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The link to the Victorian EAL Pathway C Curriculum documents.

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Introduction

Pathway A: Early immersion

Pathway B: Mid immersion

Pathway C: Late immersion

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C1

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C3

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Level CL

Level CL Description

The Level CL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine...

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Level CL Content Descriptions

Speaking and Listening

Communication

Show understanding of some frequently occurring English words and phrases (VCEALC480)

Negotiate meaning with supportive conversation partners (VCEALC481)

Participate in familiar situations and learning activities (VCEALC482)

Comprehend some familiar questions with support from the speaker (VCEALC483)

Identify single pieces of information from a short, spoken text (VCEALC484)

Interact simply with peers in group work activities (VCEALC485)

Express personal meanings non-verbally or using simple language (VCEALC486)

Present a simple prepared response on a familiar topic (VCEALC487)

Cultural and Plurilingual Awareness

Cultural understandings

Use language appropriate to the context and audience in routine interactions (VCEALA488)

Employ non-verbal strategies in interactions (VCEALA489)

Plurilingual strategies

Distinguish spoken English from other languages and attempt to respond in English (VCEALA490)

Use sentence patterns from home language to communicate ideas (VCEALA491)

Transfer some simple language structures to other contexts (VCEALA492)

Linguistic Structures and Features

Text structure and organisation

Repeat short modelled utterances with understanding (VCEALL493)

Use basic time and sequence markers (VCEALL494)

Use simple conjunctions to link ideas in short utterances (VCEALL495)

Grammatical patterns

Produce short, simple non-standard utterances showing subject–verb relations (VCEALL496)

Word knowledge

Recognise and use common words relating to familiar class routines, people, experiences and interests (VCEALL499)

Use a range of vocabulary from lexical sets related to immediate need, interest or learning (VCEALL500)

Phonology

Imitate and practise pronunciation, stress and intonation patterns (VCEALL501)

Repeat or re-pronounce words or phrases, when prompted, if not understood (VCEALL502)

Reading and Viewing

Communication

Understand simple visual elements of texts, including basic charts, graphs and other images (VCEALC504)

Identify some familiar words in different contexts (VCEALC505)

Understand short, simple texts for a range of everyday purposes, relying on considerable contextual support (VCEALC506)

Develop basic digital technology skills that support reading of digital texts (VCEALC508)

Cultural and Plurilingual Awareness

Cultural understandings

Show awareness of how to read print texts in English (VCEALA509)

Demonstrate interest in reading books (VCEALA510)

Plurilingual strategies

Recognise differences between texts in English and other languages (VCEALA511)

Use a picture dictionary to find unfamiliar words, asking for support in home language (VCEALA512)

Linguistic Structures and Features

Text structure and organisation

Show basic understanding of differences between fiction and non-fiction texts through their purpose, topic and layout (VCEALL513)

Use features of the text to make predictions (VCEALL514)

Recognise basic cohesive devices in a simple text (VCEALL515)

Grammatical patterns

Sequence words to make simple, familiar sentences (VCEALL516)

Recognise simple present and past tense verb forms (VCEALL517)

Identify some high-frequency adjective–noun and verb–adverb combinations (VCEALL518)

Word knowledge

Recognise some familiar words or phrases (VCEALL519)

Group familiar words according to their meaning or subject matter (VCEALL520)

Grapho-phonics

Name letters of the alphabet and relate them to sounds (VCEALL521)

Interpret basic punctuation and spacing (VCEALL522)

Writing

Communication

Write short, simple texts for specific purposes related to personal experience (VCEALC525)

Write familiar words and simple sentences independently, with enough accuracy to convey meaning (VCEALC526)

Combine writing and drawing to create a short, simple text about a familiar topic (VCEALC527)

Cultural and Plurilingual Awareness

Cultural understandings

Show an awareness of purpose and audience when presenting work (VCEALA528)

Take part in shared writing activities (VCEALA529)

Plurilingual strategies

Use memory and/or home language knowledge to retrieve newly learnt words and structures (VCEALA531)

Use home language and/or mime to seek assistance from teachers or peers with an English word or phrase (VCEALA532)

Linguistic Structures and Features

Text structure and organisation

Draw on conventions for organising information (VCEALL533)

Use repetitive or modelled sentences with information about self and experiences (VCEALL534)

Use basic conjunctions to connect ideas (VCEALL535)

Grammatical patterns

Write sentences that reflect oral language with some examples of correct word order (VCEALL536)

Use basic conjunctions to connect ideas (VCEALL537)

Word knowledge

Write some common words that are already known orally (VCEALL539)

Use simple topic-specific vocabulary encountered in classroom activities (VCEALL540)

Grapho-phonics

Spell familiar, simple words correctly, using knowledge of letter–sound relationships (VCEALL541)

Demonstrate basic keyboard skills (VCEALL543)

Level CL Achievement Standard

Speaking and Listening

At Level CL students communicate simply but effectively in English in familiar social and classroom contexts. They communicate using formulaic language; short, simple and well-rehearsed grammatical features; and adaptations of their emerging English repertoire. They use stress and intonation appropriately in some familiar interactions and can imitate models with some accuracy. They understand common instructions and questions, and simple descriptions and explanations when strongly supported in familiar contexts. They understand and use basic subject–verb–object grammatical patterns, common regular and irregular verbs, and basic prepositions and connectives, such as time and sequence markers. They use their repertoire with varying accuracy to ask and respond to questions...

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Level C1

Level C1 Description

The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers...

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Level C1 Content Descriptions

Speaking and Listening

Communication

Respond appropriately to a range of commonly encountered questions using short, familiar formulas or expressions (VCEALC544)

Negotiate transactions for different purposes (VCEALC545)

Communicate needs in common social and school routines (VCEALC546)

Extract essential information from short, simple texts relevant to personal experience (VCEALC548)

Use basic collaborative language in cooperative group work (VCEALC549)

Contribute to a short dialogue or classroom interaction on a familiar topic (VCEALC551)

Cultural and Plurilingual Awareness

Cultural understandings

Respond appropriately in a range of commonly encountered situations using short, familiar formulas or expressions (VCEALA552)

Employ non-verbal strategies to elicit support from the listener (VCEALA553)

Plurilingual strategies

Check understanding of classroom English by asking for clarification from other home language speakers (VCEALA554)

Use home language to formulate speech in English and communicate ideas (VCEALA555)

Transfer knowledge from home language to English learning (VCEALA556)

Linguistic Structures and Features

Text structure and organisation

Comprehend and produce short spoken text types (VCEALL557)

Sequence events chronologically using time markers (VCEALL558)

Use simple cohesive devices to link spoken text (VCEALL559)

Grammatical patterns

Choose correct syntactic forms for questions, statements and commands (VCEALL560)

Attempt different verb forms, with some consistency (VCEALL561)

Use a small range of common descriptive language (VCEALL562)

Word knowledge

Identify key vocabulary and ideas from short, familiar spoken texts, supported by context (VCEALL563)

Use words from lexical sets related to communicative need, interest, experience or learning (VCEALL564)

Phonology

Speak with greater confidence and fluency (VCEALL565)

Repeat or re-pronounce words or phrases through self-correction, if not understood (VCEALL566)

Reading and Viewing

Communication

Attempt to read familiar and unfamiliar texts with fluency (VCEALC567)

Extract specific information from simple charts, tables or maps (VCEALC568)

Demonstrate understanding by performing a task (VCEALC569)

Read with understanding a range of simple texts based on predictable language structures and vocabulary (VCEALC570)

Respond in a personal way to a short, familiar text (VCEALC571)

Use basic features of a website with guidance (VCEALC572)

Cultural and Plurilingual Awareness

Cultural understandings

Identify the basic purposes and audiences of different print and digital news media texts (VCEALA573)

Plurilingual strategies

Compare or contrast texts in English to texts in other languages (VCEALA575)

Refer to a simple bilingual dictionary or request help from peers or school staff who speak the same home language to find the meaning of unfamiliar words (VCEALA576)

Linguistic Structures and Features

Text structure and organisation

Use organisational and visual elements to suggest the content of a text (VCEALL577)

Locate directly stated information in a text or illustration (VCEALL578)

Identify what is being referred to by simple cohesive devices in a simple informative text (VCEALL579)

Grammatical patterns

Demonstrate awareness of basic sentence and question patterns (VCEALL580)

Recognise and follow common imperatives (VCEALL581)

Understand simple descriptive language within sentences (VCEALL582)

Word knowledge

Recognise words for everyday items and actions, and topic-specific vocabulary that has been taught (VCEALL583)

Use contextual cues to work out the literal meaning of unknown words in a simple text (VCEALL584)

Grapho-phonics

Pronounce a range of words comprehensibly based on knowledge of vocabulary and letter–sound relationships (VCEALL585)

Understand simple punctuation when reading (VCEALL586)

Writing

Communication

Label images using vocabulary learnt or practised in class (VCEALC588)

Write short, simple texts for varied social purposes (VCEALC589)

Write short factual texts on familiar content, consisting of simple sentences or statements approximating sentences (VCEALC590)

Cultural and Plurilingual Awareness

Cultural understandings

Use the features of simple text types appropriately (VCEALA592)

Participate in shared or modelled writing activities (VCEALA593)

Redraft text with support, incorporating corrections and suggestions (VCEALA594)

Plurilingual strategies

Refer to a bilingual dictionary, class lists or previous work to record and find or check words and their meanings (VCEALA595)

Draw on experience of language patterns in controlled writing activities to express ideas (VCEALA596)

