[expired-member]

Hi Amy! Thanks for the reply! This is all helpful knowledge.

Our Primary Levels:

We divide our EAL students into 4 levels. The last level is the level of students that need support, but often learning support students are there as well. It is hard to distinguish.

Level 4 student support:

– I (EAL Specialist) attend the planning meetings for the three year groups that I support (year 4 – 6). We do not give support to the younger year groups for EAL (reception to Year 3 – for similar reasons to yours as letting them settle, but also because those younger years to receive significant scaffolding from their teachers). In those planning meetings, I offer differentiation strategies and materials for the teachers to use. (it is up to them to use it)

– I do small group parallel teaching 1 – 3 times a week with the teacher of a class, depending on class needs

_ Students attend a weekly home room boost (10 – 15 minutes) where I focus on pre-teaching words. Although now I am considering turning those to doing Quill targeted activities and upskilling teachers to pre-teach instead.

– Level 4 students meet with me 1 time a week 1:1 for a quick conferencing session where they do a subject journal activity at home and we review it together.

These are the current assessments that we do, but as we get rid of the Oxford test, there is no assessment that assesses listening?

We also will not have a standard test that carries from primary to secondary to track long term growth.

What are your thoughts on this?