Create candidate scaffolds from a clear teacher brief and review them against the original.
Choose a text you have permission to use. State the learning outcome, essential terms, language function and observed barriers. Use an anonymised learner profile; include no student names, identifiers or confidential records.
Request a glossary, chunked reading, note organiser, sentence frames or alternative model text. Keep the source and adapted version side by side. A requested CEFR level is a drafting instruction, not a validated level judgement.
Check facts, numbers, units, source meaning and omitted qualifications. Check that language is usable and the scaffold does not supply answers. Preserve disciplinary challenge and the required genre.
Use a short classroom trial. Ask what learners understood and what they could do without the scaffold. Record the version, edits, supports and review date before reusing it.
Draft an EAL scaffold for the permitted text below. Subject outcome: [specific reasoning or understanding]. Language function: [compare / explain / justify]. Observed barrier: [task-specific evidence]. Retain: [concepts, technical terms, data and qualifications]. Produce: meaningful chunks, a short glossary, a gist question, two evidence questions, a note organiser and a response frame. Keep questions unanswered. Flag any facts or wording you cannot preserve confidently. List all substantive changes for teacher review. Text: [permitted, non-confidential source]
Reject and revise: If a draft says a source “proves” a cause where the original says “may contribute”, restore the qualification and review the comprehension questions.
Subject teacher checks disciplinary accuracy and reasoning. EAL teacher checks language load, function and progression. Both approve the final classroom resource after reading it against the original.
Evidence to look for: The final version preserves the core meaning, and the team can explain why each support is needed and when it will be removed.
Draft here, then download an editable HTML copy. Drafts are saved locally in this browser when available. Use anonymised observations.
Developed from Duncan Rose’s supplied co-teaching training and programme materials (2022–2025), with newly written classroom examples. School-specific procedures and individual staff responses are excluded.