Overview:
The EAL one-year option provides bilingual students with time to develop their English language in order to access the curriculum more fully and
achieve their true potential in GCSE results and beyond. The outcome of the course is an externally-set Speaking and Listening Edexcel ESOL exam at
one of three levels: Entry 1, Entry 2 or Entry 3, as well as an internally-set Reading and Writing exam. Some Y11 students may be able to take an
Edexcel ESOL Reading and Writing exam.
The course involves explicit teaching of :
- Grammar
- Vocabulary and spelling techniques and tips
- Fluency and accuracy in speaking and listening skills, including pronunciation
- Reading skills, including comprehension strategies and reading for pleasure
- Writing skills, including handwriting, punctuation, capitalisation and different writing formats
- Academic skills and exam skills
We also aim to improve group work skills, encouraging project-based learning and visits to expand our students’ understanding of life in the UK. We
will develop confidence and aspiration for each student in their ability and potential achievement.
Topic:
All about me
Project/Assessment:
What do you look like? Who do you live with? What do you do every day?
What do you do at the weekend? What is your house like? Your friend sends
you a letter telling you about his /her life. Write a letter back to tell your friend
about your life in Bristol.
Exam strategies and skills: Taking turns when speaking and
listening; understanding and responding to personal questions
Use of ICT: Word-processing skills
Portfolio contents:
1. Comprehension questions answered on friend’s letter
2. Letter (with/without use of writing frame)
3. Vocabulary/spelling test
4. Teacher comment on S&L skills following 2 minute talk
Differentiated success criteria:
All students must read and comprehend a basic letter from a friend, with
support, about his life, family, home and daily activities. All students can reply
using a writing frame, with support (Step 1 / 2)
Some students should expand their answers to write full sentences, using basic
grammar and vocabulary (Level 1 Threshold)
A few students could write full sentences independently, demonstrating more
secure knowledge of grammar and vocabulary (Level 1 Secure)
Topic:
Party Time
Exam strategies and skills: Listening for key information; taking
notes
Use of ICT: Design and print an invitation (using Word, Publisher
or Powerpoint)
Project/Assessment:
A family friend is coming to England to visit you. While your friend is here, it is
her 18th birthday. You decide to arrange a party. Decide on the theme for the
party. Make an invitation for the party (using ICT) which could be sent to family
and friends. Then write a description of the party you are planning. Make sure
you include:
- The venue for the party, start time and end time
- How you plan to decorate the room
- The theme (and why you have chosen this theme)
- Who is invited
- Any interesting details/special features (for example a party cake)
- The birthday present
- Food and drink
- Music / entertainment at the party
You need to use lots of adjectives and connectives (joining words)
Portfolio contents:
1. Connectives worksheet
2. Invitation in best handwriting
3. Printed invitation
4. Description of party you have planned
5. Vocabulary/spelling test
6. Teacher comment on practice S&L paper
Differentiated success criteria:
All students must write an invitation (with support) to the party, including
venue and times. All students must use adjectives (with support) to describe
the party they are planning (Step 1/2)
Some students should expand their answers to write full sentences, using basic
grammar and vocabulary (Level 1 Threshold)
A few students could write full sentences independently, demonstrating more
secure knowledge of grammar and vocabulary (Level 1 Secure)
Topic:
Differentiated success criteria:
Where in the world?
All students must:
- Evidence at least two pieces of writing where connectives have been
selected accurately
- Give a presentation on “A place I want to visit” (with SUPPORT) to the
whole class with feedback from peers, teacher and self
(S1/S2)
Most should:
- Evidence at least two pieces of writing where connectives have been used
accurately
- Give a presentation on “A place I want to visit” (with NOTES) to the whole
class with feedback from peers, teacher and self
(L1T)
Some could:
- Evidence at least two pieces of more extended writing where connectives
have been used accurately
- Give a presentation on “A place I want to visit” (without NOTES) to the
whole class with feedback from peers, teacher and self
(L1S/L2)
Exam strategies and skills: T
Developing confidence and extending contributions
Use of ICT:
Portfolio contents:
Term 3 and 4 will be reviewed together ie. all work to be
completed and handed in by week 5 of term 4, so it can be
marked and reviewed before end of term 4. For this term,
evidence of the following should be kept:
1. Presentation on “Where I want to visit” – peer, self and
teacher assessment to go in portfolio
2. Vocabulary test – written and marked
3. Grammar test – marked
4. Evidence of at least two pieces of written work where
connectives have been used - marked
5. Reading comprehension questions – marked
Project/Assessment:
No separate project this term ( see portfolio contents - left)
Topic:
What’s the matter?
