15 Nov, 20229:30 am-3:30 pm
Online Training Course


Delivering effective EAL provision in secondary schools is becoming increasingly challenging year on year. As of January 2022, over 623,000 and 17.5% of students were recorded as EAL learners in maintained secondary schools alone across the UK, a number which will only have grown given a rise in refugees and asylum seekers such as those from Ukraine as indicated in the 2022 school census report.

A rise in EAL learners, combined with huge language loss as a result of Covid-19 disruption to learning means it is now of critical importance for schools to ensure that they understand the latest EAL best practice so that they are delivering provision that is of the highest possible standard. During Covid-19, of teachers who were able to report on the impact on the English language skills of pupils who use EAL, 59% of secondary school teachers reported observations of language loss in one or more language skill areas. As secondary students prepare to sit exams, proficiency in English is central to academic achievement. As such, it is vital that your EAL pupils are fully supported and encouraged during KS3, and receive targeted subject specific support at KS4 and 5 to prepare them for post-16 education routes.

For many secondary school teachers that are new to the profession their training rarely covers EAL teaching, if at all, and due to the number of secondary EAL students rising across the country, it is vital that EAL specialists, support staff and senior leadership teams join together to learn how to ensure your school knows how best to support EAL pupils allowing them to thrive in school.

This EAL training day will provide attendees with practical guidance on working with secondary school pupils with EAL and will really look to hone in on what makes effective EAL provision within secondary schools.

Learning Objectives

  • Understand the needs of the full range of EAL learners in your secondary school through KS3, KS4 and KS5
  • Acquire new strategies that effectively support new arrivals to settle and continue their EAL journey
  • Enhance your understanding of how every day English is acquired, to enable you to better encourage and aid EAL learners
  • Consider the differences between how classroom and academic English is acquired, informing your teaching practices for secondary EAL learners
  • Begin to develop a strategy for leading a consistent approach to supporting the learning and growth of EAL pupils across your secondary school

Lead Trainers

Chiaka Amadi photo
Chiaka Amadi
The EAL Academy


9:30 am
Login and Accessing Training Platform

*This training will run entirely via an online platform. Specific joining instructions and guidance will be provided to registered delegates.

9:45 am
Trainer’s Welcome and Clarification of Learning Objectives

Note that all of today’s sessions will be interactive, and attendees will have regular opportunities to pose questions to experts, engage in discussions with peers, and leave the day equipped to support the needs of EAL pupils

9:50 am
Session 1: Understanding The Different Things That ‘EAL’ Means at KS3 and KS4

In this practical session, you will work with our lead trainer and experts from across the secondary EAL landscape to:

  • Explore the interchangeable acronyms for EAL, using the varying definitions to redefine what you understand ‘EAL’ to mean and how this impacts how you teach English to your students
  • Discuss how the definition of ‘EAL’ has changed over time, and how this has impacted pupil’s learning journey to examination stage
  • Through group exercise, practically explore the experience of learning another language through the lens of an EAL student, enhancing your understanding of some of the immediate challenges secondary learners will face
  • Consider the experiences secondary EAL students and their families go through as a new arrival, critically analysing the expectations these stakeholders will have, using the ‘if it were my child’ approach as the basis
10:50 am
Morning Break
11:00 am
Session 2: Teaching Pupils New to English arriving at KS3 and KS4 (Part 1)

Using EAL Academy’s EAL Handbook as guidance, this session will focus on supporting new arrivals. Key takeaways will be:

  • An improved strategy for identifying ‘different types’ of new arrivals and understanding what their individual needs may be, and how this varies from pupil to pupil
  • Guidance on the key components of initial assessment that should characterise a new arrival’s experience, based off the information you have gathered about the pupil prior to their arrival in school either from their primary school or family
  • Insight into the essential information you should be gathering about your new arrival in their first few weeks, as well as how to best collect this and what to look out for
  • A critical analysis of the role contextual support can play when supporting secondary EAL learners, specifically how to use the knowledge you have gained to provide high-quality tailored support
11:30 am
11:35 am
Session 3: Teaching Pupils New to English through KS3 and KS4 (Part 2)
  • Highlight the importance of providing appropriate emotional support for new EAL pupils upon arrival, reflecting on secondary age-appropriate tools that provide peer-to-peer support, exploring the limitations of this at secondary level, and looking at how you can guide non-EAL students to support new students in this way
  • Placing listening at the centre of new arrivals experience, discuss how to create listening opportunities within your secondary school to promote the use and development of survival English as well as building on English skills that may have been learned at primary level, using case studies of best practice as examples
  • Critically analyse the nuances of delivering effective support to EAL learners at secondary school level, considering how some strategies will work better than others depending on pupil age and school culture
12:20 pm
Lunch and Networking
1:00 pm
Session 4: Teaching More Advanced Secondary School Learners Of English
  • Highlighting the difference between communicative English and classroom language at secondary level, discussing how each will impact student learning and teaching experience, placing it within the context of a learning continuum
  • Sharing guidance on how to best support secondary EAL students with moving along the continuum to develop more sophisticated linguistic choices within the context of subject matter at GCSE level
  • Exploring how long it takes to learn English, providing a clear understanding of the process and experiences learners will experience and the likely timeline for this
  • Using best-practice case studies, consider a range of strategies that best support the development and improvement of reading and writing skills in English in KS3 and KS4
2:10 pm
2:20 pm
Session 5: Working to Ensure Strong Leadership in EAL Teaching at Secondary School Level
  • Learn the importance of implementing a positive whole school ethos to support EAL learners, focusing on how you achieve this in a secondary context
  • Using best practice case studies, explore some key techniques and methods that have proven successful for secondary schools in engaging all learners with EAL teaching
  • Sharing insights on how to best use the first language in EAL learning to provide tailored support for the EAL students within your secondary setting
  • Explore how you can effectively use data to enact influence within your setting to more effectively advocate for your EAL learners, considering key things such as; where do you look for data in public domain and in your school, how do you interpret this, and whose responsibility is it to collect this and how can you help
3:20 pm
Summary and Final Questions
3:30 pm
Training Evaluation And Close