4.5 Report student progress Teachers will provide ESL students with A to E grades in subjects in line with the s (Transition to Year 9 and Years 10-12). Teachers will report student progress in Standard Australian English learning development to parents using the ACARA EAL/D Phases and will include a specific comment on the students’ progress in Standard Australian English language acquisition. Teachers and support staff will: have regular formal and informal opportunities to discuss progress with parents provide ESL students with A to E or equivalent five point scale reports for English, Mathematics and other learning areas that they have studied determine the students’ ACARA EAL/D Phases of learning using the ACARA EAL/D Learning Progression include a specific Standard Australian English language learning comment on the students’ progress in the report to parents of ESL students enlist the services of interpreters and translators when reporting to parents of ESL students where required. Systemic ESL student data in ACARA EAL/D Phases and NTCF ESL Levels can be accessed through the (staff access only). Managing student transition from Intensive English units to mainstream classes This transitioning information is relevant only for schools implementing Intensive English classes for students newly arrived in Australia. Students are eligible to remain in Intensive English classes for a period of one year. If insufficient English language progress has been made, look for developmental causes other than ESL learning needs. Consult flow chart for additional information. Transition from Intensive English classes to mainstream classes requires students to be working well within the following NTCF ESL Levels if they are to succeed with the curriculum demands in mainstream classes: Primary NTCF ESL Level 3 Reading and Listening Secondary NTCF ESL Level 4 Reading and Listening. NB – reading and listening are receptive language skills, usually developed in advance of the productive language skills of writing and speaking. Transition to mainstream classes within the same school is recommended to be a gradual process into certain learning areas for students once they are working within the levels above. Schools will establish a transition plan which is implemented systematically and reviewed every year. Further information is located in the fact sheets. Schools with Intensive English classes provide ESL support in these mainstream classes for newly transitioned students. ESL support can be in the form of ESL training for the mainstream teacher or team teaching (the class teacher and ESL teacher, where available, together responsible for the class) in order to meet the needs of the newly exited Intensive English students. Performance Review
4.5 Report student progress Teachers will provide ESL students with A to E grades in subjects in line with the s (Transition to Year 9 and Years 10-12). Teachers will report student progress in Standard Australian English learning development to parents using the ACARA EAL/D Phases and will include a specific comment on the students’ progress in Standard Australian English language acquisition. Teachers and support staff will: have regular formal and informal opportunities to discuss progress with parents provide ESL students with A to E or equivalent five point scale reports for English, Mathematics and other learning areas that they have studied determine the students’ ACARA EAL/D Phases of learning using the ACARA EAL/D Learning Progression include a specific Standard Australian English language learning comment on the students’ progress in the report to parents of ESL students enlist the services of interpreters and translators when reporting to parents of ESL students where required. Systemic ESL student data in ACARA EAL/D Phases and NTCF ESL Levels can be accessed through the (staff access only). Managing student transition from Intensive English units to mainstream classes This transitioning information is relevant only for schools implementing Intensive English classes for students newly arrived in Australia. Students are eligible to remain in Intensive English classes for a period of one year. If insufficient English language progress has been made, look for developmental causes other than ESL learning needs. Consult flow chart for additional information. Transition from Intensive English classes to mainstream classes requires students to be working well within the following NTCF ESL Levels if they are to succeed with the curriculum demands in mainstream classes: Primary NTCF ESL Level 3 Reading and Listening Secondary NTCF ESL Level 4 Reading and Listening. NB – reading and listening are receptive language skills, usually developed in advance of the productive language skills of writing and speaking. Transition to mainstream classes within the same school is recommended to be a gradual process into certain learning areas for students once they are working within the levels above. Schools will establish a transition plan which is implemented systematically and reviewed every year. Further information is located in the fact sheets. Schools with Intensive English classes provide ESL support in these mainstream classes for newly transitioned students. ESL support can be in the form of ESL training for the mainstream teacher or team teaching (the class teacher and ESL teacher, where available, together responsible for the class) in order to meet the needs of the newly exited Intensive English students. Performance Review
English-as-a-Second-Language-guidelines.docx