members of the working group€¦ · the early learning goals - stepping stones to the early...
TRANSCRIPT
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
NASSEA EAL ASSESSMENT SYSTEM
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
NASSEA EAL ASSESSMENT SYSTEM
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
NASSEA EAL ASSESSMENT SYSTEM
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
erst
andi
ng o
fth
e m
ain
poin
ts a
nd e
xpre
sspr
efer
ence
s. T
hey
use
thei
rkn
owle
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
sen
tenc
esis
usu
ally
cor
rect
. Sp
ellin
g is
usu
ally
accu
rate
, inc
ludi
ng th
at o
f com
mon
,po
lysy
llabi
c w
ords
. Pu
nctu
atio
n to
mar
k se
nten
ces
– fu
ll st
ops,
cap
ital
lette
rs a
nd q
uest
ion
mar
ks –
is u
sed
accu
rate
ly.
Han
dwrit
ing
is jo
ined
and
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.
Lancashire EAL Pupil Profile
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.
Lancashire EAL Pupil Profile
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.
Lancashire EAL Pupil Profile
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
Comments/Evidence/Date
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
Lancashire EAL Pupil Profile
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.
Lancashire EAL Pupil Profile
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
Lancashire EAL Pupil Profile
17
LISTENING AND UNDERSTANDING
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
NC Level 1The pupil can:
� listen to others and usually respond appropriately 5, 8
NC Level 2The pupil can:
� listen with increasing confidence, particularly where the topicsinterest them
� listen carefully and respond with increasing appropriateness towhat others say
12
NC Level 3The pupil can:
� listen confidently in different contexts across the curriculumareas
13,14
Lancashire EAL Pupil Profile
Listening and Understanding
18
ELGs/W, NC level PPD
� show careful listening, for example by asking relevant questions,or making relevant comments
NC Level 4The pupil can:
� 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
NC Level 5The pupil can:
� 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
NC Level 6The pupil can:
� take an active part in discussion, showing understanding ofideas and sensitivity to others
NC Level 7The pupil can:
� make significant contributions in discussion, evaluating others’ideas and varying how and when they participate
NC Level 8The pupil can:
� make a range of contributions which show that they have listenedperceptively and are sensitive to the development of discussion
Lancashire EAL Pupil Profile
19
SPEAKING
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:
� 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
Lancashire EAL Pupil Profile
Speaking
20
ELGs/W, NC level PPD
� 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
Lancashire EAL Pupil Profile
Speaking
21
ELGs/W, NC level PPD
� 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
NC Level 1The pupil can:
� 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
NC Level 2The pupil can:
� 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
NC Level 3The pupil can:
� talk confidently in different contexts across the curriculum areas 30,31
� show an understanding of the main points of a topic indiscussion
NC Level 4The pupil can:
� 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
Lancashire EAL Pupil Profile
Speaking
22
ELGs/W, NC level PPD
NC Level 5The pupil can:
� 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
NC Level 6The pupil can:
� 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
NC Level 7The pupil can:
� 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
NC Level 8The pupil can:
� 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
Lancashire EAL Pupil Profile
23
READING
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 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)
Lancashire EAL Pupil Profile
Reading
24
ELGs/W, NC level PPD
� 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
NC Level 1The pupil can:
� 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
Lancashire EAL Pupil Profile
Reading
25
ELGs/W, NC level PPD
� express responses to poems, stories and non-fiction byidentifying aspects s/he likes
18
NC Level 2CThe pupil can:
� 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
NC Level 2BThe pupil can:
� 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
Lancashire EAL Pupil Profile
Reading
26
ELGs/W, NC level PPD
� 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
NC Level 3The pupil can:
� 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
NC Level 4The pupil can:
� 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
Lancashire EAL Pupil Profile
Reading
27
ELGs/W, NC level PPD
NC Level 5The pupil can:
� 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
NC Level 6The pupil can:
� 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
NC Level 7The pupil can:
� 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
NC Level 8The pupil can:
� 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
Lancashire EAL Pupil Profile
28
WRITING
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 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
NC Level 1The pupil can:
� 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
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 be sustained)
22
Lancashire EAL Pupil Profile
Writing
29
ELGs/W, NC level PPD
� 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
NC Level 2BThe pupil can:
� 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
Lancashire EAL Pupil Profile
Writing
30
ELGs/W, NC level PPD
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
NC Level 3The pupil can:
� 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
Lancashire EAL Pupil Profile
Writing
31
ELGs/W, NC level PPD
NC Level 4The pupil can:
� 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
NC Level 5The pupil can:
� 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
NC Level 6The pupil can:
� often write in a way that engages and sustains the reader’sinterest
Lancashire EAL Pupil Profile
Writing
32
ELGs/W, NC level PPD
� 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
NC Level 7The pupil can:
� 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
NC Level 8The pupil can:
� 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
LISTENING AND UNDERSTANDING
No. Pupil Performance Descriptor(PPD)
EALStep
Comments/Evidence/Date
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
LISTENING AND UNDERSTANDING
PLEASE REFER TO GUIDANCE SECTION
No. PPD EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
SPEAKING
No. Pupil Performance Descriptor(PPD)
EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
No. PPD EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
No. PPD EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
READING
No. Pupil Performance Descriptor(PPD)
EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
No. PPD EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
No. PPD EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
WRITING
No. Pupil Performance Descriptor(PPD)
EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
No. PPD EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
No. PPD EALStep
Comments/Evidence/Date
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
PLEASE REFER TO GUIDANCE SECTION
TARGET PUPIL OBSERVATIONS
Date Comments
Take
n fro
m ‘E
AL A
sses
smen
t: G
uida
nce
on th
e N
ASSE
A EA
L As
sess
men
t Sys
tem
’
EAL
Pupi
l Ass
essm
ent
Nam
eD
ate
of B
irth
Uni
que
Pupi
l No.
Hom
e La
ngua
geEt
hnic
ityD
ate
of a
rriv
al in
the
UK
Mal
e/Fe
mal
e
Ter
m 1
T
erm
2
Ter
m 3
T
each
er A
sses
smen
t
Scho
olSc
hool
Year
Yea
rG
roup
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
hs T
ask
Mat
hs T
est
KS2
SATs
Y7 C
ATs
Engl
ish
Mat
hsSc
ienc
eV
NV
Q
KS3
SATs
Engl
ish
Mat
hsSc
ienc
e
GC
SE R
esul
ts
Eng.
Lan
g.En
g. L
it.M
aths
Scie
nce
1Sc
ienc
e 2
No.
A*-C
No.
A*-G
Av. P
oint
s Sc
ore
EAL
Asse
ssm
ent S
cale
Cod
e
Step
1St
ep 2
Thre
shol
dSe
cure
Con
solid
atin
gC
ompe
tent
Inde
pend
ent
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
CURRICULUM GUIDANCE FOR THE FOUNDATION STAGE 2000
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
ASSESSMENT OF LEARNING IN THE FOUR LANGUAGE SKILLAREAS: REFERENCES TO NATIONAL GUIDANCE
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
ASSESSMENT OF LEARNING IN THE FOUR LANGUAGE SKILLAREAS: REFERENCES TO NATIONAL GUIDANCE
READING AND WRITING
CURRICULUM GUIDANCE FOR THE FOUNDATION STAGE 2000
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
ASSESSMENT OF LEARNING IN THE FOUR LANGUAGE SKILLAREAS: REFERENCES TO NATIONAL GUIDANCE
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.
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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