ENGLISH (EAL/D) ENGLISH AS AN ADDITIONAL LANGUAGE/DIALECT

A student may be eligible for EAL status if they meet two criteria.

For Criterion 1, the student must fit one of the following:

   • on the first day of the academic year, the student must not have been a resident in Australia or New Zealand or other predominantly English-speaking country for  more than seven years. The period of seven years is to be calculated cumulatively over the student’s whole life. The calculation of time spent in Australia is made from the date of last arrival plus any previous periods of time spent in Australia or any predominantly English-speaking country. This calculation of time should not include time spent out of Australia during school vacations.
    • the student is an Aboriginal or Torres Strait Islander person whose first language is not English.


For Criterion 2, the student must fit the following:

    • 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. Schools must sight the student’s overseas school reports to confirm that the language of instruction was no English during this period.

Unit 1: Semester 1

In Unit 1, students explore how writers use structures, conventions and language to represent characters, settings, events and explore themes, through a close study of two literary texts. Students develop analytical responses to these texts dealing with the ways in which the writers convey meaning and various points of view on key issues. They also develop creative responses to these texts, making informed choices about structure, conventions and language to develop voice and style. In both forms of writing, students practise skills of planning, drafting, editing and refining for accuracy and effect. In this Unit, students also focus on the analysis and construction of written, visual and spoken texts that attempt to influence an audience. They consider the contention of these texts, the intended audiences, and how composers craft these texts to support and extend the impact of their argument. In creating their own spoken arguments, students also consider the persuasive impact of tone, diction and audience engagement in the presentation of a viewpoint.

ASSESSMENT

1. Responding analytically to a literary text (30%)
2. Responding creatively to a literary text (20%)
3. Analysing argument (30%)
4. Comprehending a spoken text (20%)

Unit 2: Semester 2

In Unit 2, students explore how comparing literary texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text. Students explore how features of texts, including structures, conventions and language convey ideas, issues and themes that reflect and explore the world and human experiences, including historical and social contexts. Students produce a written comparison of the selected texts, discussing important similarities and differences, and exploring how the texts deal with similar or related ideas, issues or themes from different perspectives. In this Unit, students also build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience. Students consider a range of media texts (at least in spoken form) where the primary purpose is to convince an audience to share a point of view. They develop an understanding of how texts are constructed for specific persuasive effects by identifying and discussing the impact of argument and persuasive language used to influence an audience. Students practise developing and presenting reasoned points of view in writing on issues of contemporary social relevance. Throughout the course, students practise their listening and speaking skills through discussion, developing their ideas and thinking in relation to the texts studied.

ASSESSMENT
1. Comparing literary texts (60%)
2. Analysing and constructing arguments (40%)

Unit 3: Semester 1

In Unit 3, students identify, discuss and analyse how the features of two literary texts (selected from the VCAA Text List) create meaning and influence interpretation. Students present a sustained creative response to one literary text, demonstrating their understanding of the world of the text and how the author constructs meaning. Students also prepare a sustained analytical response to another literary text, developing and justifying their own detailed interpretation of the text, discussing how features of the text create meaning, and using textual evidence to support their response. In both forms of writing, students produce and share drafts, practising the skills of revision, editing and refining for accuracy and effect. In this Unit, students also analyse and compare the use of argument and language in written and spoken texts that debate a topical issue. Students read, view and listen to media texts in a variety of forms and develop their understanding of the way in which language and argument complement one another in positioning the intended audience.

ASSESSMENT

Unit 3 School-assessed Coursework
1. Responding analytically and creatively (40%)
2. Analysing and comparing argument (40%)
3. Comprehending a spoken text (20%)

School-assessed Coursework for Unit 4 contributes 25% to the study score.

Unit 4: Semester 2

In Unit 4, students explore meaningful connections between one literary text studied in Semester 1 and another literary text (selected from the VCAA Text List). They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences. 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. They use discussion, planning and drafting to test and clarify their ideas about the selected texts, and edit for clear and coherent expression of them. In this Unit, students also use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1 September of the previous year. Students use their understanding of argument and persuasive language as the basis for the development of an oral presentation of their points of view. In doing so, they consider how oral conventions may be used to influence the audience and refine these through rehearsal.

ASSESSMENT
Unit 4 School-assessed Coursework
1. Comparing literary texts (60%)
2. Constructing and presenting argument (40%)

School-assessed Coursework for Unit 4 contributes 25% to the study score.

EXTERNAL ASSESSMENT
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50% to the study score.