The webinar will start promptly at 3:45pm on Wednesday 5 June 2019. 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.

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

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.

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 The link to the VCAA page on which the EAL curriculum documents were available doesn’t appear to be available (26/5/19). Check this! https://www.vcaa.vic.edu.au/ https://www.vcaa.vic.edu.au/foundation10/Pages/viccurriculum/eal/intro.aspx?

Quiz questions T T T F T F 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 T T F T F (use these questions if the Kahoot is not available online) 1 TRUE TRUE FALSE T T

Elements of a learning program content what to teach & learn assessment what to assess assessment how to assess & report pedagogy how to teach Three elements that get a lot of attention are: the content, the pedagogy and the assessment.

Elements of a learning program content what to teach & learn assessment what to assess assessment how to assess & report pedagogy how to teach Three elements that get a lot of attention are: the content, the pedagogy and the assessment.

assessment what to assess The EAL Curriculum content what to teach & learn assessment what to assess

Current Curriculum Draft Curriculum The current Curriculum is the EAL Companion to AusVELS (pictured on the left) We are here today to familiarize ourselves on the new Draft EAL Curriculum (on the right)

Current Draft The current Curriculum (the EAL Companion to AusVELS) is accompanied by the EAL Developmental Continuum P-10 This document provides further information about the contains progression profiles, standards, indicators of progress and some student work samples relevant to (what in the current curriculum are called “the Stages” (A, B & S) The equivalent materials for the new draft EAL Curriculum are still to be created. Further information will be forthcoming from DET about the progress of the development of the new materials that will do the things that the current Developmental Continuum does.

assessment what to assess content what to teach & learn assessment what to assess So…. Let’s more on to look more closely at the new Draft EAL Curriculum.

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 The features of this curriculum are: Continuity - building on what has gone before - For example, the three pathways. 1, 2, & 6 Innovation / New directions Curriculum in its own right, not as a companion to the English curriculum based on what we now know about how EAL students learn New diagnostic tool – assists with placing students The notion of plurilingualism

EAL Curriculum – Draft documents 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 Pathways (previously Bands of schooling - A = lower primary F-2, B = upper primary 3-6, secondary S = 7-10 ) Levels (previously Stages) Language Modes (previously Standards) Strands Content descriptions Achievement Standards (previously the descriptions of the Standards)

Rationale EAL students: The EAL Curriculum 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. To speed up, improve and enhance the process that learners are going through as they move into using English as their primary language of learning. We are drawing on our knowledge of EAL and of EAL learners to help them to do this in the most effective and efficient way (Alan Williams, 2019)

Aims 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. Access to learning Australian English Complex and varied texts Communication skills for participation Plurilingual awareness and identities

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

Structure Pathways A, B or C Levels e.g. BL B1 B2 B3 Reading & viewing Com CPA LSF Writing Speaking & listening Structure Pathways Levels Languagemodes We have created this diagram to highlight the hierarchy of the elements within the structure of the Curriculum Strands (& sub-strands) Communication Cultural & plurilingual awareness Linguistic structures and features

Pathways and Levels Pathways Levels

Relationship with other learning areas Pathways Levels Impact of language intensity of different learning (topics, learning areas) on levels of EAL learner achievement Curriculum areas that have been identified as requiring higher levels of English language intensity for students to access.

Language modes Reading & viewing Writing Speaking & listening understanding, interpreting, critically analysing, reflecting upon, and enjoying range of written and visual, print and digital texts and media relationship between texts and contexts strategies for reading Writing conceiving, planning, creating, producing, editing and publishing a range of texts. for particular purposes both formal and informal. strategies for writing conventions of SAE. metalanguage Speaking & listening formal and informal spoken language appropriate spoken language particular audiences and occasions. presentation body language and use of voice. active-listening strategies The three modes are described using the terms listed here. (Note: the descriptions here have been reduced - for the full descriptions see the Curriculum document, page 6) These Language Modes are the same as the ones used in the English Curriculum.

