Pathway C of the Victorian Curriculum F-10 EAL is also called the Late immersion pathway. EAL learners on Pathway C are capable of understanding more abstract ideas and relationships and have had a diverse range of life experiences before they begin learning in an English immersion environment.
For more information, see:
EAL Pathway C: Late immersion (Years 7-10)
Reporting Resource
Pathway C: Year 7 to Year 10 – Reporting Resource for Levels CL, C1, C2, C3, C4
EAL Reporting Resource: At a glance – provides an explanation of the one-page documents that describe each level of language learning in a given mode, for example, Level A1 in Speaking and Listening.
EAL Reporting Resource: At a glance – plain language statement
Pathways and transitions
This general advice is provided to support teachers in understanding the possible pathways students may take based on their year level and proficiency level. Advice is provided for students who are working within the range of a proficiency level (Beginning or Consolidating), or who have reached the standard (Achieved) in all three language modes.
Year 7
Beginning CL, Consolidating CL, Achieved CL
A Year 7 student who is working within the range of Level CL in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C1, Consolidating C1, Achieved C1
A Year 7 student who is working within the range of Level C1 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum
Beginning C2, Consolidating C2, Achieved C2.
A Year 7 student who is working within the range of Level C2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C3, Consolidating C3, Achieved C3
A Year 7 student who is working within the range of Level C3 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C4, Consolidating C4
A Year 7 student who is working within the range of C4 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Achieved C4
A Year 7 student should consistently demonstrate the final achievement standard in Pathway C (Level C4) in all three language modes before they transition to the English curriculum.
They will need to be sufficiently proficient in understanding and using the academic language across the learning areas to participate in learning activities across the Victorian curriculum, in line with mainstream year-level expectations, and without substantial language support.
Year 8
Beginning CL, Consolidating CL, Achieved CL
A Year 8 student who is working within the range of Level CL in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C1, Consolidating C1, Achieved C1
A Year 8 student who is working within the range of Level C1 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C2, Consolidating C2, Achieved C2
A Year 8 student who is working within the range of Level C2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C3, Consolidating C3, Achieved C3
A Year 8 student who is working within the range of Level C3 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C4, Consolidating C4
A Year 8 student who is working within the range of C4 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum in all language modes.
Achieved C4
A Year 8 student should consistently demonstrate the final achievement standard in Pathway C (Level C4) in all three language modes before they transition to the English curriculum.
They will need to be sufficiently proficient in understanding and using the academic language across the learning areas to participate in learning activities across the Victorian curriculum, in line with mainstream year-level expectations, and without substantial language support.
Year 9
Beginning CL, Consolidating CL, Achieved CL
A Year 9 student who is working within the range of Level CL in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C1, Consolidating C1, Achieved C1
A Year 9 student who is working within the range of Level C1 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C2, Consolidating C2, Achieved C2
A Year 9 student who is working within the range of Level C2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C3, Consolidating C3, Achieved C3
A Year 9 student who is working within the range of Level C3 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
Beginning C4, Consolidating C4
A Year 9 student who is working within the range of C4 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum in all language modes.
Achieved C4
A Year 9 student should consistently demonstrate the final achievement standard in Pathway C (Level C4) in all three language modes before they transition to the English curriculum.
They will need to be sufficiently proficient in understanding and using the academic language across the learning areas to participate in learning activities across the Victorian curriculum, in line with mainstream year-level expectations, and without substantial language support.
Year 10
Beginning CL, Consolidating CL, Achieved CL
A Year 10 student who is working within the range of Level CL in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. While in Year 10, this student will continue on Pathway C of the EAL curriculum.
At the end of Year 10 a student who is working towards or has reached the CL standard will likely be eligible for VCE EAL in Year 11 and Year 12. However, they are unlikely to have sufficient proficiency to cope with the language demands of the VCE EAL Study Design and other VCE subjects.
Other pathways could be considered for these students, and options should be discussed in consultation with students and parents or carers.
Schools should contact the Victorian Curriculum and Assessment Authority (VCAA) to determine students’ VCE EAL eligibility.
Beginning C1, Consolidating C1, Achieved C1
A Year 10 student who is working within the range of Level C1 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. While in Year 10, this student will continue on Pathway C of the EAL curriculum.
At the end of Year 10 some students who are working towards or have reached the C1 standard will be eligible for VCE EAL in Year 11 and Year 12. They will require substantial additional support to cope with the language demands of the VCE EAL Study Design and other VCE subjects.
Other pathways could be considered for these students, and options should be discussed in consultation with students and parents or carers.
Schools should contact the Victorian Curriculum and Assessment Authority (VCAA) to determine students’ VCE EAL eligibility.
Beginning C2, Consolidating C2, Achieved C2
A Year 10 student who is working within the range of Level C2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway C of the EAL curriculum.
At the end of Year 10 some students who are working towards or have reached the C2 standard will be eligible for VCE EAL in Year 11 and Year 12. They will require substantial additional support to cope with the language demands of the VCE EAL Study Design and other VCE subjects.
Other pathways could be considered for these students, and options should be discussed in consultation with students and parents or carers.
Schools should contact the Victorian Curriculum and Assessment Authority (VCAA) to determine students’ VCE EAL eligibility.
Beginning C3, Consolidating C3, Achieved C3
A Year 10 student who is working within the range of Level C3 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. While in Year 10, this student will continue on Pathway C of the EAL curriculum.
At the end of year 10, students who are working within the range of C3 or who have achieved the C3 standard will transition to either English or EAL if they attempt the VCE.
Student eligibility for VCE EAL Units 3 and 4 in Year 12 should be considered when planning pathways for these students. Students who are eligible to undertake Units 3 and 4 EAL should continue in EAL in Year 11.
Students who are not eligible to undertake Units 3 and 4 may be enrolled in a mainstream English class in Year 11 in order to become familiar with the curriculum content of the VCE English, English Language or Literature Study Design, or they may continue in an EAL class in Year 11.
Regardless of eligibility, students working within the range of or at C3 at the end of Year 10 will need ongoing language and EAL-informed teaching to help them with the academic demands of VCE.
Schools should contact the Victorian Curriculum and Assessment Authority (VCAA) to determine students’ VCE EAL eligibility.
Beginning C4, Consolidating C4, Achieved C4
A Year 10 student who is working within the range of Level C4 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. While in Year 10, this student will continue on Pathway C of the EAL curriculum.
At the end of Year 10, students who are working within the range of C4 or who have achieved the C4 standard will transition to either English or EAL if they attempt the VCE.
Student eligibility for VCE EAL Units 3 and 4 in Year 12 should be considered when planning pathways for these students. Students who are eligible to undertake Units 3 and 4 EAL should continue in EAL in Year 11.
Students who are not eligible to undertake Units 3 and 4 may be enrolled in a mainstream English class in Year 11 in order to become familiar with the curriculum content of the VCE English, English Language or Literature Study Design, or they may continue in an EAL class in Year 11.
Schools should contact the Victorian Curriculum and Assessment Authority (VCAA) to determine students’ VCE EAL eligibility.
Illustrated pathways
These illustrations of student pathways and transitions from EAL level to level or from EAL to English aim to support teacher judgements of student proficiency level and readiness to transition. They are supported by examples of student work.
Aung – illustration of the pathway of a hypothetical student, Aung, who arrives in Australia at age ten with almost no education.
Michael – illustration of the pathway of a hypothetical student, Michael, who arrives in Australia at age fourteen with eight years of education in his home language.
Anna – illustration of the pathway of a hypothetical student, Anna, who arrives in Australia at age fifteen as a refugee with minimal education.
Nikka – Pathway C to the English curriculum: illustration of a hypothetical student, Nikka, with detail about her language and learning background, how her English language proficiency develops and how she transitions from Pathway C to the English curriculum.
Pathways and transition stories: At a glance – an annotated example
Pathways and transition stories: At a glance – plain language statement
Student work samples
Annotated examples of student work illustrate the language features and markers that support judgements of student proficiency and decisions about the next step on each student’s pathway.
Video work samples: At a glance – outlines the features of the annotated samples of student work for Speaking and Listening and Reading and Viewing
Written work samples: At a glance – outlines the features of the annotated samples of student work for Writing
Video work samples: At a glance – plain language statement
Written work samples: At a glance – plain language statement
Student work samples:
Level CL Speaking and Listening
Student work samples:
Level CL Reading and Viewing
Student work samples:
Level CL Writing
Student work samples:
Level C1 Speaking and Listening
Student work samples:
Level C1 Reading and Viewing
Student work samples:
Level C1 Writing
Student work samples:
Level C2 Speaking and Listening
Student work samples:
Level C2 Reading and Viewing
Student work samples:
Level C2 Writing
Student work samples:
Level C3 Speaking and Listening
Student work samples:
Level C3 Reading and Viewing
Student work samples:
Level C3 Writing
Student work samples:
Level C4 Speaking and Listening
Student work samples:
Level C4 Reading and Viewing
Student work samples:
Level C4 Writing
Related pages: