English as an additional language or dialect (EAL/D) students enter Australian schools at different ages and stages of schooling and at different stages of English language learning, requiring adjustment to teaching and for learning.
Students with limited English language proficiency need high quality EAL/D education support to develop English language competence. Improved English language proficiency enables EAL/D students to:
- access curriculum content
- participate fully in schooling
- communicate effectively with their peers and teachers
- achieve equitable learning outcomes.
The loading is weighted on the basis of student need, taking into account each student’s English language learning phase and length of time in an Australian school. It provides a higher level of support for students with greater need, including a higher weighting for students from refugee backgrounds and students in secondary schools.
Data is extracted using each school’s level of English language proficiency need as reported in the EAL/D survey in June.
As schools are resourced according to need, changes in allocations may occur from year to year with fluctuations in enrolments of EAL/D students.
Staff entitlement included in the English language proficiency loading is funded from the loading and is not in addition to the loading. If applicable, the staff entitlement will appear in the blue section on page 8 of the SBAR.
The total pool of EAL/D teacher positions is 1,000 full time equivalent (FTE). This includes the additional 104 FTE positions that will continue in 2021, provided to assist schools in meeting the learning needs of growing numbers of EAL/D students.
Teaching allocations should be filled by qualified EAL/D teachers where possible.
The funding your school receives should be expended in the calendar year in which it is received. The funds have been allocated for the current year’s cohort of students and are provided to support their learning and wellbeing needs.
Your school’s Strategic Improvement Plan (SIP) must show your school community how the school will meet student needs and improve the learning outcomes for all students. Funding contributions toward each activity must be reviewed regularly to ensure they are effective and achieving desired outcomes. Accountability for the effective use of the funds to improve student learning occurs through your school’s SIP and Annual Report.