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

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

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

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

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

6. 6 Links between SACSA Standards and ESL Scope and Scales 1413121110987654321 Senior Years 13121110987654321 Middle Years 987654321 Primary Years 654321 Early Years Scales 1413121110987654321 Year level 10987654321R Standard 54321

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

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

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

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

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

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

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

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

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