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 Thursday 27 May 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/

5. Quiz questions • The Victorian Curriculum F–10 is the curriculum for Victorian schools. • This curriculum incorporates the Aust Curriculum reflecting Vic standards and priorities • Victorian Curriculum is made up of two elements: content descriptions and achievement standards • Vic curriculum is about the what (content) and how (pedagogy) of learning • Vic curriculum includes capabilities which are a set of discrete knowledge and skills. • Victorian Curriculum sets out how schools should report on student progress • It 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

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. Structure of the EAL curriculum (Primary year levels) EAL Pathway A: Early immersion (Foundation to Year 2) Two levels of language learning: • Level A1 – no or limited levels of literacy in English and first language (L1)/beginner levels of English • Level A2 – emerging/consolidating levels of English proficiency EAL Pathway B: Mid immersion (Years 3 to 8*) Four levels of language learning: • BL – less than two years of prior formal learning, no or limited levels of literacy in English and first language (L1) • B1 – with prior experience of formal learning, beginner levels of English proficiency • B2 – with prior experience of formal learning, emerging levels of English proficiency • B3 – with prior experience of formal learning, consolidating levels of English proficiency * In EAL Pathway B, there is an overlap in year level ranges to allow for teacher discretion in considering the individual experiences and circumstances of each student when locating them on a particular pathway.

20. Structure of the EAL curriculum (Secondary year levels) EAL Pathway B: Mid immersion (Years 3 to 8*) Four levels of language learning: • BL – less than two years of prior formal learning, no or limited levels of literacy in English and first language (L1) • B1 – with prior experience of formal learning, beginner levels of English proficiency • B2 – with prior experience of formal learning, emerging levels of English proficiency • B3 – with prior experience of formal learning, consolidating levels of English proficiency EAL Pathway C: Late immersion (Years 7 to 10) Five levels of language learning: • CL – no prior formal learning and limited first language (L1) literacy experience • C1 – with prior experience of formal learning, beginning levels of English proficiency • C2 – with prior experience of formal learning, beginning/emerging levels of English proficiency • C3 – with prior experience of formal learning, emerging/consolidating of English proficiency • C4 – with prior experience of formal learning, consolidating of English proficiency * In EAL Pathway B, there is an overlap in year level ranges to allow for teacher discretion in considering the individual experiences and circumstances of each student when locating them on a particular pathway.

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

22. Language modes

23. Language strands & sub-strands

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

25. 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

26. Content descriptions Language mode Strand Content descriptions • (Skills / actions that are teachable) Level

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

28. Content descriptions Use heading and text formats appropriate to the task; for example, use headings to group information in a report on an animal. Include an appropriate amount of information or detail for the audience; for example, include relevant details about characters, time and place. Use simple time sequence markers when describing a process or event, such as ‘first’, ‘next’, ‘at last’. Language mode Strand Content descriptions • (Skills / actions that are teachable) Level Sub-strand

29. 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

30. 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

31. Languagemodes Levels Pathways Strands & sub-strands

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

33. 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

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

35. 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

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

37. Pathways and Levels

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

39. 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/

40. 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) • https://fuse.education.vic.gov.au/

41. 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

42. 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

43. Contacts For any questions concerning arrangements for government schools, please contact: eal@edumail.vic.gov.au