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I used Genially to make the prototype as I don't have other softwares to create my training.

I have tried to include the voice-over (slide 2 the hook), however I would prefer the sound to start as soon as you are on the page (rather than clicking on a button).

As this is a proptotype, my module one is not complete. I couldn't create the 3rd section of the module ("your school"). This part would be different for each training as I would use data from a prior survey to create an individualised section.

I would also like to include open questions and surveys at the end of the module.

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I decided to use my own format for the Storyboard as well as I prefer to use infographics to make if more effective. I worked on the prototype at the same time as the storyboard to make sure I was consistent all the way. I have found it useful to help me keep track.

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I decided to use my on format to create the screenplan. I used the icons shown in the DLI template to help me.

I have also taken Mayer's multimedia design principles into considerations when creating my screens.

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Welcome to EAL training for your school

Start

Welcome to your EAL training. My name is Pauline and I will accompany you throughout your journey. You might ask youself : how is this traning going to help me in my class? Well, I will show you practical ways to help your EAL students in class. The first module will introduce the topic of teaching English as an Additional Language students.Click start to begin your journey.

Continue

Assessment Tool

Reflection task

Planning Activity

Quiz

Navigation Iconography

Home button

Glossary

Next

You will be asked to reflect on the content studied

You will be asked to answer some questions

You will be have a template to use to plan an activity

Some resources to help you

Click Next to access to the next page

To access more information (resources, PDF, links)

In the first module we will cover : - A little bit of background on EAL learners- Guidelines from the Department of Education - Assessing your needs as a school and as a teacher Take the quiz to check your prior knowledge.

Learning objectives

Next

Quiz

Visual Map of the Modules

Module 1Introduction

Module 3Curriculum & approaches to learning

Module 2Whole school Approach

Module 4Practical class ideas

Module 1

A little bit of background

Guidelines by the DfE

Your school

Not available for prototype

A little bit of Background

Next

There are about 1.6 million English as an Additional Language pupils in England (DFE 2021) and the percentage of EAL learners is growing every year. The learners' level of English will vary from A1 (beginner) to C1. The point of a digital learning experience is to help liaise with teachers to facilitate English learning in schools.

EAL- what does that mean?

The term "EAL" is used to describe a diverse and heterogeneous group of learners who speak English as an Additional Language. In England, such learners are defined as those who have been 'exposed to a language at home that is known or believed to be other than English' (Department for Education, 2019).

Next

The Bell Foundation

Back

Things to consider

4

The students might have some learning needs (SEND).

4. Academic ability

3

If they are refugees or from an economic migration for example.

3.Status

2

2.Age

1

Some children arrive with no knowledge of English.

1.Proficiency in English

If the children arrive in KS1, they will be likely to achieve the standards in Year 6.

Department of Education Guidelines

next

There is no EAL curriculum in England.

Effective teaching and learning expectations.

Understanding the needs of all pupils

implement an EAL policy

Local Authorities' legal duty to ensure that education is available for all

Learners of EAL have, on average, lower levels of attainment than pupils whose first language is English.

Reflective activity

next

4.6 The ability of pupils for whom English is an Additional Language to take part in the national curriculum may be in advance of their communication skills in English. Teachers should plan teaching opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subjects.

4.5 Teachers must also take account of the needs of pupils whose first language is not English. Monitoring of progress should take account of the pupil's age, length of time in this country, previous educational experience and ability in other languages.

National curriculum in England: Framework for key stages 1 to 4, Updated 2 December 2014.

How would you make sure you implement these standards in your teaching?

Module 1 Summary

Background

DfE

Your school

End of Module 1 Quiz

End of Module 1 Quiz

End of Module 1 Quiz

Well done ! You finished Module 1

Next

Click Next to Start Module 2

Quiz

Glossary

EAL: English as a Second Language DfE : Department of Education

Glossary

EAL: English as a Second Language KS1 : Key Stage 1 - from Reception class (age 5) to Year 3 (age 7)SEND : Special Educational Needs and Disabilities

Further reading

English Proficiency of pupils with EAL

Attainment of pupils with EAL

Glossary

EAL: English as a Second Language KS1 : Key Stage 1 - from Reception class (age 5) to Year 3 (age 7)SEND : Special Educational Needs and Disabilities

Further reading

Download Module 1 summary

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Analysis of school census data on the English proficiency of pupils with English as an additional language (EAL).

Documents

Details

In spring 2018, an additional question was included in the school census to collect data on the English proficiency of pupils with English as an additional language (EAL).

Schools were required to assess the position of their EAL pupils against a five-point scale of reading, writing and spoken language proficiency and make a 'best fit' judgement as to the proficiency stage for each pupil.

This release presents an analysis of this data.

Thank you for your feedback

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English proficiency: pupils with English as additional language

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Analysis of school census data on the English proficiency of pupils with English as an additional language (EAL).

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The term "EAL" is used to describe a diverse and heterogeneous group of learners who speak English as an Additional Language. In England, such learners are defined as those who have been 'exposed to a language at home that is known or believed to be other than English' (Department for Education, 2019).
975,238 children in primary schools in England were recorded as speaking English as an Additional Language, and a further 601,238 in secondary schools ( School Census, 2021).

As the list below demonstrates, the title 'EAL' gives minimal information about a student, and it does not provide any indication of future academic achievement. Indeed, some of the variables within the group are recognised as risk factors in terms of academic achievement.

Risk factors affecting a learner's academic achievement:

Proficiency in English

Learners may be at any stage of developing English language proficiency, from New to English, to completely Fluent. Research shows a clear correlation between proficiency and potential academic achievement with learners who are assessed as being Competent or Fluent scoring significantly higher in all national assessments than their monolingual peers. According to Professor Strand, proficiency in English accounts for up to 22% of the variability in achievement, compared to 3-4% explained by other characteristics such as gender, Free School Meals status and ethnicity. Proficiency also provides a clear indication of the need for support.

Point of arrival in the English education system

Learners may have been born and have been through the education system in England, or be recent arrivals. Learners using EAL who arrived in the school system during KS1 are more likely to reach the national expected standards by year 6, than those arriving during KS2. The same is true of students arriving during secondary education. Entering the education system part way through an academic year is another risk factor. In addition, the experience learners have had of education before arrival can vary greatly. Learners may have already had a high level of education in their home country or have had little or interrupted schooling. The education system in the UK may also be significantly different, from resources, including access to technology, to the style of teaching. Similarly, learners and their families may have had very different experiences of and attitudes towards education.

First language

Learners who use EAL are a linguistically diverse group; more than 300 languages are spoken by children in the English education system with Polish, Panjabi, Urdu, Bengali (with Sylheti and Chatgaya), Gujarati and Arabic being the languages spoken the most in England after English (2011 British census). Research has shown a clear correlation between the language spoken and subsequent academic achievement. While Chinese and Tamil speakers are linked to higher academic achievement, speakers of Pashto, Punjabi, Turkish, Portuguese, Czech and Slovak are less likely to reach the national averages. The English language is closer to some languages, in terms of phonology, graphology and grammatical foundations, and in this sense, may initially impact on the speed of language acquisition.

First language proficiency

Some learners may speak and write several languages while others may have limited literacy in their first language. This can be the same for other family members. A learner who is familiar with the concept and meta-language of language systems will be able to transfer these same concepts to a new language. Research has shown that bilingual and multilingual learners, given the opportunity to develop all their languages, can gain an advantage over their monolingual peers in terms of cognitive control, expanded communication skills, enhanced well-being and academic success, see Evans (2018).

Social class and economic status

The reasons for people moving to the UK are vast; from seeking refuge from war or persecution, to returning diaspora, to economic migration. Learners may, therefore, come from a highly privileged background or have suffered discrimination and poverty. The government's own figures ( ONS, 2018) demonstrate an overlap between lower socio-economic groups and non-White British ethnicities. Strand, Malmberg and Hall (2015) found that learners (EAL or not) from neighbourhoods with deprivation levels above the national average scored less (National Curriculum levels) than those living in neighbourhoods below the average. Linked to socio-economic status is pupils' eligibility for Free School Meals (FSM). Strand and Lindorff (2020) use FSM eligibility as a proxy for socio-economic status. Although, age was the most significant factor for the development of English language proficiency, it was also found that pupils with EAL eligible for FSM took slightly longer than those not eligible for FSM to progress through the proficiency levels.

