# data[].attributes.body
Planning language-specific vocabulary that is closely aligned with what is taught in the mainstream classroom, while also ensuring that it meets ACARA standards.

# data[].attributes.body
Sharing of resources / discussions across UE

# data[].attributes.body
Plan and implement teaching of specific language skills, the lack of which is observed during regular classroom tasks. Teach, check, assess.

# data[].attributes.body
Being in line with the homeroom flow, covering the essentials of what is taught in homeroom, including practice, translanguaging, and differentiation.

# data[].attributes.body
Greater connection with homeroom curriculum planning, and across EAL years. eg. understanding the expectations of year 2, or year 4 so we can better support and prepare students.

# data[].attributes.body
Redefine the entry points between IES and EALB as IES is no longer a year long programme.

# data[].attributes.body
Differentiation, range of tasks and scaffolding strategies, connections with homeroom to support inclusion

# data[].attributes.body
IES support for EAL Beginners. Students given differentiated support for Maths, UOI and Language.

# data[].attributes.body
enabling and challenging tasks, scaffolding, sentence stems, differentiate output, explicit teaching

# data[].attributes.body
Extra more challenging tasks for more advanced students.

Manage expectations for different levels/paces of learning.

# data[].attributes.body
Regular discussions among Y5 IES teachers to modify year-level work so that our MLLs can access it

# data[].attributes.body
Regular practice of the following skills needed for assessment time - gaining confidence in the use of a keyboard, speaking into a microphone, listening for details in an audio recording, note-taking, mind-mapping

# data[].attributes.body
Regular differentiation of lessons, ensuring students can access curriculum, regardless of language ability level