Skip to content ↓


esol - autumn term 

Autumn Term – Year 1


  • Completing an application form
  • Reading job adverts and jobs related texts
  • Planning and writing an application letter (E3 – L2)
  • Writing a note about a dream job (E1-E2)
  • Describing jobs and responsibilities – verbally and in a written form;
  • Correcting sentence structure, punctuation and capitalisation mistakes
  • Presentation and speaking skills – ‘Me and My Multiple Identities’, ‘ My Favourite Festival’



  • Application forms – variety of expected questions, synonymous phrases/vocabulary;
  • The world of work – jobs, skills, responsibilities;
  • Multiple identities and family – family members, relatives, relations;
  • Festivals celebrated in the UK and British Values;


  • adjectives and adverbs
  • comparatives/superlatives
  • present simple – to be and third person singular exceptions
  • irregular nouns
  • future simple
  • punctuation
  • capitalisation, lower and upper case


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. Consequently, 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 in different contexts such as in everyday life, in the workplace, and in their place of study. Every topic mentioned above provided opportunities for learners to speak, express their thoughts and talk about experiences. 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 of 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 are aimed at making learners feel included, encouraging them to talk about their experiences and are closely linked to the British Values. Learners in the audience are to develop listening skills, tolerance and understand diversity. Learners presenting are to develop pronunciation, confidence and ability to discuss personal characteristics.

esol - spring term 

Spring Term – Year 1


  • College/job interview skills;
  • Writing and evaluating a Curriculum Vitae;
  • Reading various signs and symbols with understanding;
  • Ordering food in a restaurant, reading a menu, justifying choices (persuasive language);
  • Writing an informal letter;
  • Describing an experience (visiting a restaurant) with the use of adjectives;
  • Skimming, scanning, verifying information, identifying facts;



  • College and job interviews;
  • Work experience;
  • Curriculum Vitae;
  • Public, health and safety, road, etc. signs and symbols;
  • Restaurant – food and service related key vocabulary;
  • Informal letter structure – key terms;


  • Adjectives and adverbs
  • Discourse markers
  • Past Simple  - sentence structure and verb forms;
  • Difference between conjunctions, pronouns, prepositions, nouns, verbs, adjectives


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 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 an 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 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 

SOW Overview – Summer Term – Year 1


  • Reading property advertisements with understanding;
  • Online property search;
  • Writing an article;
  • Using language of comparison;
  • Reading exam questions with understanding;
  • Listening and speaking to convey information, feelings and opinions;



  • Houses, accommodation, parts of a house
  • Property advertisements
  • Public transport, types of transport
  • Word connotations;
  • Work collocations – examples and activities;


  • Prepositions
  • Parts of speech
  • Present Continuous
  • Past
  • ‘There is’ and ‘there are’
  • Relative pronouns
  • Adverbs of frequency


This part of the ESOL SOW is made of three separate units, Housing and Accommodation, Public Transport, Sports, Hobbies and Leisure Time, Exams Dos and Don’ts. Every unit introduces new vocabulary, grammatical and cultural knowledge and skills needed to pass ESOL examinations and in 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. 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.

The Public Transport unit gets learners to learn and practice the use of language of comparison when discussing and writing about advantages and disadvantages of public transport. Key vocabulary glossaries, pictures and writing frames provide scaffolding for writing an article about pros and cons of public transport. 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 to 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 Dos 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 some real life situations when reading short texts or instructions with understanding is essential to providing correct answers. 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.

life in the uk - autumn term 1

Subject: Life in the U.K  - Topic:  Facts about U.K


  • Understanding that the United Kingdom is a union of four countries
  • Describing the union flag and how it was created
  • Looking at maps of the UK and beginning to identify the countries within it
  • Looking at the creation of the Union Jack from different component flags
  • Discussing the referendum on independence for Scotland and the resulting ‘No’ vote
  • Recognising Scotland, Wales, Northern Ireland component countries in the United Kingdom



  • England, Northern Ireland, Scotland, Wales, union, United Kingdom
  • Vocabulary development: Union Jack, kingdom, referendum, islands, kilt, bagpipes, thistle

Loch Ness, Grampian Mountains, Hadrian’s Wall, Edinburgh, tartan

  • Capital cities, patron saints and floral emblems: St. George, red rose, St. David, daffodil, St. Andrew, thistle, St. Patrick, shamrock
  • Newspaper Report writing

life in the uk - autumn term 2 

Subject: Life in the U.K  - Topic: Voting and Elections in the U.K


  • researching the legislative process in the UK.
  • conducting a class project: Video diary of a day in the life of an MP.
  • completing research and then filming their day, acting out the role of a day in the life of an MP.
  • debating a problem
  • leaflet writing


  • names of political parties and their leaders: left, right, centre
  • MPs job description: daily duties
  • Writing an argument: supporting own opining
  • arguments and counter arguments
  • connectives: on one hand, on the other hand, nevertheless, despite, moreover, etc.
  • structuring an argument using paragraphs
  • debating vocabulary
  •  key vocabulary for describing the electoral system, including the people involved in political campaigns as well as collocations with the word 'election'.


In this unit, learners will look at the nature of political power in the UK and the core concepts relating to democracy and government.  It also looks at the role of political parties, the election system and how the citizen can bring about political change.

Learners will also be able to understand the major political parties contesting UK general elections and key differences between the political parties operating in UK general elections.

The aim of Reading activities in this unit is to ensure that learners are able to write down and check the spelling and meaning of the key vocabulary: the Opposition, Local Elections, Voter Apathy, Voter Turnout, etc. After explaining their meaning, learners will be able to use them in full sentences of their own.

The Writing activities included in this unit will give the learners the opportunity to research and answer the following questions:  Who can vote in elections?  Who cannot vote in elections? What political orientation do the Conservatives have?

Learners will write an information leaflet for young people to explain the voting system in the UK.

Class ‘Show and Tell activity’: “My favourite voting system is …., because .... ”Learners to research and prepare their answer.

As part of their extended writing, learners will use various scaffolding strategies such as writing frames and vocabulary banks order to further develop academic writing. They will express their own opinion about agreeing or disagreeing with the Scotland voting age of 16.  They will be able to support their opinion with valid arguments. 

In terms of Speaking activities included in this unit, learners will have the opportunity to work in-group and conduct a class project: Video diary of a day in the life of an MP.

They will also be able to take part in a debate about Scotland voting age of 16:’ Should the U.K introduce the same law?’ They will also organise a mock election in school. Learners will be asked to work in groups to represent the different political parties and express their ideas so the class can vote. They will use different voting systems to calculate the results and then will decide and explain which one they find the fairest.

Another aim of this unit speaking activities is the following discussion: Does the Prime Minister have the power to do what he wants? Why does he not have this power? What could happen if the Prime Minister had the power to do what he wanted? How to we control the powers of the Prime Minister in the UK.

By the end of this unit, learners will be able to explain how the parliament works: scrutinising government and making it accountable; parliamentary questions, committees, debates and the role of the Prime Minister, cabinet and ministers; the power of the Prime Minister and cabinet.

Moreover, they will be able to identify the role of MPs; representing their constituencies, debating policy; scrutinising legislation.