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It explains goals and delivery approaches, including unpacking knowledge and skills, addressing misconceptions, reviewing sample responses, and planning learning resources and later activities. The briefing outlines the written examination structure for EAL, including listening, reading and creating texts, and analysing argument with unseen texts and argument analysis using demonstrative language. It also covers note-taking guidance and text selection for EAL students, plus ideas for managing combined English/EAL classes.",{"@graph":69,"@context":123},[70,84,106],{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vce-eal-implementation-briefing-2016-units-3-and-4/315359/",{"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/vce-eal-implementation-briefing-2016-units-3-and-4/315359.png","ImageObject",300,407,{"name":92,"@type":93},"Theodore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main goal of the VCE EAL implementation briefing for 2016?","Question",{"text":113,"@type":114},"Develop a deeper understanding of the new or revised sections of the study design for Units 3 and 4. The briefing outlines how to achieve this through unpacking knowledge and skills, clarifying misconceptions, reviewing sample responses, and planning learning resources and later activities.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the written examination for EAL differ by section?",{"text":118,"@type":114},"The examination includes Section A (Listening to texts), Section B (Reading and creating texts), and Section C (Analysing argument). Each section is allocated marks and includes tasks based on unseen spoken/written/visual material and analysis of argument and language.",{"name":120,"@type":111,"acceptedAnswer":121},"How are combined English and EAL classes managed according to the briefing?",{"text":122,"@type":114},"Teaching in combined classes is based on common/joint activities, parallel activities tailored to English or EAL needs, and distinct activities with different learning focuses. The briefing also suggests online tools, group work and peer feedback, scaffolded resources, annotated sample responses, and possible team teaching for EAL learners.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},315359,1790432399,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},7971461740886,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","VCE EAL  \nImplementation briefing―2016  \nUnits 3 and 4  \nGoal  \nDevelop deeper understanding of the new or revised sections of the study design  \nWe will achieve this goal by:  \n• unpacking key knowledge and skills  \n• clarifying common misconceptions and answering common questions  \n• reviewing sample responses  \n• considering sample teaching and learning resources and activities  \n• providing activities to be completed later.  \nWritten examination  \nNotice to schools  \n\n| October/November (on a date to be published annually by the VCAA) | Written examination | Marks | Times |\n| --- | --- | --- | --- |\n|  | Section A—Listening to texts\u003Cbr>psrehension of unfamiliar spoken | 20 | Reading time: 15 minutes Writing time: 3 hours |\n|  | Section B—Reading and creating texts\u003Cbr>an atextsnaselylcactelespofromshee toEongnliesf tEwAoL Text List | 40 |  |\n|  | Section C—Analysing argument\u003Cbr>Part 1\u003Cbr>demonstration of understanding of an unseen text/s including written and visual material.\u003Cbr>Part 2\u003Cbr>analysis of argument and the use of eexrtusasive language in the unseen | 40 |  |\n|  | Total examination score | 100 |  |\n\nWhat about note-taking?  \n• As a broad skill, note-taking is useful for EAL learners across a range of contexts.  \n• It is one of the ways that students can demonstrate they have understood the spoken material in the listening task and material in the analysing argument task.  \n• Note-form summaries as per current Section C will not be used for the listening task or analysing argument.  \nBoth  \nand  \neach  \n\n|  |  | UNIT 1 | UNIT 2 |\n| --- | --- | --- | --- |\n| Area of study 1 |  | Reading and creating texts | Reading and comparing texts |\n| Summary |  | • Similar to current Reading and responding | • Expansion of text study to include a |\n| students |  | area of study | comparison of the presentation of ideas, |\n| one text |  | • Refinements across area of study | issues and themes in texts |\n| students use |  | description, outcome and key knowledge and skills |  |\n| same text for |  | |  |\n| and |  • Assessment includes a creative response to  |  |  |\n| responses a text  |  |  |  |\n| Area of study 2 |  | Analysing and presenting argument\u003Cbr>| Analysing and presenting argument |\n| Summary\u003Cbr>analysing presenting in unit |  | • Builds on existing study by including a more balanced approach to the analysis and presentation of argument and language | • Builds on existing study by including a more balanced approach to the analysis and presentation of argument and language |\n\nArea of study 1  \nArea of study 2 Summary  \nArea of study 3  \nSummary  \nEAL students study two texts. For outcome, analytical response to one and creative to the other. For SAC respond either creatively or analytically to one.  \noral form  \nUNIT 3  \nReading and creating texts  \n• Similar to current Reading and responding area of study  \n• Refinements across area of study description, outcome and key knowledge and skills  \n• Compulsory creative response to a different text accompanied by written explanation to meet the outcome; option for creative response not included in examination  \n• Option to complete the creative response in  \nAnalysing argument  \nUNIT 4  \nReading and comparing texts  \n• Expansion of text study to include a comparison of the presentation of ideas, issues and themes in texts  \nPresenting argument  \n• Builds on existing study by including a more balanced approach to the analysis of argument and language  \n• Builds on existing study by including a more balanced approach to the presentation of argument and language  \n• Compulsory oral presentation of point of view accompanied by statement of intention; as per current study, presentation of point of view not  \nincluded in examination  \nListening to texts – EAL students only  \n• New area of study to emphasise listening skills for EAL students  \n• Listening task will be included in examination for EAL students only  \nText selection—Units 3 and 4  \nEnglish students study four prescribed","cbCail27GYqMm2Lb","https://ap.wps.com/l/cbCail27GYqMm2Lb","pdf",2345506,36,"English","# Goal\n# Written examination\n## Notice to schools\n## What about note-taking?\n# Units structure (Unit 1–4)\n## Area of study and assessment summaries\n## Listening to texts – EAL students only\n# Text selection—Units 3 and 4\n## Prescribed texts for English students\n## Prescribed texts for EAL students\n## Combined classes and activity guidance","[{\"question\":\"What is the main goal of the VCE EAL implementation briefing for 2016?\",\"answer\":\"Develop a deeper understanding of the new or revised sections of the study design for Units 3 and 4. The briefing outlines how to achieve this through unpacking knowledge and skills, clarifying misconceptions, reviewing sample responses, and planning learning resources and later activities.\"},{\"question\":\"How does the written examination for EAL differ by section?\",\"answer\":\"The examination includes Section A (Listening to texts), