# Settlement Language Syllabus for Refugees and New Arrivals

Prioritise the language people need to live safely and independently, then build towards work, study and
community participation.

## Priority topics with example can-dos (pre-A1 to A2)

| Priority | Topic | Can-do examples |
|----------|-------|-----------------|
| 1 | Personal information | Say and spell my name; give my address and phone number; fill in a simple form |
| 1 | Emergencies and safety | Call emergency services and say what is wrong and where; understand warning signs |
| 1 | Health | Make a doctor's appointment; describe symptoms; understand dosage on a medicine label |
| 2 | Housing | Report a repair; understand a simple letter from the landlord; talk to neighbours |
| 2 | Transport | Buy a ticket; ask for directions; read a timetable |
| 2 | Shopping and money | Ask for prices and sizes; understand a receipt; use a bank card and ATM |
| 2 | Children's school | Understand a school message; tell the school my child is absent; talk to a teacher |
| 3 | Work | Talk about my skills and experience; understand workplace safety instructions; fill in an application |
| 3 | Rights and services | Ask for an interpreter; understand appointment letters; know where to get advice |
| 3 | Community and culture | Join a local activity; talk about weather, food, festivals; small talk |

Order the topics with learners: a learner who is pregnant may need health first; parents may need school first.

## Delivery

- **Intake**: oral interview with an interpreter or L1 helper, literacy check (copy a name, read a sign), short
  speaking task; record goals and availability (`learner_pathways.py`).
- **Pathways**: foundation literacy, script transition, settlement ESOL, work/study (see the script).
- **Flexible enrolment**: rolling intake with self-contained units of 1-2 weeks.
- **Childcare and timing**: creche or classes during school hours; women-only groups where requested.
- **Real materials**: actual forms, letters, maps, medicine labels (anonymised), photos of local places.
- **Outside the classroom**: visits to the library, clinic, market, job centre; guest speakers from services.
- **Volunteers and conversation clubs**: extra speaking practice; brief volunteers on trauma-informed practice.
- **Progress**: can-do checklists, portfolios, recognised qualifications where available (national ESOL
  qualifications, CEFR-linked certificates) for work and study pathways.

## Linking to other provision

| Need | Link to |
|------|---------|
| Literacy | Adult literacy ESL lessons (see adult-literacy-esl-lesson-builder) |
| Work | Vocational English, employability services, recognition of qualifications |
| Study | Pre-sessional / EAP, foundation programmes, scholarship advice |
| Wellbeing | Health services, psychosocial support, community organisations |
| Legal / housing | Advice services (refer, do not advise) |