English as an Additional Language

Home / English as an Additional Language
Navigation
  • Subjects

    • Mr Nandhaka Pieris, Head of EAL

    Mr Pieris has 20 years of experience in state and independent schools in a variety of roles, including the teaching of Science, EAL and ESOL. He has also led EAL in both sectors. He has a Master’s degree in English Language Teaching and Applied Linguistics from the University of Southampton and a Cambridge CELTA. He is also a Director and Trustee of NALDIC, the UK’s subject association for EAL, a national thought leader for the field of EAL.

    English as an Additional Language

    Subject Overview

    Students whose first language is not English often need some additional support with their studies; those students are offered EAL lessons. Our aim is to ensure that all the students within our care have a happy, successful and fulfilling time at the College, and we hope to instil confidence so that they are enabled to cope with university life and beyond.

    Our strength lies in our flexibility. For pupils in Years 7 to 9, we base our lessons on individual needs. Pupils in Year 10 follow the Cambridge Assessment International GCSE in English as a Second Language and those currently in Year 11 follow the Edexcel International GCSE in English as a Second Language. We are also able to offer support and guidance for other GCSE subjects. Year 12 and 13 students concentrate mainly on the IELTS examination for entry to university with some support and guidance for their A-Levels.

    EAL lessons for students of all ages build confidence in the four essential skills of reading, writing, listening and speaking as well as extending vocabulary and developing a greater understanding of grammar.

    Students are always welcome to see us before, during or after school for extra help and support. We are very proud of our students and their achievements, and enjoy keeping in touch with them after they have left.

    Programme of Study

    Key Stage 3:

    For pupils in Years 7 to 9, we base our lessons on individual needs, focusing on the four English language skills: reading, writing, speaking and listening. We also help students to prepare for GCSE study by supporting their complex task of both learning English and learning through English. This aspect of their EAL provision draws on the development of their subject-specific and more general academic language skills, as well as their independent learning skills.

    Key Stage 4:

    From September 2023, our Year 10 pupils follow the Cambridge Assessment International GCSE in English as a Second Language (2024) whilst those currently in Year 11 follow the Edexcel International GCSE in English as a Second Language (2017). We also offer some subject and academic language support for other GCSE subjects to help students with the complex and challenging task of both learning English and learning through English.

    IGCSE English as a Second Language (0991) (2024-2026)
    Examination Board: Cambridge Assessment International Education

    Cambridge IGCSE (9–1) English as a Second Language develops skills for understanding and communicating in a range of situations in English. These skills include the ability to understand written and spoken texts, and selecting relevant information from them. This information may be directly stated or implied. Learners develop the linguistic skills required for progression to further studies or employment through being able to communicate clearly in writing and speaking, on both familiar and less familiar topics.

    The course encourages learners to be:

    • confident, using a range of language to communicate ideas and information effectively in writing and speaking
    • responsible, seeking opportunities to use and develop their language skills
    • reflective, considering different opinions and information in written or spoken form, and responding to them appropriately
    • innovative, using language creatively to express ideas and information
    • engaged, developing different learning strategies and using their language skills in a range of situations.

    The aims of this qualification are to enable students to:

    • develop learners’ ability to use English effectively for the purpose of practical communication
    • develop learners’ awareness of the nature of language and language-learning skills
    • develop transferable skills to complement other areas of the curriculum
    • promote learners’ personal development and enjoyment.

    Course Content - The Cambridge Assessment International Education International GCSE in English as a Second Language (ESL) qualification comprises three assessments:

    1. Paper 1 – Reading and Writing (50%) (2 hours)
    • Four reading exercises which include a range of text types (e.g., articles, blogs, reports, websites) of up to about 650 words and comprise of multiple choice and matching questions, as well as some questions requiring short answers in English.
    • Two writing exercises which both require candidates to write 120–160 words of continuous prose. The writing exercises require candidates to respond in different styles such as informal emails and formal/semi-formal articles, reports, essays or reviews.
    2. Paper 2 - Listening (25%) (50 minutes)
    • Five exercises of short and longer texts.
    • Each exercise tests comprehension of recorded texts (e.g., monologues, interviews or conversations).
    • Multiple-choice style questions.
    3. Paper 3 – Speaking (20%) (10-15 minutes)
    • Short interview
    • Short talk with 1-minute preparation time
    • Discussion related to short talk topic

    IGCSE English as a Second Language (4ES1) (2017-2024)
    Examination Board: Pearson Edexcel

    Through studying a variety of topics as well as grammar and vocabulary, students develop the four key skills of reading, writing, speaking and listening.

