Duration – 15 minutes
Available – now

Develop a greater understanding of EAL/D learners.

• What is the difference between the terms EAL/D and LBOTE?
• How can the ACARA EAL/D Learning Progressions be used to identify the language needs EAL/D learners?
• What do EAL/D learners bring to their learning?

Duration – 10 minutes
Available – now

Understand how to engage EAL/D learners in the classroom.

• How can the cultural and language demands of learning tasks be assessed?
• Why is it important to identify the strengths EAL/D students bring to the classroom?
• Why provide high challenge, high support for EAL/D learners?
• How can home language be used to support English language development?

Duration – 10 minutes
Available – now

Recognise effective pedagogies and practices for EAL/D learners.

• How do EAL/D learners develop English language proficiency?
• How can teachers plan for both language and content outcomes?
• Why is scaffolding effective for EAL/D learners?
• What pedagogies and practices support programming for EAL/D learners?

Duration – 10 minutes
Available – now

Explore strategies to scaffold assessment for EAL/D learners.

• How can teachers assess language proficiency alongside subject knowledge?
• Why is it important to scaffold English language demands when assessing content knowledge?
• What assessment strategies support EAL/D learners to demonstrate their learning?

Duration – 15 minutes
Available – now

Consider next steps for supporting EAL/D learners.

• What skills and knowledge do teachers need to develop to effectively support EAL/D learners?
• Where can teachers find resources to support curriculum planning for EAL/D learners?