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INTENSIVE ENGLISH CENTRE CURRICULUM FRAMEWORK


Rationale and Description


The Teachers of the Beverly Hills Intensive English Centre follow the guidelines of the I E C Curriculum Framework.

The Intensive English Centre (IEC) Curriculum Framework is a language outcomes framework developed for use with newly arrived, secondary aged students whose first language is not English and who are enrolled in the IEC program.

The Framework includes:
• a foundation course divided into four Levels of study in English across Key Learning Areas (KLAs)

• an overview of the Outcomes to be taught in each Level

• an Orientation to Learning section

• intended student learning outcomes referenced to the ESL Scales

• exemplar texts, text structure, language features and grammar scope to support each Outcome

• teaching components and strategies, suggested themes, topics and experiences suitable for regular and special needs students

• assessment and reporting activities.

The four Levels of the Framework describe a language acquisition progression from a preliterate, in either the student's first language or English, to an advanced level of English language and literacy study in a New Arrivals program.

Students enrolling in an IEC are assessed on their level of English language proficiency and placed in a class according to their level of English as a second language (ESL) and literacy needs. Thus students may:

• enter the IEC program at any Level according to their previous ESL and literacy standard of achievement

• not complete all Outcomes in any Level within one term

• not achieve all Outcomes within a Level prior to exit from that Level

• not complete all Levels of the Framework prior to exit from the IEC.

How to use the document

The IEC Curriculum Framework is a document that addresses ESUKLA teaching ~ and learning for ail students and teachers in the IEC program. It is the responsibility | of all IEC teachers to teach and report on Outcomes particular to their ESUKLA and I program Level.

Organising Outcomes Reporting

On the establishment of each new class all teachers responsible for teaching at that Level should meet and discuss how many and which particular Outcomes each teacher will report on. It is not the sole responsibility of ESUEnglish teachers to teach and report on all Outcomes at any one Level.

The number of Outcomes each teacher is responsible for reporting on is usually based on a proportional number of periods taught to the number of Outcomes in the Level. For example, if at Level 1 half the time tabled periods are allocated to ESL/English then thaVthose teachers should be responsible for reporting on approximately half of the twenty-one Level 1 Outcomes. Similarly, if the ESU Science teacher is timetabled to teach the Level 1 group for approximately one eighth of the weekly periods then they are responsible for reporting on an equivalent number of the twenty-one Level 1 Outcomes.

Teachers will teach Outcomes apart from the agreed ones however it will not be necessary to report on these.

It is recommended that teachers choose the Outcomes relating to the same text type in each of the domains of Oral Interaction, Reading and Responding and I Writing. KLAs appropriate to each Outcome are located on all the (a) pages of the document for easy reference.

Teaching and Reporting on Outcomes

Once teachers have determined which Outcomes they are responsible for teaching and reporting on they will program as per normal and plan for the achievment of the Outcomes. Ideally each Level should be taught over one term, however, some students may not complete all the Outcomes at any one Level.

The progression of students through the different Levels of the Framework should occur in the usual manner with discussion of each student's reaming progression, welfare and self-esteem needs and consultation between teachers, Level coordinator, Head Teacher and counsellors. Some students may not progress beyond the beginning Levels of the program. The special placement needs of these students need to be addressed as per usual.

Formative and cumulative assessment of student progress should occur across all ESL/KLAs as appropriate throughout the teaching of the program with formal assessment occurring towards the end of each Level. Suggested tasks for assessment can be found on all the (a) pages of the document.

• Teaching and Learning Features of the IEC Curriculum Framework

Teaching components identified as key points to consider for achieving each Outcome are located on the (a) pages. This is not a prescriptive list and teachers may choose to add other points where applicable.
Teachers may also find it useful to use the Framework document as a quick reference for finding various teaching strategies appropriate to achieving Outcomes, and for suggested topics, themes and experiences see all (a) pages. These lists are not prescriptive nor is it compulsory for all the suggestions to be used.
The grammar scope is provided as a reference resource to support teachers in the preparation of their teaching and reaming materials and is located on the (b)) pages if applicable.
The example texts provide the teacher with a guide as to the level of text the student should be able to approximate. Some students may be capable of longer, more complicated texts while others may not achieve this level at all. The example texts are located on the (b) pages if applicable. These pages also provide a teacher reference to text structure and language features.

Foundation Level

The Foundation Level of the IEC Curriculum Framework addresses the learning needs of students in the IEC program whose development in English language acquisition is affected by factors such as:
• interrupted or no schooling • varying levels of L1 literacy
• learning disabilities • trauma.
Teachers of beginner intensive English classes may find Foundation Level an appropriate tool for screening students' entry level English language and literacy skills.

Teachers may be informed by both Foundation and Level One Outcomes of the IEC Curriculum Framework in planning beginner class programs as students in these classes typically represent a wide range of ability and L1 literacy levels.

Early Literacy Focus
Foundation Level Oral Outcomes overlap with the Level One Oral Outcomes because the Foundation level student typically achieves English oracy skills in the same way as their Level One counterparts. Particular focus is given in Foundation Level to explicit teaching of the most basic literacy skills.

Methodology

Students at Foundation Level require specific support to achieve the literacy skills which underpin all successful reading and writing. They need to develop a wide ranging sight vocabulary and to begin to establish clear links between the spoken and written systems of English. Foundation Level outlines the reaming of these skills across the key learning areas using student-centred methodologies and a range of appropriate teaching strategies.

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