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
• 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
• 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.
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.
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.
and Reporting on Outcomes
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
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
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.
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.
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.
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.