The Bell Foundation offers a comprehensive range of resources to support English as an Additional Language (EAL) and English for Speakers of Other Languages (ESOL) teaching and development in UK and international schools and colleges, and the UK criminal justice system.

These resources are designed to develop the knowledge and skills of everyone who works with English language learners.  They have been created by EAL and ESOL experts and have been tried and tested within relevant settings. The resources aim to improve the outcomes for children, young people, communities, offenders and victims of crime who use EAL.

Please select a programme from the panel below and then use the search and filter function on the left-hand side to refine the resource options.

Place value

This resource pack for KS2 and KS3 Maths learners supports them in the development of vocabulary related to place values. It has been designed for learners who are at New to English, Early Acquisition and Developing Competence bands of English language proficiency.

Persuasive language: writing: part two

This builds on the resource Persuasive language: writing: part one, and focuses on words/phrases which are used to rebut an argument- such as "however", "but" and "in fact".

Persuasive language: writing: part one

This resource is designed to use with a whole class. It uses visuals to pose a discussion question and then looks at features of persuasive writing.

Persuasive language: speech: part two

This resource is designed for whole class use. It builds on the first part of the resource (Persuasive language: speech: part one) and provides more practice in identifying persuasive devices.

Persuasive language: speech: part one

Designed for whole class use, this resource provides listening practice for both gist and detail. It identifies features of persuasive speaking through a motivational speech from Beyoncé.

Information report on mammals

This resource provides a scaffolded approach to writing an information report on mammals at Key Stage 1-2.

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