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The Teacher Resource Exchange is a facility for teachers to contribute classroom resources, teaching notes, worksheets and assessments. The exchange is no longer accepting contributions, but you can view existing resources here:
Our_cultural_village_template for teachers (Word 95KB)
This template provides guidelines which will help inform decisions about possible content for Our Cultural Village country sites.
Our cultural village resources
The resources below have been developed using the template above and could be used as exemplars as well as resources. We aim to develop further resources for this area to assist teachers working with students from other countries.
The following resources are available in a Wiki space. You can access and use these resources but to obtain editing rights to this Wiki please contact Hazel Owen.
Other resource
The Teacher Resource Exchange allowed teachers to contribute classroom resources, teaching notes, worksheets and assessments. The exchange is no longer accepting contributions, but existing resources are still available.
These materials were offered in a spirit of generosity by the contributors. They have not been through the normal English/Literacy/ESOL Online quality assurance process and we advise professional discretion in their use. In particular, please note that any NCEA resources have not necessarily been officially moderated.
This resource, intended for mainstream and ESOL teachers, comprises four booklets for different year levels. It gives suggestions for developing students’ academic language in curriculum contexts. SELLIPS is intended for all teachers of students in years 1–8.
The English Language Intensive Programme (ELIP) Primary Resource is designed to support ESOL (English for Speakers of Other Languages) programmes. It provides guidelines for teachers of ESOL programmes by selecting some text examples, language outcomes and language learning focus points at three phases of English language learning
The English Language Intensive Programme (ELIP) Years 7-13 Resource is designed to support ESOL (English for Speakers of Other Languages) programmes for students in Years 7-13. It is not intended to be a whole programme in itself, but provides guidelines for teachers of ESOL programmes by selecting some language outcomes and language learning focus points at three phases of English language learning.
Resources, information and suggested assessment activities for planning an ESOL course for students.
Effective strategies for teaching oral language, vocabulary, reading, writing, and thinking and metacognition, to ESOL students in any school context.
A range of comprehensive cross-curricular teaching and learning units, from Level 1 to NCEA Level 3, for use in ESOL or mainstream classrooms.
Ideas, resources, and tools to help schools design and shape their own ESOL practice.
A range of tried and tested teaching units contributed by the ESOL online community.
School stories that show ideas and approaches some schools are using in their ESOL programmes.
These resources will help strengthen your knowledge and skills for teaching writing across the curriculum and increasing students’ rate of progress. As students move through primary school, the texts they write and the tasks they engage with become increasingly complex. With strategic and focused teaching, students can develop a strong literacy foundation and make greater than expected progress in one year.
Sounds and Words is designed to support teachers and students to learn about phonological awareness and spelling. It builds on the Literacy Learning Progressions in support of the reading and writing standards.
Primary and secondary schools can apply for nationally funded teacher professional learning and development for English language learning and literacy (primary schools) and English language learning and home school partnerships (secondary schools).
The system of support on New Zealand Curriculum Online provides links to funding, Ministry of Education resources, and professional associations of interest to teachers of English language learners.
These professional groups provide collegial support and opportunities for teachers of ELLs to develop their professional knowledge and work together collaboratively.
To find out where your closest PLC is and whom to contact email [email protected]
or contact Kirsty MacDiarmid
[email protected] Phone 09-6329368
These six self-access modules use the English language learning progressions to provide professional support for leaders and teachers.
Having teachers with a Teaching English in Schools for Speakers of Other Languages (TESSOL) qualification in your school will improve the outcomes for English language learners.
The Ministry of Education offer tuition fees scholarships - Teaching English in Schools to Speakers of Other Languages scholarships.
This topic is broken into 3 subtopics – click on a link to see the activities in each subtopic:
In each subtopic, students:
Topic objective
What you need
Monitoring and recording student progress
You can monitor and record student progress using the examples of good assessment practice in the English Language Learning Progressions or the English Language Learning Progressions Pathway record of progress.
Welcoming new families into your school provides the opportunity to gather rich information about English language learners in addition to information normally collected at enrolment.
To ensure eligibility to enrol, the school will follow the procedure outlined in Ministry of Education Circular 2020/08 Eligibility to enrol in New Zealand schools.
This circular is about the eligibility requirements for enrolment in New Zealand schools. It includes advice on verifying eVisas which in some cases have replaced Passport stamps; and changes to recording International Group Students for state and state-integrated schools.This circular replaces 2012/01.
[Schools are required to] gather information that is sufficiently comprehensive to enable evaluation of student progress and achievement; to identify students and groups of students ... who are at risk of not achieving. NAG 1
[Schools are required to] gather information that is sufficiently comprehensive to enable evaluation of student progress and achievement; to identify students and groups of students ... who are at risk of not achieving.
You can gather background information using a supplementary enrolment form to guide discussion:
Additional guidance:
It is also good practice to find out about languages and culture:
Course planning overview
The following is a list of the key course planning documents followed by an overview of model course approaches.
Steps in course planning links to the requirements for NZQA Course Approval and Accreditation for ESOL courses for international students and suggests how the criteria can be met.
Opportunities for multi-levelling identifies some of the ways that teachers can plan learning pathways for classes with learners at different levels.
The course planning template provides a structure for teachers to plan their own courses and includes links to the New Zealand Curriculum, ELLP and ELIP.
Model course approaches
The overview of model course approaches below provides a summary of the course titles, topics and assessments for all five model courses. The model course outlines provide detailed exemplars across a range of ESOL levels and learning situations.
Topics
Assessments
Foundation
Junior ESOL Transition
Portfolio entries including:
Senior NCEA ESOL
The course is based on Our Changing World
Senior EAP Literacy
Short term ESOL for International students
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