Welcome to ‘ Introduction to the draft English as an Additional Language Curriculum ’

1. Welcome to ‘Introduction to the draft English as an Additional Language Curriculum’ The webinar will start promptly at 3:45pm on Wednesday 5 June 2019.

2. English as an Additional Language Draft Curriculum for familiarisation and feedback VCAA MC: Kellie Heintz, Craig Smith VicTESOL Presenters: Anne Keary, Mark Melican, Shem Macdonald

3. Acknowledgement • We would like to begin by acknowledging the traditional owners of the land(s) we meet on or are in today, and pay our respects to elders past and present. This year is the United Nations Year of Indigenous Languages and we would also like to acknowledge the rich lessons that we as educators can learn from Aboriginal peoples who have created and maintained a link through language that has lasted for tens of thousands of years.

4. Session overview • Continuities and innovations in Draft EAL Curriculum • The purpose and nature of an EAL curriculum • Rationale & Aims • Structure • Pathways & levels • Language modes, • Language strands & sub-strands • Content descriptions • Achievement standards • Glossary • Resources • Feedback • Questions https://www.vcaa.vic.edu.au/ https://www.vcaa.vic.edu.au/foundation10/Pages/viccurriculum/eal/intro.aspx?

5. Quiz questions T T • The Victorian Curriculum F–10 is the curriculum for Victorian schools. • This curriculum incorporates the Australian Curriculum reflecting Victorian standards and priorities. • Victorian Curriculum is made up of two elements: content descriptions and achievement standards. • Victorian curriculum is about the what (content) and how (pedagogy) of learning. • Victorian curriculum includes capabilities which are a set of discrete knowledge and skills. • Victorian Curriculum sets out how schools should report on student progress. • Victorian Curriculum sets out what every student should learn during their first eleven years of schooling. • VCAA provides support resources such as curriculum planning and assessment resources. T F T F T T

6. Elements of a learning program

7. Elements of a learning program

8. The EAL Curriculum

9. Current Curriculum Draft Curriculum

10. Current Draft

12. Continuities and innovations. The draft EAL curriculum… • Builds on existing strengths of previous frameworks (AusVELS EAL and precursors) • Establishes EAL as a distinct learning area supporting learning across the curriculum, not as a ‘companion’ to English • Makes explicit the context of EAL – immersion in English medium education • Provides three points of entry to immersion in English language education, Early, Mid and Late • Acknowledges the prior learning in L1(including informal learning, L1 literacy and experience of formal schooling) • Draws on more recent understandings of second language learning – especially acknowledgment of L1 knowledge and skills relating to L2 learning and development and the development of plurilingual competences • Resembles other learning area curricula in the Victorian curriculum • Is designed to be accessible and useable for mainstream teachers, with clear language and a glossary

13. EAL Curriculum – Draft documents • CURRICULUM Table of contents • Rationale and Aims • Structure • Pathways • Language Modes • Strands • Content descriptions • Achievement Standards • Learning in EAL • Relationship to other curriculum areas • EAL: Pathways and Levels A, B & C • Glossary OTHER RESOURCES • Diagnostic interview and notes, Guidelines for administration and interpretation • Profiles of learners • Samples of learner progressions through the pathways

14. Rationale • EAL students: • come with diverse backgrounds and varied prior learning experiences • are being immersed in English medium education, which can happen early, mid or late • The EAL Curriculum • is the learning EAL students need to access all curriculum areas • develops the plurilingual awareness and strategies • builds on existing resources • Teachers from all curriculum areas • have a responsibility for teaching the language demands of their curriculum area.

15. Aims Access to learning The EAL curriculum aims to ensure that EAL students: • access the full breadth of learning opportunities available in the Victorian Curriculum F–10, including all learning areas and capabilities • develop their understanding of how Standard Australian English (SAE) works in its spoken and written forms, including how its linguistic structures and features can be used to create meaning in a range of spoken, written, visual and multimodal contexts • learn to listen to, read, view, speak, write, create and/or reflect on increasingly complex and sophisticated texts, with accuracy, fluency and purpose, across a range of contexts • develop their communicative skills, linguistic knowledge and cultural understandings in English and their other languages, to enable their full participation in Australian society • develop their plurilingual awareness of the ways they use different languages and the roles of these languages in their lives and identities. Australian English Complex and varied texts Communication skills for participation Plurilingual awareness and identities

16. Structure • Pathways and levels • Language modes • Reading and Viewing • Writing • Speaking and listening • Strands & sub-strands • Communication • Cultural and Plurilingual awareness • Linguistic structures and features • Content descriptions • Achievement standards

17. Structure Languagemodes Strands (& sub-strands) Communication Cultural & plurilingual awareness Linguistic structures and features Levels Pathways

18. Pathways and Levels Pathways Levels

19. Relationship with other learning areas Pathways Levels Impact of language intensity of different learning (topics, learning areas) on levels of EAL learner achievement

20. Language modes

21. Language strands & sub-strands

22. Strands & sub-strands, content descriptions and achievement standards Languagemodes Levels Pathways Strands & sub-strands

23. Content descriptions and Achievement standards • Presented by Pathway and Level • In each language mode and strand • Intended content to be taught and learned • Achievement standards

24. Content descriptions Language mode Strand Content descriptions • (Skills / actions that are teachable) Level Sub-strand

25. Example content descriptionsfrom Pathway B, all Levels, Writing, Sub-strand: Cultural understandings • BL Show awareness that English writing consists of words formed by letters, and sentences made up of words; for example, leave spaces between words, and write from left to right • B1 Initiate own writing for particular purposes with support, based on, for example, teacher suggestions or previous writing tasks • B2 Write using language that is beginning to reflect the features of written language more than the features of spoken language • B3 Use own experience and perspectives to elaborate and support a viewpoint

