Process to Determine CESA Support for Learners of English as an Additional Language (EAL)

In CESA schools system funding support is provided for the acceleration of language and literacy learning of students whose main home language is not English and who require additional support to access the curriculum.   Please note this may include English as an Additional Language (EAL) learners who are ATSI students or who have a diagnosed learning disability or imputed learning difficulty.

Each year schools that wish to be considered for support are invited to submit their EAL data indicating the number of students in the Beginning and Emerging phases of their EAL Learning development.

Data Collection Process

For 2020 schools intending to submit EAL data need to ensure that:

A range of support documents, including a detailed timeline, can be accessed here.  Frequently Asked Questions about the  EAL Data Analysis Tool are available on the EALDAT FAQs page.

Identification of EAL learners

Schools can use enrollment information in conjunction with a languages survey to identify students who speak a language other than English at home.   A description of an EAL learner can be accessed in the Identifying EAL Learners page.  EAL focus teachers, in liaison with the school based ceSIS administrator or Business Manager, create or review and update the identified EAL learners on the student information system.  “How to” guides are available here.

Student Assessments

To be considered for support, schools will need to provide data indicating the numbers of EAL students enrolled and their level of English language proficiency, assessed against the Language and Literacy Levels.  Assessments must be conducted by teachers trained in levelling procedures. Professional learning for teachers new to this process is offered by the EAL Team during Term 1.  Details of these workshops can be found on the CESA Registration Centre.

For Reception students assessments are conducted in late Term 2 and based on oral language.  To watch a video demonstration of how to conduct an oral language assessment, visit the Oral Language page.

For Year 1 students who are not yet writing a sufficient amount to provide valid evidence,  both an oral recount of an event or familiar story and a written text is used.  Both sets of language evidence are considered together to determine from which Level  the most frequent and typical language choices have been made.  Click here for detailed guidelines for oral language assessments with Reception and Year 1 students.

For students in Years 2-12, two writing samples (preferably one persuasive or  informative and one imaginative text) per student should be concurrently assessed.   One suggestion is to photograph students’ work and annotate directly onto the digital format.

As a guide, schools are advised to allow 20 minutes per assessment for primary school students and 30 minutes per assessment for secondary school students.

Moderation of Assessments

To ensure consistency across schools a moderation process is conducted by EAL specialists for teachers who are involved in the EAL assessments.    It is a requirement that at least one representative from each school submitting EAL data attends the moderation process.  Please click Moderation Days  for details and registration.

Collection and Analysis of Data

The EAL learner data for students in all year levels (R-12) is due for collection on Tuesday 21st July 2020 (Week 1, term 3)  via ceSIS or ceSIM, depending on which student information system your school uses.  See the ceSIS process guide for principalsData can be analysed using the reports in the EAL Data Analysis Tool (EALDAT).    

System data will be analysed and allocations made accordingly.  As there is a fixed pool of funds, each school’s EAL level of need will be determined relative to all other schools submitting data.

For further information or advice regarding the EAL data collection process please contact  Chris Payne: or 8301 6613

Please note that international students cannot be considered for EAL support.

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