Linguistic Structures and Features

Text structure and organisation

Show some organisation of subject matter and attempt the structure of a specified text (VCEALL597)

Attempt paragraphs and topic sentences (VCEALL598)

Use simple cohesive devices to structure writing (VCEALL599)

Grammatical patterns

Use single-word subject–verb–object word order in simple sentences and noun–pronoun agreements with few errors (VCEALL600)

Use single clauses, or use simple coordinating and subordinating conjunctions to combine clauses (VCEALL601)

Experiment with different tenses and use some common irregular past tense verbs correctly (VCEALL602)

Use basic qualifiers and quantifiers to express a range of meaning (VCEALL603)

Word knowledge

Use emerging language to create desired effects (VCEALL604)

Incorporate introduced subject-specific vocabulary into simple sentences (VCEALL605)

Grapho-phonics

Use grapho-phonic knowledge to attempt to spell unknown words (VCEALL606)

Use common punctuation with some consistency (VCEALL607)

Use basic digital technology functions (VCEALL608)

Level C1 Achievement Standard

Speaking and Listening

At Level C1 students communicate simply but effectively in English in social and classroom contexts across the curriculum. They negotiate meaning and interact with others using formulaic language; short, simple and well-rehearsed grammatical features; and creative adaptations of their English repertoire. They use some stress and intonation appropriately in familiar interactions. They use subject–verb–object utterances, basic prepositions and some common regular and irregular verbs. They understand and use introduced vocabulary, common basic grammatical patterns and connectives, such as time and sequence markers. They use these with varying grammatical accuracy to express ideas and preferences, and provide simple explanations and descriptions. They understand common...

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Level C2

Level C2 Description

The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when...

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Level C2 Content Descriptions

Speaking and Listening

Communication

Provide information or assistance when requested in classroom interactions (VCEALC609)

Negotiate interactions with reliance on an attentive conversation partner (VCEALC610)

Understand the gist of context-reduced spoken texts (VCEALC612)

Extract specific information from spoken or visual texts, using guide questions from the teacher (VCEALC613)

Interact with peers in routine pair or group work activities (VCEALC614)

Express simple opinions and describe feelings (VCEALC615)

Present a short, prepared formal talk on a researched topic, using notes and props (VCEALC616)

Cultural and Plurilingual Awareness

Cultural understandings

Interact effectively with some confidence with a range of interlocutors (VCEALA617)

Employ a range of non-verbal strategies to manage interactions (VCEALA618)

Plurilingual strategies

Ask for the translation of specific words from other home language speakers (VCEALA619)

Use home language resources to support use of English (VCEALA620)

Transfer academic and communication skills from home language to English (VCEALA621)

Linguistic Structures and Features

Text structure and organisation

Use a small variety of text types for curriculum areas (VCEALL622)

Use simple time and sequence markers to connect ideas in speech (VCEALL623)

Use a range of cohesive devices to link ideas (VCEALL624)

Grammatical patterns

Use subject–verb–object pronoun pattern correctly (VCEALL625)

Use a range of verb forms with increasing accuracy (VCEALL626)

Word knowledge

Use familiar vocabulary to convey shades of meaning (VCEALL628)

Use topic-related compound words to extend vocabulary (VCEALL629)

Phonology

Use pronunciation and some non-verbal features to support communication (VCEALL630)

Self-correct and improve aspects of pronunciation that impede communication (VCEALL631)

Reading and Viewing

Communication

Employ a repertoire of strategies to read familiar and simple factual and fictional texts (VCEALC632)

Locate specific information from subject-based diagrams, graphs and charts (VCEALC633)

Locate specific information in fictional and factual texts using guide questions (VCEALC634)

Read long, complex texts with support from the teacher (VCEALC635)

Respond to creative texts, showing a developing understanding of key events, characters and issues (VCEALC636)

Use basic features of a website appropriately (VCEALC637)

Cultural and Plurilingual Awareness

Cultural understandings

Identify and discuss the purpose, audience and context of particular texts (VCEALA638)

Choose accessible yet challenging texts to read and enjoy (VCEALA639)

Plurilingual strategies

Show awareness of differences in text formats in English compared to home language (VCEALA640)

Check and/or confirm the meaning of unfamiliar words using a bilingual dictionary (VCEALA641)

Linguistic Structures and Features

Text structure and organisation

Identify different forms of texts (VCEALL642)

Interpret the way information is organised in texts (VCEALL643)

Show awareness of how cohesive devices organise ideas (VCEALL644)

Grammatical patterns

Read texts that contain compound and complex sentences of two or three clauses (VCEALL645)

Identify some basic language features of texts (VCEALL646)

Read and understand sentences containing a small range of descriptive language (VCEALL647)