    The aims of this qualification are to enable students to develop:

    • an understanding of a wide variety of complex reading texts, recognising implicit meaning and adapting own style and speed of reading to different texts and purposes
    • an understanding of standard spoken language, whether live or broadcast, on both unfamiliar and familiar topics normally encountered in personal, social, academic or vocational contexts
    • the ability to write clear, well-structured texts using an appropriate style, highlighting relevant salient issues, expanding and supporting points of view with supporting arguments (where relevant) and showing controlled use of organisational patterns, connectors and cohesive devices
    • the ability to express themselves fluently, spontaneously and appropriately in a range of speaking contexts with little obvious searching for expressions or use of avoidance strategies
    • the skills necessary for further study or employment, either in English-speaking countries or where English is used as the main medium of communication for business and commerce
    • an understanding of the nature of language in different cultural contexts in order to build up competence in communication.

    Course Content:

    The Pearson Edexcel International GCSE in English as a Second Language (ESL) qualification comprises three assessments:

    Paper 1 – a written examination paper
    Paper 2 – a written examination paper
    Paper 3 – a separately endorsed speaking examination.

    1. Paper 1: Reading and Writing (66 2/3 % of IGCSE) (2 hours)

    Reading

    Passages will be taken from a variety of sources, including fiction, and may include factual information, explanation, opinions and biographical writing.

    • Part 1 – Skimming and scanning skills.
    • Part 2 – Read for both gist and detail.
    • Part 3 – Read for both gist and detail, follow a line of argument or discussion, and identify attitudes and opinions in the text.
    • Part 6 – Read for details to be included in the summary writing.

    Writing

    • Part 4 – Short piece of writing in response to a given situation. The writing can take the form of a letter, email or postcard and students may have to both provide information and ask for required information.
    • Part 5 – Factual piece of writing based on own knowledge and interests. The writing can take the form of a report or article.
    • Part 6 – Respond to one or two short texts, approximately 500 words in total, and produce a summary for a given purpose and reader.
    2. Listening (33 1/3 % of IGCSE) (50 minutes)
    • Part 1 – Listening to short extracts; identifying the item, place or event being described.
    • Part 2 – Listening for detailed information.
    • Part 3 – Following a discussion or argument; identifying attitude and opinions of speakers; following instructions.
    • Part 4 – Listening to a complex argument or discussion; understanding the overall message; identifying attitudes and opinion.
    3. Speaking (Separately Endorsed) (9-12 minutes)
    • Part 1 – Introductory interview with student.
    • Part 2 – Student talk.
    • Part 3 – Extended discussion.

    Sixth Form:

    Our main focus for Year 12 and 13 students is preparation for the IELTS examinations for entry to university. We also offer some subject and academic language support A-Level subjects to help students with the complex and challenging task of both learning English and learning through English.

    IELTS (International English Language Testing System) Academic
    Examination Board: The British Council, IDP: IELTS Australia and Cambridge Assessment English

    The course is skills based, with assessments in the four key skills: Reading, Writing, Speaking and Listening. It draws heavily on a range of global topics which require wider reading and general knowledge.

    The main aim of this course is to enable students to achieve the IELTS test results they require for university.

    Course Content:

    The four individual skills assessments review students’ ability in:

    • task achievement / response
    • coherence and cohesion
    • lexical resource
    • grammatical range and accuracy.
    1. Academic Reading (60 minutes including transfer time)
    • to see how well students read for general sense, main ideas, and details, and whether they understand the author’s inferences and opinions
    • Three long texts which range from the descriptive and factual to the discursive and analytical.
    • These are taken from books, journals, magazines and newspapers.
    • They have been selected for a non-specialist audience but are appropriate for people entering university courses or seeking professional registration.
    2. Academic Writing (60 minutes)
    • to see how well and how accurately students write a response, organise their ideas, and use wide-ranging vocabulary and grammar
    • Task 1: to describe, summarise or explain the information presented in graphs, tables, charts or diagrams.
    • Task 2: to write an essay in response to a point of view, argument or problem.
    3. Speaking
    • to see how well students can communicate opinions and information on everyday topics and common experiences, and express and justify their opinions
    • Part 1: Short interview on familiar topics
    • Part 2: 1-2 minute talk about a particular topic followed by questions, with 1 minute preparation time.
    • Part 3: Further interview connected to the topic in Part 2.
    4. Listening (30 minutes + 10 minutes transfer time)
    • to see how well students understand ideas, recognise opinions, and follow the development of an argument
    • Recording 1: a conversation between two people set in an everyday social context.
    • Recording 2: a monologue set in an everyday social context, e.g. a speech about local facilities
    • Recording 3: a conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment.
    • Recording 4: a monologue on an academic subject, e.g. a university lecture

    Open Events

    Learn More