Assessment and Reporting

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

The English as an Additional Language (EAL) standards are found in the Companion to the AusVELS. The Companion provides a framework for assessing student achievement and developing effective learning programs for students learning English as a second or additional language in Victorian schools.

For details of the EAL Companion, see: EAL Companion to the AusVELS


The English language learning progress of EAL students should be assessed against the stages of the EAL standards.

The EAL Developmental Continuum P-10 provides indicators of progress that highlight the understandings required by students to progress through the standards outlined in the EAL Companion. The evidence-based indicators of progress, linked to practical teaching strategies, are designed to support the planning of programs and the assessment of EAL students.

For details of the EAL Developmental Continuum, see: EAL Developmental Continuum P-10

Tools to Enhance Assessment Literacy (TEAL)

The TEAL toolkit has been developed by the Department in partnership with the University of New South Wales and in collaboration with the Catholic Education Commission of Victoria and Independent Schools Victoria.

TEAL is an online resource for teachers of primary and secondary students who are learning English as a second or additional language in Australia.  It brings together a range of tools and advice for the assessment and reporting of the English language proficiency and progress of students within an ‘assessment for learning’ framework.

TEAL supports teachers to build their own assessment literacy and to assess EAL students' Speaking and Listening, Reading and Viewing and Writing skills against the stages of the EAL standards.

TEAL supports the assessment of all EAL learners in Victorian schools including students from a refugee background, students born in Australia or overseas and fee-paying international students.

For more information, see:  Tools to Enhance Assessment Literacy (TEAL)


In general, the progress of EAL students in learning English should be reported against the stages of the EAL standards outlined in the EAL Companion to the AusVELS, rather than the levels of the English standards.

For more information about reporting the progress of EAL students across all subject areas, see: Reporting the achievements of EAL students.