In 2010 there will be approximately 28,000 year 1 to 8 students in just over 1000 schools who are English language learners (students with English as a second language). These students come from diverse backgrounds and include migrants, refugees and international students.
From 2010 all English-medium schools with year 1 to 8 students will use National Standards in reading, writing and mathematics. The standards aim to ensure all students can learn across the curriculum.
National Standards will set benchmarks of progress and achievement that may be unrealistic for children who are new learners of English. Progress and achievement for English language learners may initially be reported against the English Language Learning Progressions (ELLP) instead of the national reading and writing standards.
The ELLP provides a guide to typical language learning pathways for a student learning English as an additional language. Schools and teachers will use an overall teacher judgement to determine whether reporting using ELLP or National Standards is more appropriate for individual learners. At all times, for all students, the national cohort expectations will be kept in view.
Guideline for students in Years 1–4
Progress and achievement for students working within foundation and stage one may be tracked, monitored and reported to parents against the ELLP for a period of up to two years. After this time, it is expected that progress and achievement will be reported in relation to the National Standards.
Guideline for students in Years 5–8
Progress and achievement for students working within foundation, stage one or stage two may be tracked, monitored and reported to parents against the ELLP for a period of up to three years. After this time, it is expected that progress and achievement will be reported in relation to the National Standards.
These ELLP thresholds (foundation and stage one for years 1 to 4, and foundation and stages one and two for years 5 to 8), will be tested and as a result may be revised at a later date.
English language learners and mathematics standards
Students learn mathematics through language and, to a great extent, display their knowledge and understanding of mathematics through language. At all times principals and teachers will need to be cognisant of the needs of English language learners and the implications of this for displaying their understanding of mathematics.
Professional development and support using the English Language Learning Progressions will be available from 2010 for teachers with English language learners.
