[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-315900-105":59,"doc-detail-315900-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","vates-submission-to-the-vcaa-proposed-bridging-eal-study-design-2014","VATEs submission to the VCAA - proposed Bridging EAL Study Design 2014","","Formal summary and submission from the Victorian Association for the Teaching of English to the Victorian Curriculum and Assessment Authority regarding a proposed Bridging English as an Additional Language (EAL) Study Design. The document reports how the VATE Curriculum and Assessment committee discussed the draft in August 2014 and consulted members through an online survey, compiling eight responses. It analyzes feedback on the study’s glossary of key terms, the structure of Core Unit 1 and Elective Unit 2, differentiation of outcomes, workload, assessment guidance, vocabulary and language-in-use clarity, and the balance of written and oral skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vates-submission-to-the-vcaa-proposed-bridging-eal-study-design-2014/315900/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vates-submission-to-the-vcaa-proposed-bridging-eal-study-design-2014/315900.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the proposed Bridging EAL Study Design consulted with VATE members?","Question",{"text":112,"@type":113},"The VATE Curriculum and Assessment committee decided to consult VATE’s membership through an online survey, focusing on teachers’ concerns about using the Study Design to construct appropriate programs for their workplaces and student cohorts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What feedback did respondents provide about the glossary of key terms?",{"text":117,"@type":113},"Responders largely found the glossary useful, but noted it should more clearly explain whether it delineates knowledge for students to demonstrate, and that key terms for each area of study would be more helpful.",{"name":119,"@type":110,"acceptedAnswer":120},"How did respondents react to the structure of Units 1 and 2 (Core and Elective)?",{"text":121,"@type":113},"Most supported the structure, while a minority raised concerns that it differs from Units 3 and 4 and could cause confusion. 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The committee decided to consult VATE’s membership through an online survey, highlighting concerns the committee believed teachers may have in using this Study Design to construct appropriate programs in their work places and with their student cohorts. The survey resulted in eight formal responses that inform the following summary and submission.  \nSummary and submission to the Victorian Curriculum and Assessment Authority (VCAA) concerning the proposed Bridging English as an Additional Language Study Design  \nSubmitted by the Victorian Association for the Teaching of English  \nIn consulting its membership and preparing this submission VATE is conscious of the following terms of reference that the Study Development Panel was asked to address:  \n‘The VCE Bridging English as an Additional Language (EAL) Study Development Panel will develop a draft Unit 1 and 2 Study Design proposal in accordance with the VCAA Principles and Guidelines for the development and review of VCE studies. The proposal for this new study will be based on the demonstrated learning needs of senior secondary EAL students who have limited first-language and English literacy, whose needs are not being fully met within the existing VCE English/EAL Study Design. The role of the development panel is advisory and its proposed Study Design will be subject to endorsement by the Senior Secondary Curriculum and Assessment Committee (SSCAC) and approval by the Board of VCAA.  \nThe panel will develop the draft Study Design, ensuring the study is benchmarked against similar studies in leading global jurisdictions. The study will be comprised of Units 1 and 2 only.’  \nVATE members were asked about the extensive glossary of key terms that is attached to the Study Design. This was overwhelmingly seen as either useful or extremely useful by responders, however, it was noted that if the glossary is intended to delineate knowledge to be demonstrated by students, then that should be made more clear in the Study Design. The glossary should ensure that EAL students and teachers have a strong understanding of key terms and concepts across a school’s subject offerings. A suggestion was put forward that key terms for each area of study would be of greater use.  \nA question concerning the appropriateness of the Study Design’s structure (Core studies, Unit 1; Elective studies, Unit 2) resulted in support from most responders but a minority expressed some concerns. The observation was made that the structure is different to Units 3 and 4 and may cause some confusion. The core studies and units, it was noted, could be the same as the Units 3 and 4 core studies; however, the focus could be as outlined in the Bridging EAL draft. One responder asserted that Units 1 and 2 should mirror Units 3 and 4 as it exposes the those students undertaking Units 1 and 2 to an understanding of what will occur in the VCE. The responder added that she/he has Units 3 and 4 students who make connections between what they study in these units, which assists them with an understanding of what is required of them in Units 3 and 4.  \nSummary and submission to the Victorian Curriculum and Assessment Authority (VCAA) concerning the proposed Bridging English as an Additional Language Study Design  \nSubmitted by the Victorian Association for the Teaching of English  \nIn thinking ab","cbCaitjRixAfcfTI","https://ap.wps.com/l/cbCaitjRixAfcfTI","pdf",1365834,"English","# Consultation and purpose\n## Survey process and terms of reference\n# Key feedback themes\n## Glossary and terminology use\n## Structure and alignment of units\n## Content, outcomes, and differentiation\n## Workload and assessment support\n## Vocabulary building and language in use\n## Written and oral skill balance","[{\"question\":\"Why was the proposed Bridging EAL Study Design consulted with VATE members?\",\"answer\":\"The VATE Curriculum and Assessment committee decided to consult VATE’s membership through an online survey, focusing on teachers’ concerns about using the Study Design to construct appropriate programs for their workplaces and student cohorts.\"},{\"question\":\"What feedback did respondents provide about the glossary of key terms?\",\"answer\":\"Responders largely found the glossary useful, but noted it should more clearly explain whether it delineates knowledge for students to demonstrate, and that key terms for each area of study would be more helpful.\"},{\"question\":\"How did respondents react to the structure of Units 1 and 2 (Core and Elective)?\",\"answer\":\"Most supported the structure, while a minority raised concerns that it differs from Units 3 and 4 and could cause confusion. Some suggested mirroring Units 3 and 4 to help students connect learning across the VCE.\"}]","VATEs submission to the VCAA - proposed Bridging EAL Study Design 2014 | PDF",1789907829]