Victorian Curriculum F-10 EAL 2020 Reporting Tool

The Victorian Curriculum F-10 EAL 2020 Reporting Tool is designed to support teachers and schools that choose to trial all or part of the Victorian Curriculum F-10 EAL in 2020.

Government schools are expected to use the Victorian Curriculum F-10 EAL from Term 1, 2021.

About the reporting tool 

The tool is for teachers of EAL students in mainstream education settings. You can use it to identify your students’ current level of English language proficiency. It outlines the skills and knowledge students learn as they progress towards the achievement standards of the Victorian Curriculum F-10 EAL.

The tool describes two additional substages (Beginning or .1 and Consolidating or .2) a student will progress through before reaching the achievement standard (Achieved or .3). This means you can report EAL learners’ progress towards – as well as at – the Victorian Curriculum F-10 EAL achievement standards.

A one-page document for each language mode and level of the curriculum summarises the learning needed at the substages and achievement standards. It gives links to work samples and relevant assessment tasks for the mode and level described.

In 2020, work samples and assessment tasks labels use the stages and language of the EAL Developmental Continuum. For example:

  • ‘S’ rather than ‘C’
  • ‘Stage A.1 Progress Towards’ rather than ‘Consolidating (A1.2)’.

Labels will be updated in January 2021 to align with the Victorian Curriculum F-10 EAL.

Download the reporting tool

For accessible versions of these documents, contact us on:

How teachers can use substages

The Victorian Curriculum F-10 EAL includes content descriptions and achievement standards. The substages described in this tool allow you to report on the language learning progress of EAL students before they reach the achievement standards.

Example

A Foundation student may arrive on the first day of school with limited skills and little exposure to the English language, even if they were born in Australia. It may take time for the student to develop the skills and knowledge outlined in the A1 achievement standards.

You can use the substages to show that the student is making satisfactory progress and demonstrating achievement in learning English as an additional language.

Planning

To use the tool for planning, you can:

  • identify the key points of progression that differentiate each substage
  • make sure that students have opportunities to learn and revise the new skills.

Example

At the C1 level for writing, a student at the beginning substage tends to focus on producing a final product rather than planning, revision and editing. At the consolidating substage, the student can – with help – review their writing and identify parts they might change or revise.

To move forward, the student should have many opportunities to:

  • revise their writing
  • talk to teachers and other students about ways to make improvements.

You could include regular drafting and rewriting in the class schedule so that students get used to editing their own work. These writing sessions can include different types of texts, as outlined in the achievement standards for C1. With this type of support, the student will be on track to progress through the consolidating substage toward the achievement standards.

How teachers can use work samples

The tool provides samples of student work for many of the substages and achievement standards. These show the supportive approaches teachers use when teaching EAL learners. You can use these samples to support your assessment decisions.

‘Assessment context’ documents accompany videos in the tool. They give detailed information about the task and the skills and knowledge demonstrated by the student.

You may want to consider a range of tasks when making assessment decisions. Not all of the skills outlined in the substages and achievement standards can be demonstrated in one task or activity.

You can also use work samples as a professional learning resource. This can support teams of teachers to assess and moderate EAL student work.

Assessment

Suggested initial diagnostic assessment activities can provide baseline assessment data. This can inform lesson and unit planning.

Primary teachers – suggested diagnostic assessment activities

Secondary teachers – suggested diagnostic assessment activities

The suggested activities are suitable for both EAL and non-EAL students at all levels of proficiency. They’re designed to give you information about the macro skills of speaking, listening, reading and writing.

Building teacher assessment capacity

Tools to Enhance Assessment Literacy (TEAL) for teachers of EAL students (TEAL)

The TEAL online assessment resource centre provides professional learning modules that can support all teachers to understand best practice assessment of EAL students. The modules can benefit all students in the classroom.

The modules are self-contained and can be completed at any time.

You can reflect on your own assessment literacy by taking TEAL’s assessment literacy survey.

The TEAL online assessment resource centre also provides:

  • assessment activities and related resources for students in Foundation to Year 10 in the modes of speaking and listening, and writing
  • annotated units of work
  • recordings of online EAL moderation sessions with related work samples
  • unit planning templates
  • a discussion forum.

The TEAL unit planning templates can complement your own unit planners. The TEAL templates outline areas such as:

  • cultural understandings
  • topic specific vocabulary
  • linguistic structures.

These areas highlight the language needed in any given unit of work. They make sure students who are not familiar with Australian/western culture do not face barriers achieving success in the classroom.

VicTESOL resources

VicTESOL is a professional learning association that supports English language teaching, learning and multicultural education. It provides all teachers with effective assessment resources.

The Teaching and Learning Cycle Project Resources include examples of classroom-based curriculum grounded in the teaching and learning cycle. They give guidance in all aspects of teaching a unit of work, from planning and implementation to assessment and reflection.