Word knowledge

Recognise common vocabulary and learnt topic-specific vocabulary from different curriculum areas (VCEALL648)

Use syntactic, logical and cultural cues to work out the meaning of unknown words in a text (VCEALL649)

Grapho-phonics

Understand the function of punctuation marks (VCEALL650)

Self-correct pronunciation when reading aloud (VCEALL651)

Writing

Communication

Write information texts for general school use, based on modelled language (VCEALC654)

Write some creative or personal texts, experimenting with known English (VCEALC655)

Cultural and Plurilingual Awareness

Cultural understandings

Use appropriate forms of text for purpose and audience, with guidance (VCEALA656)

Reflect on own writing through class discussion (VCEALA657)

Revise text at the word, sentence or whole-text level, based on teacher or peer feedback (VCEALA658)

Plurilingual strategies

Access new words from bilingual dictionaries or word lists (VCEALA659)

Attempt to communicate more complex ideas by drawing on a bilingual dictionary or other home language resources (VCEALA660)

Linguistic Structures and Features

Text structure and organisation

Organise information and write according to the structure of a specified text (VCEALL661)

Organise the content of a topic at paragraph level, with teacher guidance, to reflect given or new information (VCEALL662)

Link ideas using a range of basic cohesive devices (VCEALL663)

Grammatical patterns

Develop writing through the use of compound and complex sentences (VCEALL665)

Write using a range of tenses with varied accuracy (VCEALL666)

Use adverbials to provide simple detail (VCEALL667)

Word knowledge

Use a varied and appropriate vocabulary (VCEALL668)

Use modelled subject-specific vocabulary appropriately (VCEALL669)

Grapho-phonics

Spell most commonly encountered words correctly (VCEALL670)

Use a range of punctuation marks consistently and correctly (VCEALL671)

Develop a small range of skills to create and navigate simple digital texts (VCEALL672)

Level C2 Achievement Standard

Speaking and Listening

At Level C2 students use simple but effective strategies for initiating communication and negotiating meaning. They communicate effectively in a range of familiar social and some basic academic contexts, experimenting with and adapting their developing English and cultural understanding. With support in academic contexts, they extract some specific information from texts and understand teacher explanations involving familiar specific curriculum area vocabulary. With support, they use some increasingly complex grammatical features and a basic range of connectives, such as time and sequence markers, to show relationships between ideas. They use some standard expressions to express views and attitudes. They demonstrate some understanding of the structures and features...

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Level C3

Level C3 Description

The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in...

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Level C3 Content Descriptions

Speaking and Listening

Communication

Participate in conversations with a small range of speakers (VCEALC673)

Negotiate with peers and teachers in familiar informal and formal classroom situations (VCEALC674)

Participate in a range of school routines in mainstream classrooms (VCEALC675)

Interpret the main idea in texts, with some support (VCEALC676)

Listen for specific information, using question, preview and prediction strategies (VCEALC677)

Use available English repertoire to discuss and justify a point of view on a familiar topic (VCEALC679)

Prepare and deliver an oral presentation, after modelling and support (VCEALC680)

Cultural and Plurilingual Awareness

Cultural understandings

Adapt speech in common classroom interactions so it is appropriate to the particular context and audience (VCEALA681)

Develop non-verbal communication skills (VCEALA682)

Plurilingual strategies

Explain the home language meaning of unfamiliar English words and phrases to home language peers (VCEALA683)

Clarify in home language to check understanding (VCEALA684)

Talk about cultural differences related to communication (VCEALA685)

Linguistic Structures and Features

Text structure and organisation

Produce a range of coherent texts appropriate for audience and purpose (VCEALL686)

Use time signals to link extended speech (VCEALL687)

Use a range of cohesive devices to extend speech (VCEALL688)

Grammatical patterns

Construct a range of sentence types (VCEALL689)

Use basic and some complex verb forms accurately (VCEALL690)

Word knowledge

Comprehend familiar and specific curriculum area vocabulary in a spoken or digital text (VCEALL692)

Use specific curriculum area language, including technical terms (VCEALL693)

Phonology

Use pronunciation and non-verbal features to support communication (VCEALL694)

Identify specific pronunciation problems that need attention (VCEALL695)

Reading and Viewing

Communication

Interpret and respond to accessible texts from across the curriculum (VCEALC696)

Extract information from a range of visual representations, including tables, graphs and diagrams (VCEALC697)

Skim a text for general meaning and scan to find detailed information (VCEALC698)

Read with understanding texts on familiar topics, with some visual support (VCEALC699)

Respond to imaginative texts, showing an understanding of key events, characters and issues (VCEALC700)

Interpret the various icons, menu items and links on an accessible website (VCEALC701)

Cultural and Plurilingual Awareness

Cultural understandings

Understand the relationship between text structures and social purposes of text types studied in class (VCEALA702)

