Milpera – Our mission statementMilpera is committed to every student realising their potential within a socially-just and culturally inclusive environmentMilpera “Meeting Place of Sisters and Brothers”

A snapshot

• Aim: To inspire you to learn more about bandscaling

• Story of Success – what does it look like for an EALD student

• Quick snapshot of bandscale 3

Sadia and Nasteo

Natsteo

• Visa 202, refugee backgournd 3yrs schooling prior to Milpera, bandscales 1 in R and W

• Intensive EAL/D Milpera, 3.5 years in high school program

• Whole school culture deeply embedded inclusion across school

• On-site access to HEAL - Art and Music Therapy, Parallel Classes for English

• EAL/D classes in Science, English, History and Maths

Nasteo

• Current 1st yr QUT B.Psychology

• Social Network Leader in Year 10 – supporting new EAL/D students transition

• Awards Night – WINNER Award for Outstanding Contributions to School & Community Activities

• Leader of Gurumba Bigi, Conversation club and Interact

Sadia’s Data

• Prior schooling in Afghanistan (4 years), limited due to Taliban influence, Urban school - Kabul

• Arrived with a bandscale of 1

• Left Milpera in 2011 on Bandscale 3,

• Moved to Macgregor – Year 9

• Finished High School at Macgregor – ESL Unit Gae Nastasi

• OP 3

Sadia

• Currently studying at QUT

• Finishing Second Year Law,

• Vice-Chancellors Scholarship

• Working in a Law firm as a para- legal

• GPA > 6

10 000 hours

Cultural and language competence

An advocate

Malcolm Gladwell Outliers

• What determines success?

What does this mean for EALD students

• They can be successful in our schooling system

• Resourcing

• Sadia

• 9 – 12 months Milpera phase 1

• 6 – 12 months phase 2 support, special classes in key learning areas

• 2 -3 years less support, but access to ESL teacher

Bandscales - Definition

• Bandscales provide a map of EAL/D learner progress in Standard Australian English (SAE) language development in the school context.

• They describe observable behaviours which are indicative of typical second language acquisition and development.

• Bandscales assist classroom teachers in identifying and tracking EAL/D learners’ progression of SAE language learning

Bandscale levels

• The EQ bandscales describe six levels of language development in each of the four macro skills of listening, speaking, reading/viewing and writing.

• The levels are from pre level 1 (new to SAE) to level 6

Example of bandscale 1

Bandscale Level 1 Writing

Bandscale Level 3 Writing

Uses simple sentences correctly .

Compound and complex sentences attempted, but errors in structure/cohesive devices.

Subject/verb agreement

Inconsistent use of reference item eg pronouns

Example of bandscale 3 writing

Example of bandscale 3 writing

Example of bandscale 3 writing

Example of bandscale 3 writing

Cultural Competence

•Language and Culture are implicitly linked

•Knowing what to say and to whom is essential

•To advocate for themselves our students need to develop their voice, we must encourage them to use and develop it

What does this mean if you get a Milpera student?• EALD teachers

• Bilingual Teacher Aides

• One on One in class support

• It’s OK to use Home Language – it values the student’s identity and culture

• English Only – doesn’t work!

• Time taken and distance travelled

• Parallel classes

• Professional Development