teaching. Classroom teachers must understand and be equipped to meet the educational needs of their EAL learners. Schools should therefore consider the following: a whole-school approach to EAL programming and provision, including EAL policy development the development of a specialist EAL program the ways in which EAL needs in mainstream classrooms are met the professional learning (PL) needs of staff. A whole-school approach to EAL programming and provision Catering for the language and literacy development of EAL learners is a long-term, shared school community commitment. The most effective EAL provision involves a whole-school approach. This means that EAL learners and their families are acknowledged, consulted, included, and active participants in the school community. It also means: targeted EAL programs are provided for students with the greatest learning needs all teachers are aware of the learning needs of the EAL cohort strong EAL pedagogy is evident in classroom programs, planning, teaching and assessment practices teachers use the EAL Companion to the AusVELS (the Companion) as the basis for curriculum planning teachers use the EAL Developmental Continuum P-10 to broaden their understanding of the EAL standards in the Companion, to validate assessments of students’ progress and to design appropriate learning experiences principals use the EAL Achievement reports from the School Information Portal to review and monitor the progress of students against the EAL Developmental Continuum and to inform program planning EAL programs and provision are regularly reviewed to ensure they continue to meet EAL learners’ needs the , the , school policies and systemic practices document the school’s support for, and provision of, quality EAL programs. Framework for Improving Student Outcomes The Framework for Improving Student Outcomes (FISO) for Victorian government schools includes self-evaluation, review, planning, reporting and sharing exemplary practice across the system. Within FISO there are opportunities for documenting, setting goals and developing strategies for, and reviewing, EAL provision within the school. The School Strategic Plan (SSP) and the Annual Implementation Plan for Improving Student Outcomes (AIP) emphasise the importance of setting goals for improved student outcomes, and selecting key strategies to bring about improvement for all students. EAL learners follow a different pathway of English language learning from students for whom English is a first language. This EAL pathway is described in the EAL
teaching. Classroom teachers must understand and be equipped to meet the educational needs of their EAL learners. Schools should therefore consider the following: a whole-school approach to EAL programming and provision, including EAL policy development the development of a specialist EAL program the ways in which EAL needs in mainstream classrooms are met the professional learning (PL) needs of staff. A whole-school approach to EAL programming and provision Catering for the language and literacy development of EAL learners is a long-term, shared school community commitment. The most effective EAL provision involves a whole-school approach. This means that EAL learners and their families are acknowledged, consulted, included, and active participants in the school community. It also means: targeted EAL programs are provided for students with the greatest learning needs all teachers are aware of the learning needs of the EAL cohort strong EAL pedagogy is evident in classroom programs, planning, teaching and assessment practices teachers use the EAL Companion to the AusVELS (the Companion) as the basis for curriculum planning teachers use the EAL Developmental Continuum P-10 to broaden their understanding of the EAL standards in the Companion, to validate assessments of students’ progress and to design appropriate learning experiences principals use the EAL Achievement reports from the School Information Portal to review and monitor the progress of students against the EAL Developmental Continuum and to inform program planning EAL programs and provision are regularly reviewed to ensure they continue to meet EAL learners’ needs the , the , school policies and systemic practices document the school’s support for, and provision of, quality EAL programs. Framework for Improving Student Outcomes The Framework for Improving Student Outcomes (FISO) for Victorian government schools includes self-evaluation, review, planning, reporting and sharing exemplary practice across the system. Within FISO there are opportunities for documenting, setting goals and developing strategies for, and reviewing, EAL provision within the school. The School Strategic Plan (SSP) and the Annual Implementation Plan for Improving Student Outcomes (AIP) emphasise the importance of setting goals for improved student outcomes, and selecting key strategies to bring about improvement for all students. EAL learners follow a different pathway of English language learning from students for whom English is a first language. This EAL pathway is described in the EAL
eslhandbook.docx