Experiment with reading long, complex texts with support from the teacher (VCEALA703)

Plurilingual strategies

Respond to different cultural attitudes that are exemplified in stories (VCEALA704)

Refer to a bilingual dictionary to check and extend vocabulary (VCEALA705)

Linguistic Structures and Features

Text structure and organisation

Compare the structures of different texts (VCEALL706)

Outline the role of specific features of a text (VCEALL707)

Identify the role of cohesive markers in a text (VCEALL708)

Grammatical patterns

Read texts with a range of sentence types (VCEALL709)

Identify agent, action and consequence in sentences using passive voice (VCEALL710)

Read and understand sentences containing a broad range of descriptive language (VCEALL711)

Word knowledge

Identify thematic groupings of words in a text (VCEALL712)

Use contextual cues to infer the meaning of unknown words (VCEALL713)

Writing

Communication

Write factual texts showing an awareness of appropriate text structure, purpose and organisation of ideas (VCEALC716)

Write personal and imaginative texts showing an awareness of elements such as text structure or storyline and character (VCEALC717)

Cultural and Plurilingual Awareness

Cultural understandings

Understand how the purpose and audience of a text can influence content and form (VCEALA718)

Plan and draft text with support from peers and teacher (VCEALA719)

Revise text and proofread for accuracy of expression (VCEALA720)

Plurilingual strategies

Use home language resources such as bilingual dictionaries to improve range and clarity of expression (VCEALA721)

Demonstrate the development of metalanguage appropriate to the content and task (VCEALA722)

Linguistic Structures and Features

Text structure and organisation

Plan and sequence information for a specified text (VCEALL723)

Write cohesive texts for a range of purposes (VCEALL724)

Use a range of cohesive devices to connect ideas in text (VCEALL725)

Grammatical patterns

Use basic knowledge of grammatical features at the sentence level to argue, persuade, describe, classify, explain or instruct (VCEALL726)

Construct extended sentences using simple relative clauses and a range of common conjunctions (VCEALL727)

Use verb forms appropriate to text type (VCEALL728)

Use a range of expressions to qualify opinions (VCEALL729)

Word knowledge

Use vocabulary to create nuance, mood and feeling (VCEALL730)

Use a growing range of simple vocabulary (VCEALL731)

Grapho-phonics

Employ a range of strategies to spell words with increasing accuracy (VCEALL732)

Use punctuation marks to create effects in writing, such as pauses and emphasis (VCEALL733)

Create, edit and navigate simple digital texts (VCEALL734)

Level C3 Achievement Standard

Speaking and Listening

At Level C3 students listen, question and respond successfully in a wide range of social and academic contexts. They demonstrate sufficient control of stress, rhythm and intonation to be understood in most contexts. They use appropriate non-verbal language, take account of purpose and audience, and stage extended texts appropriately when participating in group debates and discussions. They discuss texts from across the curriculum using modelled examples in supportive classroom situations and structured group work. With varying accuracy, they use a range of question types, time signals, conjunctions and modal verbs to express a variety of academic functions, and to give and justify opinions and points of view. Students interpret accessible spoken and print texts...

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Level C4

Level C4 Description

The Level C4 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English in order to make them more autonomous users of language. At this...

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Level C4 Content Descriptions

Speaking and Listening

Communication

Participate in conversations with fluent speakers that involve changes of topic and register (VCEALC735)

Negotiate with peers and teachers in the full range of classroom situations (VCEALC736)

Use available repertoire of spoken English to participate effectively in a mainstream classroom (VCEALC737)

Understand the point of view and message of an unfamiliar speaker, with minimal support (VCEALC738)

Extract key information or ideas from a variety of texts across the curriculum areas, with reduced support (VCEALC739)

Contribute to and manage effective group work (VCEALC740)

Justify a point of view to peers with increasing confidence (VCEALC741)

Prepare and deliver an extended talk that reflects a clear progression of ideas relevant to the audience and purpose (VCEALC742)

Cultural and Plurilingual Awareness

Cultural understandings

Shift between using formal and informal registers in response to purpose and context (VCEALA743)

Apply non-verbal communication skills purposefully (VCEALA744)

Plurilingual strategies

Use home language resources to develop English (VCEALA746)

Compare and contrast different ways of communicating meanings in home language and English (VCEALA747)

Linguistic Structures and Features

Text structure and organisation

Sustain complex ideas and information in coherent spoken texts, taking account of audience and purpose (VCEALL748)

Produce extended speech, using connectives and signal words (VCEALL749)

Use a range of cohesive devices to extend and connect speech (VCEALL750)

Grammatical patterns

Formulate extended statements with increasing control over grammatical features (VCEALL751)

Use extended topic-related verb groups (VCEALL752)

Use a range of extended descriptive phrases (VCEALL753)

Word knowledge

Use existing vocabulary knowledge to determine the meaning of new words (VCEALL754)

