TKI uses the New Zealand Education Sector Logon system for user accounts. A TKI account lets you personalise your experience - enabling you to save custom homepage layouts, create kete, and save bookmarks and searches.
If you already have an Education Sector user ID and password, you are ready to log in. If not, you should register with the link below.
The English Language Learning Progressions (ELLP) explain what ESOL specialists and mainstream teachers need to know about English language learners. They will help teachers to choose content, vocabulary, and tasks that are appropriate to each learner's age, stage, and language-learning needs. This may include learners for whom English is a first language but who would benefit from additional language support.
This diagram shows how the stages described in the English Language Learning Progressions relate to the levels of the curriculum. It shows how English language learners in higher years may typically take longer and work through more stages to join their native-speaker cohort level.
The ELLP also enables schools and teachers to identify starting points for new learners of English and to track and monitor their progress over time.
The ELLP resource is made up of four booklets – an introductory booklet and booklets for years 1–4, 5–8, and 9–13.
This resource was sent to all schools at the end of term 1, 2008. Each school received the booklet(s) for the year levels of their students. Order more copies from Down the Back of the Chair.
11356 - ELLP Teachers Notes (Book)
32600 - ELLP Introduction (Book)
32601 - ELLP Years 1-4 (Book)
32602 - ELLP Years 5-8 (Book)
32603 - ELLP Years 9-13 (Book)
The English Language Learning Progressions resource provides professional development material that you can access in your own time, according to your own needs.
The English Language Learning Progressions sit alongside the Literacy Learning Progressions in that learners from language backgrounds other than English will be working towards proficiency in the same reading and writing competencies as all New Zealand students. However, their pathways and rates of progress will differ from those of speakers of English as a first language.