VATE submission to the Victorian Curriculum and Assessment Authority (VCAA) re: the proposed English and EAL study design

Sep 20, 2026

Uploaded by Xiajie

VATE’s submission to the Victorian Curriculum and Assessment Authority (VCAA) addresses the proposed English and EAL study design, based on an online survey sent to approximately 7,500 members. The submission reports 33 responses across regions and sectors, notes the unexpectedly low response rate amid 2020–2021 COVID-19 impacts, and highlights themes about critical and creative thinking, analyzing diverse texts, communication skills, and informed civic participation in a democratic society. It also outlines perspectives on analytical writing and equitable access.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

About the VATE submission

Survey themes and response overview

Reflections on low response rate

The study of English

Critical and creative thinking in a democratic society

Essential analytical and communication skills

The Victorian Association for the Teaching of English (VATE) submission to the Victorian Curriculum and Assessment Authority (VCAA) re: the proposed English and EAL study design. Authored by: VATE Curriculum Committee Correspondence about this submission should be sent to: Kate Gillespie Executive Education Officer VATE Suite 1/134–136 Cambridge Street Collingwood Vic 3066 Email: [eeo@vate.org.au](eeo@vate.org.au) [Tel:](Tel:) (03) 9411 8500 Victorian Association for the Teaching of English 1 1/134–136 Cambridge Street, Collingwood, 3066 e: [admin@vate.org. au](admin@vate.org. au) p: 9411 8500 w: www.vate.org.au ABN 22 667 468 657 Inc. No. A0013525E About the VATE submission VATE sent its online survey to its approximately 7500 members and asked a range of questions grouped under the following themes: The study of English; Areas of study; The exam. We received 33 responses. Below is the breakdown of sectors and regions: Catholic Government Independent Retired Total Region South-east South-west North-east North-west Retired International Total Number 1 20 10 2 33 12 1 4 13 2 1 33 3% 61% 30% 6% 100% Percentage 36% 3% 12% 39% 6% 3% 100% NB: 7 of the responses were submitted by one school (Government, North-west) . We reflected on the lower than expected number of responses and believe that the impact of 2020 and the ongoing challenges of COVID-19, compounded by the most recent lockdown in Victoria, meant that teachers did not have adequate space or time to read the proposed design and reflect on the changes. However, the responses that inform this submission were lengthy and fully engaged with the proposed study design and the questions posed. We look forward to continuing to work with the VCAA to support the English teaching community across the state with the implementation of the finalised study design. Victorian Association for the Teaching of English 2 1/134–136 Cambridge Street, Collingwood, 3066 e: [admin@vate.org. au](admin@vate.org. au) p: 9411 8500 w: www.vate.org.au ABN 22 667 468 657 Inc. No. A0013525E The study of English We started the survey with a focus on subject English and the role of senior English in the 21st century and how it equips students to become responsible and responsive citizens in a democratic society. The predominant thread in the responses was that students need to be able to think critically and creatively in order to be active participants in a democratic society. The following specific comments were made: • The key role is to provide opportunities for our learners to build their critical and creative thinking and means to create, interpret and communicate meanings through various modes – speaking, listening, reading/viewing and writing. • The capacity to interact analytically and creatively with a wide range of texts. The capacity to unpack language in a range of text types and contexts. • Awareness of diversity, current issues and the skills to engage in a quickly changing society. Students need critical thinking skills – that is, to decipher between real and fake news – and also to be able to recognise ingrained structures in society such as patriarchy. • To equip them with the critical thinking, writing, and speaking skills to enable them to challenge ideas, assess, critique, and advocate passionately. • English education in the 21st century needs to equip students to be critical and involved members of society. That means they need to be able to read and understand information from a range of sources and be able to read critically, understanding nuance as well as the material's bias and the writer/speaker's agenda. • English should be developing a student's capacity to become critical and creative thinkers through their examination of text which springboards discussions around the big questions in life. The ability to analyse was viewed by many as an essential

FAQs

What process did VATE use to inform this submission to the VCAA?

VATE sent an online survey to approximately 7,500 members and collected 33 responses. The survey grouped questions under themes covering the study of English, areas of study, and the exam.

Why did VATE mention an unexpectedly low number of survey responses?

VATE attributed the lower-than-expected responses to the impact of 2020, ongoing COVID-19 challenges, and a recent Victoria lockdown that reduced teachers’ time to read and reflect on the proposed design.

What did respondents emphasise as essential for senior English?

Respondents emphasised critical and creative thinking, the ability to analyse diverse texts and language, and effective communication for different purposes and audiences, supporting informed civic participation in a democratic society.

Sep 20, 2026

Uploaded by Xiajie