Use words with multiple meanings across curriculum areas (VCEALL755)

Phonology

Use pronunciation, intonation, volume and stress to support meaning (VCEALL756)

Self-correct and improve aspects of pronunciation that impede communication (VCEALL757)

Reading and Viewing

Communication

Read independently a wide range of accessible texts (VCEALC758)

Extract and manipulate relevant information from a range of texts (VCEALC759)

Summarise the nature and content of a text, including making evaluative comments (VCEALC760)

Adjust reading style to match the purpose for reading a text (VCEALC761)

Interpret a text at literal and inferential levels (VCEALC762)

Understand most symbols and changes of font style and how they contribute to or change the meanings in a text (VCEALC763)

Cultural and Plurilingual Awareness

Cultural understandings

Analyse and interpret language choices and organisation of particular text types in relation to their purpose, audience and context (VCEALA764)

Read a range of sustained, complex texts (VCEALA765)

Plurilingual strategies

Discuss specific characteristics and features of texts in relation to another known language (VCEALA766)

Compare connotations of synonyms and antonyms in English and home language, referring to a dictionary or thesaurus in each language (VCEALA767)

Linguistic Structures and Features

Text structure and organisation

Examine the role of the structures and features of mainstream texts in different curriculum areas (VCEALL768)

Demonstrate awareness of the role of the structures and features in a range of texts (VCEALL769)

Recognise and follow complex text connections used to link ideas across sentences and paragraphs (VCEALL770)

Grammatical patterns

Demonstrate understanding of complex language (VCEALL771)

Understand a range of verb forms in particular text types (VCEALL772)

Read and understand complex descriptive language (VCEALL773)

Word knowledge

Demonstrate a broad technical vocabulary across the curriculum areas (VCEALL774)

Use contextual cues to interpret difficult words (VCEALL775)

Writing

Communication

Write an extended argument or discussion on a familiar issue (VCEALC777)

Write extended factual texts conveying a variety of aspects of topics from across the curriculum (VCEALC778)

Write extended personal and imaginative texts showing an awareness of audience and purpose, with teacher prompts (VCEALC779)

Cultural and Plurilingual Awareness

Cultural understandings

Understand how writing contexts, audience and purpose influence function and form (VCEALA780)

Plan and draft text independently and through group activities (VCEALA781)

Revise and refine writing in response to feedback from a teacher or peer (VCEALA782)

Plurilingual strategies

Draw on home language resources to communicate more complex ideas (VCEALA783)

Plan writing, cooperate, and edit texts with a group, using home language (VCEALA784)

Linguistic Structures and Features

Text structure and organisation

Write a range of extended texts using the structures appropriate to the text types (VCEALL785)

Write a range of cohesive texts with accuracy (VCEALL786)

Use an extended range of cohesive devices to improve fluency (VCEALL787)

Grammatical patterns

Demonstrate control of appropriate grammatical structures that develop the ways to analyse, argue, persuade, describe, classify or explain (VCEALL788)

Combine simple sentences into complex sentences using embedding structures (VCEALL789)

Demonstrate control of a wide range of verb forms (VCEALL790)

Use relative clauses and adjectival expressions for descriptive purposes (VCEALL791)

Word knowledge

Use imagery to create nuance, mood and feeling

(VCEALL792)

Use an expanded vocabulary appropriate for the curriculum area (VCEALL793)

Grapho-phonics

Spell words accurately using a range of strategies (VCEALL794)

Use a wide range of punctuation marks to add impact to writing (VCEALL795)

Use a range of digital formats and images to enhance meaning and impact (VCEALL796)

Level C4 Achievement Standard

Speaking and Listening

At Level C4 students demonstrate greater autonomy and control over their use of English, combining their expanding vocabulary with the appropriate use of a wide range of complex grammatical features including modal verbs, passive voice and tenses. They demonstrate understanding of the ways that pauses, stress, rhythm and intonation help to clarify meaning. They speak clearly and pronounce most sounds correctly. They take part in extended discourse on factual and interpersonal topics using an appropriate modelled structure, and respond appropriately to listeners’ reactions. They identify the intention of supportive speakers, using their knowledge of how intonation, volume, stress and lexical choices support and convey meaning and emphasise opinions and emotions....

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# data[].attributes.attachment_link.title
English as an Additional Language (EAL) - Curriculum - Victorian Curriculum

# data[].attributes.attachment_link.description
The Level CL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine...

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At the Year 7 Level, being New Arrivals within the NAP, it would be best to assume that the majority of the students within the classes would be Late Immersion students.
This places the EAL Pathway to cover for these students within these classes as being Pathway C. Most likely working at levels C1 and C2 in their skills depending on their previous English language learning experiences.

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The students in these classes would be placed within the Secondary school Year 7 level.

