EAL & Learning Strategies | King's College Taunton

EAL & Learning Strategies

Our Head of Art, and our International Admissions Manager will be heading to #Kenya in the new year, where they wil… https://t.co/9f6quXv2dr - 8 hours ago
  • “We wanted to say a huge "Thank you" for all that you have done over the past couple of years. The transition from living in the Far East, attending another overseas school, and being a day boy, to starting at King's has not always been plain sailing, but we have had an immense amount of support on the pastoral front. Our expectations in the academic arena were surpassed – we were absolutely thrilled on results day and know that these results are due in no small part to the staff who have taught and guided our son.”
    - Parents of a pupil who completed his GCSEs and A levels at King's
EAL Overview

EAL Overview

Some pupils from overseas may require additional support with learning English as an Additional Language (EAL), and the department provides opportunities for such pupils to work in small groups towards EAL examinations such as the Cambridge First Certificate and AQA IGCSE.

Entry requirements:

  • Minimum language ability for Lower School entry equivalent to Threshold /Grade 3 to 4 IELTS
  • Good average IQ or above
  • School reference/ recommendation
  • Interview when possible

Pupils

  • Currently from a range of countries including Germany, Spain, China, Japan, Thailand
  • Numbers limited to encourage full integration
  • Larger intake, mainly German, in the Sixth Form
Framework of Support

Framework of Support

Our framework of support includes:

  • Flexible support depending on ability and need
  • Opportunities for full access to curriculum (except second foreign language)
  • Group or individual tuition in addition to mainstream English lessons
  • Mainstream teaching sensitive to EAL difficulties
  • Additional specialist EAL teaching (extra termly charge)
  • Supportive tutor system for all pupils
  • A dedicated tutor for overseas pupils - Mrs Lisa Wrobel, a full-time member of the languages department
  • Opportunity to take examinations (e.g. IGCSE) in first language (e.g. Cantonese)
Cambridge Examinations System

Cambridge Examinations System


On entry:

  • Formal assessment of listening, reading and writing skills

Third Form:

  • Group lessons instead of a second language leading to Preliminary English Test (PET) or First Certificate in English (FCE)

Fourth Form:

  • Pupils needing group lessons opt for one less GCSE
  • Those who pass FCE continue with English GCSE and individual tuition
  • Those who do not have FCE continue with English GCSE and group lessons
  • Examination: First Certificate in English (FCE)

Fifth Form:

  • Those who pass FCE continue with English GCSE and individual tuition
  • Those who do not have FCE continue with English GCSE but not English
  • Literature; focus is on basic skills and additional individual tuition is recommended in addition to EAL class lessons
  • Examination: First Certificate in English (FCE)

Sixth Form:

  • Catering for university entrance requirements
  • Examination: IGCSE English
  • Examination: IELTS
  • Tutoring also available by negotiation for other examinations such as IGCSE, TOEFL, SATS, CAE, CPE, etc.
2017/18 Fees and Information

2017/18 Fees and Information


EAL Class lessons: £432.50 per term for up to 4 lessons a week.
Individual tuition: £285 per term for 1 lesson a week.

To read our provision for international pupils at King's, please click here.

For further information, please contact Mrs V Kukor Morgan, Head of Learning Strategies.

Learning Strategies Overview

Learning Strategies Overview

Learning Strategies at King's is about encouraging pupils with specific learning difficulties to adopt good working practice and become independent learners. We support pupils in all subjects across the curriculum starting in the Third Form, through GCSE and A Level as required.

Our primary goal is to encourage pupils to become effective independent learners by understanding their difficulties, finding strategies to overcome these, and building on their strengths to raise self-esteem.

  • “Pupils with EAL spoke very positively about the support they receive for their English, which results in them being able to use the language effectively within a short time of joining the school.”
    - 2018 Inspection Report
Our Objectives

Our Objectives

The main educational and developmental objectives of the lessons are:

  • to provide excellent educational and pastoral support across the curriculum
  • to improve personal and academic organisation skills
  • to explore strategies to enable better recall of information
  • to explore methods of improving structure, depth and quality of written responses
  • to develop more effective and fluent reading skills
  • to develop language and communication skills
  • to improve accuracy of spelling, punctuation and grammar
  • to develop good listening skills
  • to improve revision and examination technique

Essentially, we aim to provide a secure foundation on which pupils with difficulties can build self-esteem and independence, so they are able to approach both academic work and peer relationships with greater confidence.

One-to-One Support

One-to-One Support

Lessons are always taught one-to-one and at a time that best suits each individual so as not to compromise other work. Sometimes we advise pupils to opt for one less subject, especially at GCSE, in order to relieve academic pressure. This provides:

  • a regular slot for specialist tuition
  • additional study periods for catching up, re-organising notes, extended reading, editing, etc
  • a window for other tuition, e.g. music lessons
  • invaluable time for preparing exam coursework

From time to time, any pupil may require a guiding hand to help improve memory, essay writing, or exam technique. With this in mind, there is a learning strategies service for occasional advice or assessment. This has proved to be popular across the age and ability range.

Victoria Kukor Morgan
Head of Learning Strategies

Victoria (BA Hons Eng, Literacy Specialist, Dyslexia/SpLD specialist, L7 Exam Access Arrangements Assessor) is Head of Learning Strategies and organises and co-ordinates the assessment and teaching of all EAL and SpLD pupils. She trained in Neuro-Linguistic Programming (NLP) and has a wealth of experience with which to help individuals explore their learning in order to achieve success across the curriculum.

Sandra Lawson
EAL Teacher

Sandra (Cert TEFL) is responsible for teaching English as a second/additional language from Third to Fifth Form level (PET, FCE and IELTS) and for offering curriculum support to individual pupils outside the mainstream timetable. Having lived many years in Italy and currently studying for a degree in Psychology at Exeter University, Sandra has a great understanding of the cultural impact of living abroad and takes a keen interest in the pastoral welfare of our international pupils.

Paula Corke
Maths Specialist

Paula (BA Maths and Economics, Dip Ed, PGCE) is our maths specialist who teaches any individual pupils whose particular difficulties lie in mathematics, though she also supports pupils across the curriculum.

Alison Roberts
Study Skills Teacher

Alison (BA Geog, PGCE, Trinity TESOL Cert.) is responsible for teaching study skills to individual pupils with SpLD and EAL, helping individuals achieve success across the curriculum. Alison has worked abroad and has a particular interest in geography, languages and science. Alison also has responsibility for teaching additional EAL individual pupils when the timetable allows.

Laura Jones
SENCo and Dyslexia/SpLD Specialist

Laura joined us as Carpenter Housemistress when Karen Cole retired this year. Laura comes to us a as qualified SENCo and Dyslexia/SpLD specialist.

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