Download resource

Please enter your details to download this resource
Login
 

Enter your details to access this video

Or if you already have an account login to watch the video (if you don't you can register here).
Login
Email share link LinkedIn share link Twitter share link Facebook share link
Approximate reading time: 1 minute

New to English can be supported in many different ways. Here's one school's approach:

Assessment

All learning is based on assessment. Children arrive and sit a baseline assessment. After analysis of result children are provided with appropriate provision. Interim progress reports on progression in EAL, phonics and writing are reviewed every half term.

Beginners

Beginner EAL Learning Intervention (EAL Intervention)

They follow ‘Teaching English an An Additional Language 5-11: A Whole School Resource’ which offers survival language intervention for the early days. This replaces the in class Literacy lesson for a short period until children are able to access the next two steps. Progression in English for beginners is reassessed every half term to check on progress.

Intermediates

Intermediate new arrivals curriculum language support (out of class)

This support provides additional vocabulary and language structure support for those children attending differentiated Literacy in class.

EAL differentiated  curriculum support (in class)

Working closely with an EAL teacher to provide language learning differentiation  for intermediate learners.

Phonics

All new arrivals are assessed for phonics and provided with differentiated out of class lessons. Reading (with phonic based readers) is part of this. Progression in phonics is reassessed every half term to check on progress.

One to one support:

Where specific EAL needs are identified (for example, after a big write) the EAL teacher will work one to one with children to support their progress with these needs.

Staff Training

Staff training is provided for all staff in integrating language learning objectives alongside curriculum objectives to support all levels of EAL learner in class.

Email share link LinkedIn share link Twitter share link Facebook share link

More articles from our blog

Should EAL learners be withdrawn from the mainstream classroom?

Created: Mon 9th Oct 2017

While it can be argued that EAL learners have an entitlement to experience a full and varied curriculum through complete class immersion and no withdrawal, some would argue that learners benefit from being withdrawn for time limited support to help them develop their English language in order to assist them in accessing the curriculum (NALDIC, FAQ Podcast, 2017).

If learners are unable to access the lesson content, they can feel frustrated and a sense of failure. Learners need to feel confident and successful.

human and AI hand touching

Use AI effectively and save time while planning for your EAL learners

Created: Wed 4th Dec 2024

Using AI (Artificial Intelligence) for creating EAL lesson plans

With EAL learners making up a diverse group with varying English proficiency levels and needs, differentiating class content for EAL learners can be challenging and time-consuming for teachers. However, utilising Artificial Intelligence tools as a time-saving resource for EAL planning can help us adopt more tailored approaches to teaching in almost no time. Let’s explore some of the ways in which AI can help us save time on a busy school day.

Secondary teacher teaching a CLIL science lesson

Content and Language Integrated Learning (CLIL) Across Cultures

Created: Mon 3rd Nov 2025

Making curriculum content accessible to all

In today’s multilingual classrooms, teachers are constantly balancing between helping learners access the curriculum content whilst supporting the development of their English language skills. For those of us who teach EAL learners, the question isn’t what to teach, but how to make the curriculum accessible without diluting its richness and simplifying it too much.

Back to Blog