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ESOL Online. Every child literate - a shared responsibility.

Planning for learning

Planning for learning

Select the + symbol to expand each section below:

Course design: Key resources

Key resources

  • English for Speakers for other Languages: Information for schools: This folder helps schools and mainstream teachers to develop policies, procedures, and programmes to meet the needs of ESOL students. All schools with ESOL funded students or international students have been sent this folder. For further information contact the Ministry of Education National ESOL Team at the Auckland office, phone 0800 800 675. The three sections are:

Other resources

Supporting English Language Learning in Primary Schools (SELLIPS): A resource for mainstream and ESOL teachers consisting of four booklets for different year levels (years 1 – 8).

English Language Intensive Programme Years 0-6 and Years 7 – 13

Course planning (years 9-13)

Course planning overview

The following is a list of the key course planning documents followed by an overview of model course approaches.

Steps in course planning links to the requirements for NZQA Course Approval and Accreditation for ESOL courses for international students and suggests how the criteria can be met.

Opportunities for multi-levelling identifies some of the ways that teachers can plan learning pathways for classes with learners at different levels.

The course planning template provides a structure for teachers to plan their own courses and includes links to the New Zealand Curriculum, ELLP and ELIP.

Model course approaches

The overview of model course approaches below provides a summary of the course titles, topics and assessments for all five model courses. The model course outlines provide detailed exemplars across a range of ESOL levels and learning situations.

Topics

Assessments

 
All course outlines have ongoing topics e.g. extensive reading, vocabulary development, personal writing, learning to learn.

Foundation

  • New beginnings
  • Learning in New Zealand schools
  • Plants
  • Language, culture and identity
  • Conservation
  • Future options
  • Study techniques and exams
  • Health – keeping yourself safe

(ESOL unit standards in brackets could be used for extension)

  • Writing a simple description ( 17139)
  • Listen to procedures; write a procedural text ( 15006)
  • Write information texts ( 17368)
  • Write recounts ( 17366)
  • Read texts to gain knowledge ( 2985; 2986)
  • Oral task ( 1287)
  • Reading; writing assessments

Junior ESOL Transition

  • Life stories/autobiographies
  • Novel study: Island of the Blue Dolphins
  • Poetry
  • A rich resource on a local environmental issue
  • Transactional texts – newspaper study

Portfolio entries including:

  • A biography
  • A character study/research/an information report and effect
  • Produce a rich resource
  • Close reading and an oral presentation

Senior NCEA ESOL

The course is based on Our Changing World

  • Landforms – Waterfalls and estuaries
  • Landforms – Glaciers and estuaries
  • Decomposition/Erosion
  • Marine mammals

The following level two ESOL unit standards:

Senior EAP Literacy

  • Life experiences
  • Bullying & discrimination
  • Junk food/Fat tax
  • Anti-smacking legislation

Short term ESOL for International students

  • Learning and living in New Zealand
  • Discovering New Zealand
  • Out and about in New Zealand
  • Where to next?
  • Oral presentation (using power point)
  • A written information report
  • Group discussion (videoed)
  • Formal interview

Instructional strategies and approaches: these have been used in the course outlines.

Published on: 07 Jul 2010




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