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Vic EAL Curriculum Pathways for Year 7 students

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Vic EAL Curriculum Pathways for Year 7 students

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For Year 7 level age students, there are 2 Pathways that are available within the Victorian EAL Curriculum. Pathway B: mid-immersion (Years 3 to 8) and Pathway C: late immersion (Years 7 to 10).
The overlap in the year levels for the pathways were left to enable teachers to come to professional judgments about students' individual experiences and circumstances.

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Victorian EAL Curriculum Pathways and Structure

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Victorian EAL Curriculum Pathways and Structure

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Victorian EAL Curriculum is organised into 3 pathways for different immersion stages for learning.

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EAL learners without prior formal learning and with minimal home language literacy experience will begin this pathway at Level CL, before moving to the other levels. Learners with prior experience of formal learning but no proficiency in English will begin on Level C1 and move through Levels C1, C2, C3 and C4.

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Age, previous schooling and English Language stage are all taken into account for placements of students within classes.
Placement tests are taken before first class placement and student progress is regularly reviewed. Class placements are revised at the beginning of terms to ensure students are placed in the best program to support their ongoing learning.

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With a variety of different cultures and languages present among the students, as well as a variety of schooling experiences, students' expectations of how learning the language, and how the classroom functions for the learning will be just as varied.
These along with grouping students who may speak the same language together and apart for different activities need to be taken into account.
(Respecting the use of home languages in the classroom, while also being mindful of those that may not speak a common language other than English with any other student in the class.)

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Website of Blackburn English Language School.
Extensive information on the school and how they function. Including how they test and place students in classes.

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Blackburn English Language School - Blackburn English Language School

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About Us

Who we are

Blackburn English Language School (ELS) is part of the New Arrival Program (NAP) and provides intensive English language programs to primary and secondary aged newly arrived students from language backgrounds other than English (LBoTE).

What we do

Blackburn ELS provides:

focused learning environment that supports all students to reach their potential in English language development and aims to prepare them for the academic, behavioural and social challenges of mainstream schools or alternative learning pathways.

a school environment that encourages students from a range of culturally and linguistically diverse backgrounds to become confident and active participants in the wider Australian community.

a supportive and stimulating work environment for all staff that encourages commitment, innovation and excellence.

learning opportunities for newly-arrived families that broaden their knowledge of the Victorian schooling system and prepare them for involvement in the school community.

Where we are

Blackburn ELS delivers intensive English language programs to newly arrived students across the North-eastern Victoria Region (NEVR). The school provides an environment that encourages students from a range of culturally and linguistically diverse backgrounds to become confident and active participants in the wider Australian community.

The school operates across three locations, two metropolitan and one regional. The main site, Whitehorse, is located in Burwood East, the Maroondah Campus is in Croydon North and the Wodonga campus is in the north-east of the state in Wodonga. Each site attracts newly-arrived students from their respective geographical areas.

Annual Report

Wellbeing

Settlement of newly arrived students from wide-ranging cultural, linguistic and educational backgrounds is the major planning focus in the school. Resources are targeted to support the development and delivery of a stimulating learning environment in which all students are expected to reach their potential. Student learning is focussed on English language achievement and preparation for the academic, behavioural and social challenges of mainstream schools. The school acknowledges that student engagement is influenced by a wide range of factors and, given that newly arrived students are unfamiliar with the Australian education system and have varied needs and vulnerabilities, provides a comprehensive and high quality approach to student welfare.

Settlement of newly arrived students from wide-ranging cultural, linguistic and educational backgrounds is the major planning focus in the school. Resources are targeted to support the development and delivery of a stimulating learning environment in which all students are expected to reach their potential. Student learning is focussed on English language achievement and preparation for the academic, behavioural and social challenges of mainstream schools. The school acknowledges that student engagement is influenced by a wide range of factors and, given that newly arrived students are unfamiliar with the Australian education system and have varied needs and vulnerabilities, provides a comprehensive and high quality approach to student welfare.

School Values

Our beliefs as a school are based on the following core values:

Future Making

Teacher Practice

Explicit focus on:

Learner Behaviours

Parent Behaviours

Embracing Diversity

Teacher Practice

Explicit focus on:

Learner Behaviours

Parent Behaviours

Building Communities

Teacher Practice

Explicit focus on:

Learner Behaviours

Parent Behaviours

Links

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Our School - Blackburn English Language School

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Blackburn English Language School (ELS) is part of the New Arrival Program (NAP) and provides intensive English language programs to primary and secondary aged newly arrived students from language backgrounds other than English (LBoTE).

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Class size is kept small (10-15 students).

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These classes are set within the institutional context of an English Language School (ELS), as part of the Victorian New Arrivals Program (NAP) which provides intensive English Language Instruction to students who are new arrivals in the country and speak a home language that is not English.
The school provides this English Language Instruction as well as instruction (in English) of other school subjects appropriate for their age and schooling level in order to help them transition into mainstream Victorian Schooling.

