities). The aim of reading activities in this part of the SOW is to give learners the skills to read and understand short texts such as sentences, common expressions, lists, letters, emails, adverts, posters, simple appointment and greetings cards, to enable them to undertake essential everyday tasks in school and in their everyday life. The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and in different contexts such as in everyday life, in the workplace, and in their place of study. The content prepares learners to listen and respond, to speak, to communicate and to engage in discussion, in particular, ask for clarification, make requests, give facts and express views and feelings. In addition, it will enable learners to speak clearly to communicate in a variety of contexts using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation. Learners can later use gained knowledge and skills in mainstream subjects, especially English and other GCSE subjects with SPAG focus. |
Writing booster - spring term
|
Subject: Writing Booster |
|
|
Skills |
|
|
Knowledge |
Vocabulary
Grammar
|
|
Rationale |
In this unit of work, learners will be looking into developing their academic writing by writing a variety of longer texts for different purposes. The aim of writing activities of this part of SOW is to give learners opportunities to produce more complex sentences to record and present information and ideas. TR5-TR5+ learners will be able to use nouns and adjectives correctly, as well as be able to identify the difference between subject and object pronouns, so as to use each in their writing. They will be able to recognise key vocabulary to identify a newspaper article and will be able to structure the beginning of one connected to a topic of study for Spring Term (‘foster families’). Learners will be able to spell personal keywords and familiar words correctly. The content prepares TR6- learners to write more detailed extended writing exercises (e.g. adding data or quotes to support their ideas in a newspaper article). The aim of reading activities in this part of the SOW is to give learners the skills to read and understand longer texts such as essays, articles and stories, to enable them to undertake essential everyday tasks in school and in their everyday life. The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and in different contexts such as in everyday life, in the workplace, and in their place of study. The content prepares learners to listen and respond, to speak, to communicate and to engage in discussion, in particular, ask for clarification, make requests, give facts and express views and feelings. In addition, it will enable learners to speak clearly to communicate in a variety of contexts using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation. Learners can later use gained knowledge and skills in mainstream subjects, especially English and other GCSE subjects with SPAG focus. |
Writing booster - summer term
|
Subject: Writing Booster |
|
|
Skills |
|
|
Knowledge |
Vocabulary
Grammar
|
|
Rationale |
While completing this unit, learners will be able to develop and improve their descriptive vocabulary (synonyms, antonyms, adjectives) and to extend their academic writing. The aim of writing activities of this part of SOW is to give learners opportunities to produce complex sentences to record and present information and ideas. TR5-TR5+ learners will be able to use pronouns, nouns and adjectives correctly, as well as be able to identify the difference between synonyms and antonyms, thus strengthening their vocabulary. They will be able to recognise key vocabulary to identify the basic structure of an essay and will be able to write about the subject of study for the term (‘meaningful life’). Learners will be able to spell personal keywords and familiar words correctly. The content prepares TR6- learners to write detailed extended writing exercises (e.g. adding data or quotes to support their ideas in an essay). The aim of reading activities in this part of the SOW is to give learners the skills to read and understand longer texts such as essays, articles and stories, to enable them to undertake essential everyday tasks in school and in their everyday life. The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and in different contexts such as in everyday life, in the workplace, and in their place of study. The content prepares learners to listen and respond, to speak, to communicate and to engage in discussion, in particular, ask for clarification, make requests, give facts and express views and feelings. In addition, it will enable learners to speak clearly to communicate in a variety of contexts using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation. By the end of this unit, learners will be able to produce a piece of extended writing using descriptive vocabulary related to the 5 senses. They will be able to write more in detail by using synonyms and antonyms, advanced adjectives and adverbs. Learners can later use gained knowledge and skills in mainstream subjects, especially English and other GCSE subjects with SPAG focus. |
Reading Booster
|
Subject: Reading Booster |
|
|---|---|
| Skills |
|
| Knowledge |
Vocabulary
Grammar
|
| Rationale |
During this term, learners will be encouraged to do extensive reading; As readers, learners will be encouraged to ask their own ‘Why?’ questions of a text; they will also be taught comprehension strategies, for example: prior knowledge activation; question generation; construction of mental images during reading. Learners will also learn to find and use the information in non-fiction texts. As part of this, they will learn that some information is the writer’s opinion, while other elements are facts, and they will be able to tell the difference between fact and opinion. As a follow-up from last term, learners will use their knowledge of root words, prefixes and suffixes to work out the meaning of words. They will have a better understanding of how prefixes and suffixes can change meaning. Furthermore, learners will continue to make predictions about the texts they read. They could mean predicting what might happen next in the story or what a character might say or do. These predictions are a good way to check understanding. The book that learners will be reading in depth this term will be ‘IRON MAN’. The differentiated questions cover all five chapters, so they will wrap up the lessons on the story. Learners will be asked to find information in the text, make inferences and justify them, summarise main ideas and much more. Another skill for comprehension that learners are going to acquire is being able to make inferences. They will be able to understand that inference is where some information is left for the reader to read between the lines. They need to make sense of details that are not stated clearly. The book will help learners explore a variety of themes such as bravery, prejudice, fear and the dual nature of things. For instance, Iron Man is often destructive but has a good heart.At the end of this term, children will be more inclined to read for pleasure. This will help them to understand their own identity and will give them an insight into the world and the views of others.
|