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Intensive English School

Welcome to the Intensive English School
 
The Intensive English School (IES) is a school located on the Woodridge State High School campus. It operates as a school within the main school. At the beginning of 2017 approximately 30% of the Woodridge SHS student population is located within the Intensive English School.
 
The purpose of the Intensive English School is to teach the English language so that students can access the Australian curriculum.
 
The Intensive English School has two sections that cater for the individual learning and language acquisition needs of our students:
1.      Intensive Language Classes (ILC)
·         There are three levels with ILC – Level 1 (lowest), Level 2, Level 3 (highest)
2.      English as an Additional Language (EAL) classes
·         As students progress from ILC into EAL classes, they are placed into Year 8, Year 9 or Year 10 EAL classes.
 
The Summary of School Structure document explains how the Intensive English School is aligned with the mainstream section of Woodridge SHS.
 
Students are placed in either section of the Intensive English School during the enrolment process. A brief reading comprehension test and numeracy test are completed and a writing sample is collected. This information and a review of any former report information is used to place students into ILC or EAL classes.
 
Within these two sections students are grouped according to their English language acquisition level. At the end of each term, individualised tracking of students’ language acquisition informs student movement within, across and out of the Intensive English School. Tracking student language acquisition and progression is mapped through a Literacy Continuum Tracking Tool, a Numeracy Continuum Tracking Tool and the EALD Bandscales.
 
Please contact Stephanie Wade (Head of Intensive English School) if you require any more specific information.
 

IES School Structure.PNG


 
2016 School Improvement agenda – Intensive English School
In 2016, Woodridge State High School has three strategic priorities:
1.      Whole school implementation of Reading and Numeracy Programs
2.      Use of the ASOT Framework to facilitate and support quality teacher pedagogy
3.      Maximising Senior School outcomes.
The strategic intent of the Intensive English School is to ensure that its work contributes to the whole school’s achievement of these priorities. In 2016, this will be achieved by:
  •        The HOC and ILC Coach working with the Literacy & Numeracy Team to document the IES work in early literacy and numeracy development in the Whole School Reading and Numeracy Plan;
  •        The ILC Coach to provide modelling, feedback and coaching for ILC teachers on the ASOT Framework and quality pedagogical practices;
  •        The HOC to continue aligning EAL Work Programs with Junior Secondary (Year 7 – 9) Work Programs in English, Maths, Science and SOSE;
  •        The Head of School to formalise learning opportunities for IES students in certificate courses through multiple agencies and to case manage Year 10 EAL students as they progress into the Senior School.
 
Student movement within the Intensive English School
 
At the end of each school term, students in ILC and EAL classes are re-grouped according to current reviews of students’ language acquisition profiles. Classroom teachers use current student work samples and assessment tasks to update each students Language and Literacy Continuum Tracking Tool and Numeracy Continuum Tracking Tool. In 2016, standardised levels between each ILC level will be confirmed through common assessment tasks and discussed at the Moderation / Movement Meeting. EALD Bandscale data is also updated and uploaded on One School once a semester using these same work samples and assessment tasks.
 
As students move from ILC classes into EAL classes, more rigorous and aligned assessment tasks for each curriculum area are used to inform students’ language acquisition and ability to access a modified mainstream curriculum in the core subjects of English, Maths, Science and SOSE.  This is to help students prepare for an EAL classroom where the curriculum and assessment tasks are aligned to the mainstream curriculum Work Programs for English, Maths, Science and SOSE.
 
Movement of students from EAL classes to mainstream classes:
 
Students may be moved from Year 8, 9 or 10 EAL classrooms into mainstream classrooms throughout a school year. This generally occurs at the beginning of a school term. It can also occur in some or all subjects. Students’ timetables can be manipulated so that if a student is particularly proficient in a subject (eg. Maths or Science) then they can be placed into a mainstream class of the appropriate year level. This timetabling occurs after a recommendation from the EAL classroom teacher and in consultation with the appropriate Curriculum HOD.
The IES HOC discusses the movement of EAL students into mainstream classrooms with mainstream curriculum HODs and further diagnostic tests (eg. PAT R or M Tests) may be used to substantiate student progression.
 
As students’ progress through the Year 10 EAL curriculum, the Head of School closely tracks their language acquisition and academic progress. As Year 10 EAL students enter their final level of the Intensive English School program, the Head of School conducts individual meetings with each student to inform their preferences into the Senior School program of Woodridge SHS. This tracking process begins with an Information Session provided to all Year 10 EAL students provided by the Head of School and Futures HOD in the Connections Week Program Week 1 Term 1. A summary of possible pathways is given to all Year 10 EAL students in this initial Information Session.
 
 
 
IES students’ participation in NAPLAN
 
The IES HOC works with the NAPLAN Coordinator to determine which EAL students in Year 7 and 9 are eligible to sit the NAPLAN Test. Student eligibility may be affected by their date of arrival in Australia.
 
EAL students who sit the NAPLAN Tests are involved in the whole school preparations through explicit teaching programs in the English curriculum and student involvement in practice NAPLAN Tests. These are important support strategies for EAL students in their preparation for the NAPLAN Tests.