Exam strategies and skills: Listening for numbers
Edexcel ESOL Skills for Life Speaking and Listening Exam at Entry 1
(or Entry 2)
Use of ICT:
TBA
Differentiated learning outcomes:
All students must:
- Copy sentences accurately to demonstrate a) connectives and b) use of
imperatives
- Respond to questions in a speaking and listening mock with support and be
able to produce basic answers which can be understood by the examiner
(S1/S2)
Most should:
- Write sentences with support to demonstrate a) connectives and b) use of
imperatives
- Respond to questions without support, producing basic answers with
pronunciation which can be understood by the examiner
(L1T)
Some could:
- Write sentences without support, using more extended phrases to
demonstrate a) connectives and b) use of imperatives
- Ask and respond to questions without support, producing some extended
answers with pronunciation which can be understood by the examiner
(L1S/L2)
Portfolio contents:
1.
2.
3.
4.
Mock speaking paper - marked
Vocabulary test
Grammar test
Evidence of a piece of written work demonstrating
effective use of connectives
5. Written instructions
6. Reading comprehension questions on The Hare and the
Tortoise
Project/Assessment:
Students should produce two pieces of written work for the portfolio:
1. A set of instructions, clearly written, using imperatives and connectives
including first, then, next and finally
2. A piece of written work which demonstrates at least three different
connectives studied, in context.
EAL Scheme of Learning
Term: 5
Group: RED
Teachers:
Number of weeks: 7
Topic:
Differentiated learning outcomes:
Changes / transitions
All students must:
- Copy sentences accurately to recount story of Great Fire of London in order
- Respond to questions in a speaking and listening mock with support and be
able to produce basic answers which can be understood by the examiner
(S1/S2)
Exam strategies and skills:
EDEXCEL ESOL Speaking and Listening Exams: Entry 1
Resources:
Money cards
Dominoes book: The Great Fire of London
Most should:
- Write sentences (with support to put into past tense) to recount story of
Great Fire of London
- Respond to questions without support, producing basic answers with
pronunciation which can be understood by the examiner (L1)
Some could:
- Write sentences without support, using more extended phrases to recount
story of Great Fire of London (L2/3)
- Ask and respond to questions without support, producing some extended
answers with pronunciation which can be understood (L2/3)
Portfolio contents:
1. Mock speaking and listening exam
2. Vocabulary test
3. Grammar test
4. Dominoes test: Great Fire of London
5. Great Fire of London recount (minimum 100 words)
Project/Assessment:
Great Fire of London recount – retell event in order it happened
Include detail where possible. Use connectives/time sequencers to indicate
time is passing. Use paragraphs to show separate sections
Write in the past tense
EAL Scheme of Learning
Term: 6
Group: RED
Teachers:
Number of weeks: 6
Topic:
Differentiated learning outcomes:
Where next?
All students must:
- Copy sentences accurately to recount personal story they have created
- Respond to questions in a speaking and listening exam with support and be
able to produce basic answers which can be understood by the examiner
(S1/S2)
Exam strategies and skills:
EDEXCEL ESOL Skills for Life Speaking and Listening Exams: Entry
1, Entry 2
Resources:
Dominoes book: The Big Story
Most should:
- Write sentences (with support to put into past tense) to tell their own
story/ narrative
- Respond to questions without support, producing basic answers with
pronunciation which can be understood by the examiner (L1)
Some could:
- Write sentences without support, using more extended phrases , and
paragraphs, to write their own story/narrative (L2/3)
- Ask and respond to questions without support, producing some extended
answers with pronunciation which can be understood (L2/3)
Portfolio contents:
1. Speaking and listening exam projected result
2. Vocabulary test
3. Grammar test
4. Dominoes test: The Big Story
5. Story (minimum 200 words)
Project/Assessment:
Write own narrative / story, planned on Story Mountain.
Describe the setting, characters, time. Use a range of conjunctions
Appropriate paragraphing. Descriptive language. Past tense where relevant.