Page 2494 - Week 06 - Thursday, 10 May 2012
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(2) The 258 students attending an IEC program in 2012 are at the minimal level of the Language Performance Rating Scale (LPR) on commencement, between LPR levels 0.00 to 1.00.
(3) Support is not provided to students on an hourly basis and EALD learners will continue to receive assistance if required whether through the IECs or in the mainstream setting. Mainstream schools received a staffing allocation for EALD students. Schools are responsible for this allocation and for making decisions about the most effective way to manage the program. EALD learners are the responsibility of all teachers and schools use a range of strategies to meet their needs.
EALD students in the Primary IEC programs transfer to a mainstream school after two terms/20 weeks, with the possibility of an extension to three terms/30 weeks in the IEC program, as required. The Secondary IECs offer a three level program based on English language proficiency levels: Pre-Intermediate, Intermediate and Advanced. Placement in the appropriate level of the program is based on an initial assessment. Students starting the Pre-Intermediate level would normally attend the IEC for three terms/30 weeks, the Intermediate for 2 terms/20 weeks and the Advanced for one term/10 weeks.
(4) a) In February 2010, there were 1,735 students identified between LPR levels 0.00 and 1.75.
b) In February 2011, there were 1,695 students identified between LPR levels 0.00 and 1.75.
(5) In February 2012, a total full time equivalent (FTE) staffing allocation of 69.5 teachers has been allocated across Directorate schools. Depending on the number of EALD students identified, the individual school allocation can range from one day per week to three or more full time teaching positions.
(6) There is one full time EALD Executive Officer located in the Literacy and Numeracy Section of the Directorate with direct responsibility for EALD Policy and Programs. Support is also provided to the EALD Program by:
a) the Manager and Assistant Manager of the Literacy and Numeracy section in the Directorate
b) accredited tutors in the Teaching ESL Students in Mainstream Classroom (TESMC) and Teaching ESL Students in the Mainstream for the Early Learner (ESLMEL) courses
c) facilitators in the Incorporating Strategies for an Inclusive Curriculum (InSinc) and Time for Talk, primarily located in schools
d) school-based Literacy and Numeracy Coordinators and Field Officers who have received targeted EALD professional learning to facilitate a whole school approach to the needs of EALD students in mainstream schools.
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