Kamil Trzebiatowski (EAL Coordinator, Kingston-upon-Hull, England)

NALDIC RIG Meeting: Newland School for Girls, Hull

Report on:The New and Improved NASSEA’s

EAL Assessment Framework

http://valuediversity-teacher.co.uk/

The Framework

What is it?

• Update to the previous NASSEA framework; common assessment tool that can be used across the country

Who is it for?

• Intended for practitioners (both EAL- and non-EAL) and pupils

What can you do with it?

• A cross-curricular tool: monitor, document and support ways in which EAL learners use the English language for accessing the curriculum

Background

• The current one has grown from the previous NASSEA Steps

Crucial new aspects

• Contextualised for relevant Key Stages that students are at (EY, KS1, KS2, KS3-4)

• Linked to the Common European Framework of Reference for Languages (CEFR)

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)

Produced by the Council of Europe (http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf)

Intended as the basis of the development of language curricula, T&L materials and assessment of language proficiency

Used in Europe and other continents; available in 39 languages

What is CEFR?

• 6 levels of language proficiency

• Aims to enable professionals to compare tests / examinations across languages and countries

• A1-A2 (Basic User)

• B1-B2 (Independent User)

• C1-C2 (Proficient User)

What is in CEFR?

From: Council of Europe (2014) Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Available at: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Curricular links of NASSEA’s Framework

• NASSEA’s Framework is linked to CEFR• Written in terms reflecting the needs of

bilingual learners and their teachers in the UK• It’s linked to English NC to support

assessments of English and Literacy

Overview

A simple description of stages of progress: Induction + Step 1 to

9

EYFS

Stages with detailed descriptors

General advice about pupils learning

through EAL (for ongoing purposes)

Advice for teachers, TAs and Learning

Mentors (with specific section devoted to the

Induction phase)

Key Stage 1

Stages with detailed descriptors

General advice about pupils learning

through EAL (for ongoing purposes)

Advice for teachers, TAs and Learning

Mentors (with specific section devoted to the

Induction phase)

Lower Key Stage

2

Stages with detailed descriptors

General advice about pupils learning

through EAL (for ongoing purposes)

Advice for teachers, TAs and Learning

Mentors (with specific section devoted to the

Induction phase)

Upper Key Stage

2

Stages with detailed descriptors

General advice about pupils learning

through EAL (for ongoing purposes)

Advice for teachers, TAs and Learning

Mentors (with specific section devoted to the

Induction phase)

Key Stage 3 & 4

Stages with detailed descriptors

Teaching Students Learning Through

EAL

Advice for teachers, TAs and Learning

Mentors (with specific section devoted to the

Induction phase)

The document’s structure

Large introduction section:

• Basics of the distinctive EAL pedagogy

• the importance of prior knowledge and L1

• Contextual support

• Scaffolding

• Some terms explained

• E.g. “modelled input”, “scaffolded production”, “basic tenses”

Also in the booklet

What’s typical talk at primary?

http://www.talkingpoint.org.uk/sites/talkingpoint.org.uk/files/Primary%20Milestone%20Poster%20-%20Final.pdf

What’s typical talk at secondary?

http://www.ican.org.uk/~/media/Ican2/Book%20Shop/Downloads/Secondaryposter.ashx

What’s typical talk at primary / secondary?

• The current version is a pre-release draft – currently at a special price (£15)

• Already trialled

• Final version to be released in October 2015

• NASSEA invites contributors (provide case studies?)

• Participants in the research will receive a free copy of the final draft

Final notes