26. Example content descriptions across levels from Pathway C, Levels C2-4

27. Languagemodes Levels Pathways Strands & sub-strands

28. Sample achievement standards: Pathway B, BL, B1, and B2 Writing Achievement standards Achievement Standards drawn largely from AusVELS EAL standards statements

29. Sample Achievement Standard: Pathway B, Level B2 Writing At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures and features. Students’ written texts include basic information and detail. They use a number of common conjunctions to link ideas, using pronoun references with some noun–pronoun agreement, simple phrases to express basic comparisons, and some basic punctuation. Their attempts to spell new words are plausible, and based on known sound–symbol relationships. They use a range of strategies for spelling words, checking word lists or keeping personal dictionaries. They base new sentences on known sentence structures. Students draw on a developing knowledge of the writing process to plan and write simple texts, and with support, redraft them. They use more advanced word-processing features to write, edit and present their texts. Achievement standards

30. Strand: Cultural & plurilingual awareness Plurilingual awareness • ‘Plurilingual awareness’ refers to understanding that people can use knowledge of more than one language to learn and communicate. • It involves understanding that all languages spoken or used by a person form a repertoire that can be drawn upon, • rather than seeing proficiency in one language as having no impact on capacity to learn another. * *from DET PPT slide on FUSE

31. Examples of plurilingual strategies From Pathway B, Writing • BL Use L1 and/or mime to seek assistance from teachers or peers with an English word or phrase and how to write it • B1 Develop vocabulary and phrase lists with L1 translations, or pronunciation guides • B2 Plan before writing: discuss ideas and topics in L1 or English, or write notes in a framework • B3 Confer and cooperate in groups or pairs when planning, writing or reviewing; for example, add to information contained in the text after a discussion in L1 and English Sub-strand

32. Other resources https://www.vcaa.vic.edu.au/foundation10/Pages/viccurriculum/eal/intro.aspx?

33. Glossary Includes EAL terminology Some items are identical to glossary for English curriculum

34. Resources: Diagnostic interview and Guidelines for administration and interpretation • An entry interview to elicit information about EAL students’ backgrounds and prior learning • Used to make an initial judgement about which Pathway and Level to place an EAL student • Questions about: • Experience of school in country of origin • Capacities in first language (reading and writing) • Prior learning and use of English, including in country of origin and Australia • Previous experience of school in Australia

35. Resource: Profiles of EAL learners • Descriptions of the EAL pathways and levels have been provided to assist teachers and schools to place students on the most appropriate EAL pathway and level, following analysis of the information provided in the diagnostic interview. EXAMPLE - EAL Level A2 • At Level A2, students have increased familiarity with the classroom and have developed skills in using English for different interactional and instructional activities. They need to consolidate and develop their ability to use English more creatively and expressively in the classroom, as well as in interactions outside the classroom. …

36. Resource: Sample descriptions of EAL learner progress through pathways • More detailed descriptions of the pathways and the nature of learning at each Level • Case studies to show different progressions, some focus on progress across different points of immersion and low literacy background

37. Sample progressions through pathways Early immersion Mid immersion Late immersion

38. Case studies • Available on DET FUSE page • http://fuse.education.vic.gov.au/?FHHM24

39. Case study 1: identifying a student’s initial pathway and level Student profile: • 6 years old • born in Australia • speaks two languages at home, including English • did not attend preschool • cannot read or write in English • learnt some English by watching TV • can answer questions about name and age in English • likes to talk about Peppa Pig, often copying the character’s stress and intonations when quoting them

40. Case study 1: identifying a student’s initial pathway and level • Student is on EAL Pathway A – early immersion • could be Level A1 or A2 in speaking and listening, however further teacher judgement is required • indicative of the student’s speaking and listening only • assessment of reading and viewing and writing will need to be completed as well to gain an understanding of the student’s competency in those modes

41. 2019 reporting advice For schools Sector reporting advice In 2019, schools have the option to trial the draft curriculum or to continue to use the EAL Companion to AusVELS for curriculum advice. In 2019, schools should continue to assess and report the progress of EAL learners against the EAL standards outlined in both the EAL Companion to AusVELS and the EAL Developmental Continuum. These standards are closely aligned with the standards of the draft curriculum. Each sector will develop and publish further advice about assessment and reporting for 2020, after the curriculum is finalised. For government schools, see https://www.education.vic.gov.au/ https://www.education.vic.gov.au/school/teachers/support/diversity/eal/Pages/default.aspx

42. Additional resources • VCAA F-10 EAL resources https://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/eal/intro.aspx • VCAA professional learning opportunities https://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/proflearning/eal-proflearn.aspx • On FUSE website - Victorian Curriculum F-10 EAL: becoming familiar with draft (incl. case studies) (ppt) • http://fuse.education.vic.gov.au/?FHHM24

43. Feedback process • VCAA website - Online form • Feedback open until 29 August 2019 • Final version to be added and released on Victorian Curriculum F−10 website December 2019 • Full implementation envisaged from Term 1, 2020 Example question

44. Contacts For any questions concerning the EAL curriculum, please contact: Kellie Heintz, EAL Curriculum Manager, VCAAheintz.kellie.a@edumail.vic.gov.au(03) 9032 1691 For Victorian Curriculum F-10 matters Craig Smith, A/Manager, F-10 Unit smith.craig.e@edumail.vic.gov.au For any questions concerning arrangements for government schools, please contact: eal@edumail.vic.gov.au

45. Curriculum support For advice regarding the F-10 curriculum, contact VCAA F-10 Unit: E. vcaa.f10.curriculum@edumail.vic.gov.au T. 9032 1788