Students working in class.

The framework is intended for commissioners, providers, practitioners and other stakeholders involved in the delivery of ‘pre-Entry’ ESOL provision, referred to here as New to ESOL.  

The framework does not set out to define a new curriculum, syllabus or scheme of work for ‘pre-Entry’ ESOL.  Instead, it highlights key learning outcomes learners will need to demonstrate in order to access Entry 1 learning, alongside valuable wider, non-learning outcomes and benefits which ‘pre-Entry’ provision also delivers.  It aims to support greater consistency between different contexts for ‘pre-Entry’ ESOL provision, including formal and less formal settings, and to build consensus between the ESOL sector and wider stakeholders on the key aspects of content and the features of programmes. 

The framework is divided into two:

  • Part 1 - An overview of New to ESOL learners and provision will be of particular interest to wider ESOL stakeholders and commissioners who wish to understand more about this aspect of ESOL provision.  It is intended for non-specialists. The further resources section contains links and references to additional research, guidance and resources that will be useful to ESOL providers, practitioners, commissioners and stakeholders. 
  • Part 2 - The outcomes framework.  It is aimed primarily at ESOL providers and practitioners, to support course planning.  It also aims to help commissioners and wider stakeholders understand some of the key outcomes that can be expected from New to ESOL provision.  Alongside speaking, listening, reading and writing outcomes, it includes suggestions for a range of wider outcomes, and examples of possible approaches to measuring these.