Language strands & sub-strands Communication Cultural & plurilingual awareness Cultural understandings Plurilingual (awareness &) strategies Linguistic structures & features Text structure and organisation Grammatical patterns Word knowledge Grapho-phonics / phonology Level A Reading & Viewing - Cultural & plurilingual awareness - Plurilingual strategies Writing - Cultural & plurilingual awareness - Plurilingual strategies Speaking & Listening - Cultural & plurilingual awareness - Plurilingual strategies Level B Reading & Viewing - Cultural & plurilingual awareness - Plurilingual awareness & strategies Writing - Cultural & plurilingual awareness - Plurilingual strategies Level C

Strands & sub-strands, content descriptions and achievement standards Pathways Strands & sub-strands Content descriptions Achievement standards Levels Languagemodes We have created this diagram to highlight the hierarchy of the elements within the structure of the Curriculum Strands & sub-strands

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 Content descriptions Achievement standards

(Skills / actions that are teachable) Content descriptions Level Language mode Strand Sub-strand Layout of content descriptions - Here we see a sub-strand (Text structure and organisation.) Content descriptions (Skills / actions that are teachable)

Example content descriptions from 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 Examples of cultural awareness (taken from the EAL curriculum).

Example content descriptions across levels from Pathway C, Levels C2-4 Here is an example from the C pathway. We are looking across three levels: C2, C3 and C4 within the language mode, speaking and listening. We are looking at the strand: Communication. While there are some blank cells, (and there is an example of one here) we can see that the content descriptions (aim to) capture some of the increasing complexity involved in the activities as we look across / move up the levels.

Achievement standards Strands & sub-strands Content descriptions Achievement standards Pathways Levels Languagemodes Now let’s look at the Achievement standards… Strands & sub-strands

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

Sample Achievement Standard: Pathway B, Level B2 Writing Achievement standards 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 are very similar to AusVELs and preceding documents

Plurilingual awareness Strand: Cultural & 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 For classroom teachers who are not trained in EAL this could represent a shift in thinking about the use of other languages in their classroom, from disallowing or discouraging use of other languages, to making connections between languages to support students’ learning of content and English language and purposeful use of students’ other languages.

Examples of plurilingual strategies Sub-strand 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 Examples of plurilingual awareness (taken from the EAL curriculum).

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

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

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 Helpful tool, guide

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. … A profile for each of the levels is provided in this resource document.

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

Sample progressions through pathways Early immersion Mid immersion With the curriculum document there is also another resource which describes some sample progressions through pathways. It describes possible scenarios with learners including their previous experiences of learning and how this impacts on their placement and progressions through the levels. Details of these scenarios are not provided here but can be found in the Sample progressions through the EAL Pathways document on the VCAA website. Note: the ones give here are SAMPLES only and different learners may progress differently. E.g. early immersion - a who at the end of Year 2 of school, may still be at the beginning of the A2 level. On entering Year 3, and on to Level B, some aspects of the learner’s abilities may be more aligned with Level B1, than to Level B2. On the other hand, a learner in a similar situation, but whose language at the end of Year 2 of school is closer to the end of Level A2 may be comfortably placed at Level B2 at the beginning of Year 3. Late immersion

Case studies Available on DET FUSE page http://fuse.education.vic.gov.au/?FHHM24 We are going to look at one case study. This has been created by DET staff and these can be accessed from the DET FUSE webpage.

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 THE FOLLOWING NOTES WERE FROM THE DET PPT PRESENTATION. WE WON’T NECESSARILY USE THIS OR DO ALL THESE ACTIVITIES. Use case study 1 and/or case study 2 if in a primary setting. Use case study 3 if in a secondary setting. Photocopy the diagnostic interview template (pages 4-5): https://www.vcaa.vic.edu.au/Documents/viccurric/eal/EALresource%E2%80%93Diagnosticinterview.pdf Use the student profile on this slide, and in small groups, pairs or as a whole group, complete the diagnostic interview questions. Ask participants, based on this basic information and the pathways diagram (slide 7) what pathway they would identify for the students, and what further information they would need to identify a level on that pathway. If time permits, copies of the achievement standards for Pathway A in Speaking and Listening could be provided to further refine understanding of the student’s skills and proficiency in English (see attachment 1). Suggested responses are provided on the next slide.

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

Sector 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. https://www.education.vic.gov.au/school/teachers/support/diversity/eal/Pages/default.aspx 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/def ault.aspx

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 The first two VCAA links appear to have changed (at 26/5/19) Other page: Supporting English as an Additional Language (EAL) at transition to school - Supporting EAL - Strategies to support EAL https://www.vcaa.vic.edu.au/curriculum/earlyyears/ey-curriculum-resources/support-for-eal/Pages/SupportingEALStrategiestoSupportEAL.aspx

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

Contacts For any questions concerning the EAL curriculum, please contact: Kellie Heintz, EAL Curriculum Manager, VCAA heintz.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

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