|Major categories of good practice statements||
|Inclusive school||Effective links are created between school and other cultural contexts in which learners are socialised, to facilitate learning.||School practices and policies are inclusive of all languages and cultures and build on these as resources for learning.|
|Whole school alignment||Curriculum goals and resources, including Information and Communication Technology (ICT) usage, task design, teaching and school practices are effectively aligned.||EAL curriculum goals, resources, and pedagogical practices are aligned with other curriculum teaching and school activities.|
|Appropriate goals and assessment||
Quality teaching is focused on learner achievement (including social outcomes) and facilitates high standards of learner outcomes for heterogeneous groups of learners.
Teachers and learners engage constructively in goal‑oriented assessment.
Second language assessment is systematic, comprehensive, regular and meaningful to learners.
Assessment reflects developmental aspects of second language learning and literacy acquisition.
Goals for second language learners are age appropriate and not limited to performance in easier contexts, or on easier objectives.
|Teaching and learning styles||
Pedagogical practices enable classes and other learning groupings to work as caring, inclusive, and cohesive learning communities.Pedagogy promotes learning orientations, self‑regulation, metacognitive strategies and thoughtful learner discussion.
Learners experience positive classroom environments for interaction.
Learning strategies and styles from other language backgrounds and educational contexts are built on constructively.
Classes and individuals are taught and helped to become skilful learners, and participate actively in managing their own learning.
Quality teaching is responsive to children’s learning processes.
Opportunity to learn is effective and sufficient.
Multiple task contexts support learning cycles.
Pedagogy scaffolds and provides appropriate feedback on learner’s task engagement.
Learners are given sufficient exposure to language input, as well as opportunities to use language in extended contexts.
Learners are given language opportunities that allow for significant repetitions and expansion of use.
Learners are supported by language scaffolding that facilitates the development of the three goals of restructuring, accuracy and fluency.
Learners are given explicit and focused instruction on all aspects of language.
|Content of English as an additional language (EAL) teaching||
The specification of content of EAL teaching is comprehensive and based on research in second language learning in school contexts.
Vocabulary development is targeted, especially academic vocabulary.
An appropriate range of texts is encountered.