Assessing the Language, Literacy and Learning Needs of EAL Learners | Lighthouse Professional Development

Assessing the Language, Literacy and Learning Needs of EAL Learners

Course code: 

Assessment plays a key role in raising standards of attainment. If schools are to be successful in closing the attainment gap it is crucial that assessment and profiling systems address the diverse language, literacy and learning needs of all its learners. This course draws on recent research, national and LA initiatives and teachers own practice to suggest an integrated and inclusive approach to EAL assessment. It provides opportunity for delegates to share good practice, discuss the issues and explore ways in which existing practices in relation to assessment, profiling, target setting and the monitoring of progress might be developed to be more culturally inclusive. Skills in using the QCA A Language in Common EAL assessment scale to make evaluative judgements will be developed through a number of case studies.

Aims of the course are to:

  • Consider the government’s current assessment arrangements for pupils learning EAL
  • Raise awareness of the different EAL assessment scales in current use
  • Enable delegates to confidently build and use pupil profiles to inform assessment
  • Develop skills in using the QCA A Language in Common scale to make evaluative judgements, identify under-attainment, and plan at a strategic level

Who should attend?
Primary / secondary teachers working with EAL learners; Assessment Coordinators; EAL specialist staff


9:30Arrival, registration and coffee13:00Restaurant Lunch

The principles of assessment

  • The role of assessment with regard to inclusion and equality
  • EAL or SEN: expected levels of progression for pupils learning
    an additional language
  • EAL assessment scales currently in use: an overview
  • Government guidance regarding assessment arrangements
    for pupils learning EAL
Using formative assessment data to make judgements: The
QCA A Language in Common (2000) EAL assessment scale
  • Case study A: joint assessment; Case study B: small group
  • Further case studies relating to pupils in delegates’ own schools
  • Using summative assessment data to raise attainment
  • Pupil level planning: language, literacy and learning targets,
    differentiation, interventions
  • Strategic level planning: deployment of EAL staff, CPD,
    policy development
11:30Pupil profiles: what evidence should I gather and how?
  • Understanding and use of languages other than English:
    speaking, listening, reading, writing
  • Understanding and use of English for curriculum access and
    learning: speaking, listening, reading, writing
  • Understanding of curriculum related skills, processes and
15:35Evaluation and close of course

Sue L

Sue works as a PGCE Tutor at the Institute of Education, London. She also works independently as a consultant providing advice, guidance, support and training for local authorities, schools and organisations on ways in which they can promote inclusion and develop provision for pupils learning English as an Additional Language (EAL). Previously, Sue has worked as a consultant with the Becta Advisory Service to Academies and as an EMA Advisory Teacher for an Ethnic Minority Achievement Service in London.

Suitable for: 
Preparatory/Primary, Senior/Secondary, Special Schools, Post 16/FE Colleges
Scheduled Events, In-school Training

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