National, ethnic and cultural background

Learners may or may not be British citizens. Young people from the same country of origin as each other may be from very different ethnic or cultural groups within that country. EAL pupils from specific ethnic groups are substantially more at risk of underachieving than their peers from the same ethnic group but with English as their first language. These are students from the White Other, Black African, and Pakistani ethnic groups. Learners who use EAL are also a large group in terms of ethnicity. 33.9% of pupils in primary schools are recorded as being of minority ethnic backgrounds, and a further 32% in secondary schools, with pupils from Asian groups forming the largest ethnic minority group overall. Religion is another area of diversity; learners may have a non-religious belief, or a nominal religion or belief, or a religious faith that is central to their lives.

Academic ability

Learners may have Special Educational Needs and Disabilities (SEND), such as hearing impairment or dyslexia or they may be Academically More Able (AMA).

Support networks

Some learners have a lot of support from their family and community while others may be isolated.

Experience of life in the UK

Experiences vary a great deal, from very positive to very negative, including experience of racism, hate crime and/or bullying.

The following pages will provide additional information on some of the diverse groups of learners using EAL.

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What is EAL in Education? - The Bell Foundation

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What is EAL in Education? The term "EAL" is used to describe a diverse and heterogeneous group of learners who speak English as an Additional Language. In England, such learners are defined as those who have been 'exposed to a language at home that is known or believed to be other than English' (Department for ...

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To create the wireframe, I used the template from DLI and created an inforgraphic visual on Genially. I chose to create the wireframe for the 1st module. I am using Gagné's nine levels of instruction.

The Hook and learning objectives - introduction video

How can my training help your school and you as a teacher? I am going to help you and your school to assess your needs and share practical solutions to help you.

Navigation -

I will show how to use the different resources available during the training.

Short interactive activity :

Quiz to check prior knowledge

Content of Module 1:

1.Background

2.Department of Education

3.Your school

Summary - outro video

I am adding also a downloadable PDF

End of Module Quiz and Survey

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When thinking about how to create a modular framework, I realised starting with the learning outcomes would help me build the framework. I also looked at some training courses I followed to check what I thought was missing in them. This helped me create my course framework.

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Business Problem

As an experienced teacher, I have been working in different schools and different countries. Most schools don't have the means for an English as an Additional Language (EAL) teacher to help and guide teachers with their EAL students. According to the report EAL and Educational Achievement - The Bell Foundation (2023b, October 30) : "On average, EAL pupils catch up with their peers by age 16. At age 5 only 44% of EAL pupils have achieved a good level of development compared to 54% of other pupils. By age 16, this gap has narrowed significantly with 58.3% achieving five A*- C GCSEs including English and maths compared to 60.9% of other pupils."

We need to find a way to help teaching staff across the UK to support the students in need. I believe that more CPD training could help provide that support.

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There are about 1.6 million English as an Additional Language  pupils in England (DFE 2021) and the percentage of EAL learners is growing every year. It is quite difficult to find the staff and resources in schools to help EAL children. Teachers can be overwhelmed in class and don't have the skills and knowledge to help EAL students. The purpose of this training is to help them find strategies to help and support their students. The learners' level of English will vary from A1 (beginner) to C1. The point of a digital learning experience is to help liaise with teachers to facilitate English learning in schools.

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As an experienced teacher, I realised that we can support the students better by providing better training. By that, I mean that the existing trainings are usually online 2 hours workshops, talking only about theory or booklets given out. The teachers are stretched and struggle to find the time to create resources and support the students effectively. My training project is to create a CPD training that would be listening to the schools needs and provide practical support for teachers and students.