Resources

The following resources can be used to support EAL/D practices, teaching and learning.

Teacher resources

EAL/D effective school practices research and resources

The EAL/D effective school practices resource provides insights into effective practices in schools that demonstrate evidence of strong EAL/D student growth.

English as an additional language or dialect – Advice for schools

English as an additional language or dialect – Advice for schools (PDF 5.52 MB) provides advice for the operation and management of EAL/D programs.

EAL/D pedagogy – teachers guides

The EAL/D pedagogy – teacher guides explore effective EAL/D pedagogy and describe how to implement these practices in the classroom.

Kindergarten EAL/D Learning Progression

The Kindergarten EAL/D Learning Progression (PDF 1.7MB) provides descriptors of four phases of English language proficiency specific to kindergarten learners.

Guidelines for using the Kindergarten EAL/D Learning Progression (PDF 366KB) and Kindergarten EAL/D Learning Progression Frequently Asked Questions (PDF 95KB) provide information for teachers on how to use the tool to identify the English language learning needs of kindergarten students.

ACARA EAL/D Learning Progression

As part of the ACARA EAL/D teacher resourceExternal link, the ACARA EAL/D Learning Progression provides descriptors of four phases of English language proficiency. This is used in NSW public schools when identifying the English language proficiency of EAL/D learners in year 1 and above.

This advice is used to determine school RAM allocations.

ESL Scales

The ESL Scales (PDF 521 KB) resource is used by teachers as an assessment tool to describe the English language development of EAL/D learners in oral interaction, reading and responding and writing.

Teachers use this tool to assist with assessment for learning, planning, programming and reporting progress.

ESL Steps: ESL Curriculum Framework K–6

ESL Steps: ESL Curriculum Framework K-6 is an ESL Scales referenced planning and programming tool for teachers of EAL/D students in primary schools.

The stage based teaching guides provide a framework for EAL/D teaching and learning based on a social view of language.

Explicit teaching of literacy and numeracy skills to EAL/D learners

A range of resources have been developed to assist with the explicit teaching of literacy and numeracy skills to EAL/D learners.

This includes:

information on the EAL/D enhanced teaching and learning cycle
resources to support students with the HSC minimum standard
links to targeted professional learning.

Advice has been developed on Supporting EAL/D learners with numeracy (PDF 92 KB).

Intensive English Programs (IEP) Curriculum Framework

Intensive English language programs are based on the Intensive English Programs (IEP) Curriculum Framework.

The curriculum framework provides a text-based approach for explicitly teaching English through key learning/subject areas.

High school subject areas are adapted for second language learners to prepare them for high school.

The IEP Curriculum Framework has four levels of intensive English language development.

The framework documents for each level can be accessed in the EAL/D NSW Statewide Staffroom in the Intensive English Centres channelExternal link (staff only).

NAP operational guidelines

Please refer to the NAP Operational Guidelines 2023 (PDF 2.6 MB) for detailed information about the New Arrivals Program.

Supporting the transition of EAL/D learners

Students learning English as an additional language or dialect (EAL/D), including newly arrived students and students from refugee backgrounds, require support in transitions through school. Well-planned and explicit transition procedures support EAL/D learners to build a sense of belonging which may improve educational and wellbeing outcomes.

Supporting the transition of EAL/D learners (PDF 313 KB)