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Victorian EAL Provision for Newly Arrived Students

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Victorian EAL Provision for Newly Arrived Students

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Victorian Education Department gives provision for eligible students to access intensive EAL Instruction.
Typically these students attend for between 6 and 12 months. Can be in person in English Language Schools or Centres, or if settled in isolated or rural areas and can't access centres, can attend Virtual New Arrivals Program.

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Policy EAL - Provision for Newly Arrived Students

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Policy EAL - Provision for Newly Arrived Students

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Victorian Department of Education Policy for Provision for Newly Arrived in the country EAL Students.

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Policy

The purpose of this policy is to ensure schools are aware of the requirement to inform parents or carers of newly arrived students for whom English is an additional language of the intensive English language support available for their children, and how it can be accessed.

Summary

The Department provides access to intensive EAL instruction for eligible students.

Schools must inform parents or carers of newly arrived students for whom English is an additional language of the intensive English language programs available to them and how they can be accessed.

Students who are assessed as eligible typically attend an English language school or centre for between six and twelve months, depending on their educational background and/or refugee/humanitarian status.

The Virtual New Arrivals Program (VNAP) is available for students in isolated or rural schools who cannot access an English language school or centre.

For more information on where intensive English programs are available, and for more detailed advice on the VNAP see the Guidance tab.

Details

Principals or their delegates must inform parents or carers of eligible English as an Additional Language (EAL) students who are newly arrived in Australia, that they may enrol in an English language school or centre, or to participate in the VNAP. This must be done before the principal or their delegate enrols the student in their school.

Eligibility criteria

To be eligible to attend an English language school or centre or to participate in the VNAP students must:

speak a language other than English as their main language at home

have a level of proficiency in English, determined at the local level by a school or English language school, that requires intensive assistance to enable them to participate fully in mainstream classroom programs

begin at an English language school or centre or in the VNAP

within 18 months of arrival, if entering Foundation year

within 6 months of arrival, if entering any other year of schooling

at the time of beginning in an English language school or centre or the VNAP, be undertaking or intending to undertake primary or secondary education at a Victorian government school as soon as practicable after completing the course.

Re-enrolment

A student who has previously been enrolled in an intensive English language program in an English language school or centre or VNAP is eligible to re-enrol in an intensive English language program only when the student:

was enrolled in and attended a new arrivals program in the first instance for a minimum of one term and

has been absent for a period of 2 years or more and

during the period of absence was not resident in Australia, in education in another state or territory of Australia, or enrolled in education where English was the medium of instruction.

International students

Fee paying overseas students requiring an intensive English language course before entering mainstream classes can enrol in an English language school or centre to undertake such a course.

Students must enrol in a school through the International Student Program before enrolling in an English language school or centre.

For more information, refer to: International Student Program (ISP)

Support for schools

In addition to supporting schools to implement effective school-based EAL programs, EAL Regional Program Officers (RPOs) can support schools with newly arrived students and advise on intensive English language programs that might be available to students. For information on school-based EAL program, refer to: .

English language schools and centres can support schools in assessing student eligibility for a new arrivals program. The four metropolitan English language schools have an outreach officer available to assist schools assess student English language proficiency and recommend the most appropriate program. Rural and regional schools can contact their regional English language centre or their EAL RPO for support with EAL students.

To speak to an EAL RPO, contact:

Virtual New Arrivals Program - enquiries or referrals for assessment can be made directly to the VNAP Program Coordinator, Victorian School of Languages, phone: .

Further information on the various intensive English language programs available across Victoria, as well as the support they can offer schools, is available on the .

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EAL - Provision for Newly Arrived Students: Policy | education.vic.gov.au

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The purpose of this policy is to ensure schools are aware of the requirement to inform parents or carers of newly arrived students for whom English is an additional language of the intensive English language support available for their children, and how it can be accessed.

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Students within these classes are newly arrived in the country with a home language other than English.
These students are within the first 12 months of schooling since arrival in the country before they move on to mainstream Victorian schools and would have begun their learning at the centre within 6 months of arriving in the country. Though, depending on their proficiency in English, they may transition before the 12 months is completed.
The students are from a variety of countries and speak a variety of different home languages.

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Guidance - Provision for Newly Arrived EAL Students

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Guidance - Provision for Newly Arrived EAL Students

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The program guidance for the Newly Arrived Students Provisions from the Victorian Education Department.

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EAL - Provision for Newly Arrived Students: Guidance | education.vic.gov.au

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Eligible students can attend an English language school, campus or centre for between two and four terms. The small class sizes and high number of contact hours enable qualified EAL teachers to deliver an intensive English language program (also known as a new arrivals program) tailored to the differing needs of students.