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Week 2, Term 1, 2018

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Last updated by Breda Matthews

Term 1 Week 2


Hi everyone,

     If you missed last week’s  update from me you can access it here.  Don’t forget that to access the archive you need to use the following


Username: eesollonline

Password: mailinglist


New posts

We are beginning to see a few posts this week as everyone returns to school.


Julie alerted us to


Athlyn posted a request for participation in a survey from a research student in the USA.


Adding to our list of upcoming dates


ESOL funding due dates

  • Applications for terms 1 and 2 are due by 1 March 2018

  • Applications for terms 3 and 4 are due by 1 August 2018


International dates and events

  • 6 February Waitangi Day see NZ Curriculum site for ideas

  • 21 February International Mother Language Day  

  • 21 March International Day of Nowruz  

  • 2018 Chinese New Year starts on the 16th of February. Celebrations usually last for 23 days which is derived from the lunar calendar. This will be The Year of the Dog. Each main city has celebrations on different weekends so you may like to tie your school event with the timing of your local celebration. Check out the NZ Curriculum page for ideas.

  • 6 March 2018 NZ Census

  • 4–15 April 2018 Commonwealth Games

  • 22 April 2018 Earth Day

  • 25 April 2018 Anzac Day


Data collection and more


This is the term when lots of data is collected on students and last week I asked

  • What data does your school collect?

  • How  does the ESOL Department contribute to data collection?

  • And importantly, what use is the data put to? How does it impact on teaching and learning?


I’d love to hear your thoughts particularly on the use that data is put to by mainstream teachers.


For your own data collection processes you might like to review my blog post on initial assessment - scroll down to 9th February to find the right blog.


ESOL Online also has information on the ESOL funding application process. Remember for ESOL funding purposes, only the achieved stage is recorded on the record of progress cover sheet. The achieved stage means that the student has achieved the majority of the descriptors at a particular stage, in each mode. It is important to ensure that the students meet these descriptors independently and consistently across a range of contexts. Mainstream teachers need to be guided to focus on students use of academic language (CALP) when making stage decisions rather than on basic communication skills (BICS).


You can learn more about this process in Module 6 Using ELLP to support funding applications, in the ELLP Professional Support Modules.


Another more recent resource is English Language Learning Progressions support for Teaching and planning and the accompanying ELLP Support Tool slides.


Look after yourselves in this very hot weather.