Albany Senior High School/Curriculum plans/ESoL

= Curriculum Plan for ESoL =

Vision
Students learning English as an additional language will be nurtured, empowered and inspired through participating in our learning community at Albany Senior High School. A range of interventions that include specialist programmes, first language support in selected subjects, the reception tutor class, tutorial support and impact project support are designed to enable these students to achieve highly and become good citizens. We use a communicative approach. Students will build on their prior languages knowledge as they learn to receive, process and present ideas or information using the English language as a medium (NZC). Students will be provided with the opportunity to participate in constructive and co-constructive interactions that promote listening, speaking reading and writing across all three strands of the curriculum in their first language as well as in English. Students' culture and home language is honoured and respected in our learning community. They are encouraged to use both their home language and their increasing facility in English language as they participate in and to contribute to our curriculum and our learning community. They, in turn, nurture, inspire and empower others in the community to achieve highly and become good citizens.

Values
We expect that English as an additional language learners experience respectful, responsive and research based practice through the three strands of our curriculum: tutorials, ESOL and other specialist subjects and impact projects.


 * We promote excellence in all that we do through our expectation that our students will achieve highly in and through their developing expertise in English language.
 * Warm mutually respectful relationships are at the core of effective, authentic communication. We expect all teachers to research and respect the “cultural capital” that English language learners bring to our learning community.
 * Families are an important party of our learning community. Tutors have regular contact with families. We access teachers' language expertise in Korean, Mandarin, Spanish, French and German where appropriate. Supported by our board, we consult regularly with our Korean community.
 * We promote fairness, openness, honesty and trust through active listening and respectful interactions with our students in classes and in our learning community.
 * English language learners are encouraged to take ownership of their learning and to make wise choices.
 * Teacher inquiry supports effective learning for language learners. Student feedback and formative assessment provide evidence for effective planning. We consult with and share assessment information with Albany Junior High School, and other contributing schools and ensure that programmes are designed to build on students' prior knowledge.
 * Students are encouraged to use their home languages as well as English to enjoy the exploration of ideas and to create oral, visual and written texts in English.
 * Through participating and contributing to our learning community, English language learners develop their language skills and their understanding of New Zealand culture while enriching our community with their different cultural perspectives.
 * New Zealand's cultural heritage is at the core of programmes. The study of Maori verbal ,oral and visual texts provides rich opportunities for the understanding of the unique place of Maori in Aoteoroa New Zealand and allows for the exploration of Te Reo and tikanga as a primary source of New Zealand's self-knowledge and identity (NZC).

Expectations
Expectations for teaching and learning, including pedagogy, assessment, e-learning.

1. How will our teaching and learning meet the school’s expectations for 21st century pedagogy based on current research?

2. How will our assessment promote effective learning?

3. What does an effective 100-minute lesson look like?

Key competencies
How will we develop each of the key competencies in the learning area? How will we promote the split screen? These are a means and an end.

Curriculum design
What do we want our students to learn and/or develop?

Quality assurance
How will we ensure that standards are transparent, clear, reliable, valid and fair?

Self review
What data will we collect and how will we use it?