(Guidelines from the VCAA Administrative Handbook)

For a student to be eligible to study EAL/D because of their comparative unfamiliarity with the English language, they must meet strict criteria set by the Victorian Curriculum and Assessment Authority and provide the School with supporting documentation.

If these conditions are met and the documentation is adequate, the student should be granted EAL/D status by the VCAA.

1. If he/she has been a resident in Australia or New Zealand or other predominantly English speaking country for no more than seven years. Note: The period of seven years is to be calculated cumulatively over the student’s whole school life.

2. English has been the student’s major language of instruction for a total period of not more than seven years over the period of their education. 

Unit 1: Semester 1

This unit will enable students to study how meaning is created in a text through analysis and discussion of the work. They will also examine how the meaning of a text is affected by the context in which it is produced and read. Students are required to respond to texts in written responses which demonstrate analytical or creative writing skills. Creative responses will be required to show an understanding of the ways in which purpose and audience affect the choices they make as writers. Students will also study the ways in which the construction of a text seeks to influence an audience by analysing a variety of texts that attempt to position an audience in various ways. This part of the course will examine the use of language, structure and the presentation of argument in written, spoken and visual material in order to explore its persuasive effect. Students will study the conventions of oral communication and the role these elements play in the presentation of a viewpoint. EAL/D students will be required to complete a listening skills task which demonstrates their comprehension of a spoken text through short-answer responses and note-form summaries.

1. Reading and Creating (20%)
2. Analysing and presenting argument (20%)
3. Comprehension of a spoken text (10%)
4. Examination (50%)

Unit 2: Semester 2

In Unit 2 of the course, students will gain an understanding of ideas, issues and themes in texts through a comparative study. This area of the course is designed to show how the understanding of one work is broadened and deepened when considered in relation to another. A comparative analytical essay which illustrates an understanding of important similarities and differences in the ideas, themes and issues of the texts will be completed by students in this unit. Through this comparative analytical study, students will gain a greater understanding of the ways in which texts reflect and explore the world and the human experience. Students will also build on their study of persuasive language as they study a range of texts where the main purpose is to convince an audience to share a point of view. They will develop their knowledge of the way texts are created in order to put forward points of view on issues of contemporary social relevance. Students will be required to produce written responses which offer developed and appropriately supported arguments that include accurate referencing and acknowledgment of sources.

1. Reading and comparing texts (30%)
2. Analysing and presenting arguments (20%)
3. Examination (50%)

Unit 3: Semester 1

Continuing from Units 1 and 2, and determined by the key VCE outcomes, students focus their attention onto three areas of study: Reading and creating texts, Analysing argument and Listening to Texts. Through Reading and creating texts students identify, discuss and analyse how the features of selected texts create meaning and how they influence interpretation. Students present sustained creative responses to selected texts. In developing a creative response, they explore issues of purpose and audience and make key choices about structure, conventions and language. Through Analysing argument students analyse and compare the use of argument and language in texts that debate a topical issue. Considering information about the purpose, audience and context of a text, students explore the argument of a persuasive piece, and the way written, spoken and visual language is used. Students develop written and spoken critical analyses of the use of argument and language in written, spoken, and/or multimodal texts, including analysis of the quality of the reasoning presented and the use of features intended to position audiences. Students also listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts. Students demonstrate their understanding through a range of spoken, written and visual forms, including class discussion, note-taking, graphic organisers and responses to short-answer questions.

Unit 4: Semester 2

In this unit students compare the presentation of ideas, issues and themes in texts. Through Reading and comparing texts students explore the meaningful connections between two texts. They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. Students produce a written analysis comparing selected texts, discussing important similarities and differences and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives to reflect particular values. Through Presenting arguments students build their understanding of both the analysis and construction of texts that attempt to influence audiences. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts. Students develop, test and practise argument, critically analysing their own developing text.

1. Coursework – Unit 3 (25%)
2. Coursework – Unit 4 (25%)
3. Examination (50%)