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If you have EAL new arrivals in your school with limited English, you need a scheme of work in English that supports learners with language learning alongside the curriculum content you are delivering. This is to ensure young learners are understanding the basics of language needed for success.
Learning can be split into two parts:
The downloadable scheme of work for providing learners with the survival language they need for later success with academic language. They are split into sessions. Often, it takes a huge amount of time to prepare resources to support learners with the survival language alongside the academic language they need to access the demands of the curriculum.
There are many ways to use flashcards in the classroom. When introducing new vocabulary, they can be used by teachers to provide engaging visuals for learners to comprehend the meanings of new words, revise, and practise recall with games. In addition to this, learners can use flashcards independently to memorise, revise, and consolidate new language.
From November 2025, Ofsted will look more closely at how schools recognise and support learners at the early stages of learning English as an additional language. The new ‘State-funded school inspection toolkit’ (Ofsted, 2025, page 20) makes it absolutely clear that EAL provision is about unlocking multilingual potential.
Language is a key part of one’s identity and our level of fluency in a language can truly affect the way we view ourselves (Patterson, 2021). It is often incredibly difficult for monolingual individuals, who are highly proficient in their language, to imagine the extent to which language ability in any language, be it a home language or an additional language, is linked to one’s self confidence and perception of themselves. What happens when your level of language proficiency becomes a barrier to communication, learning, and the world around you?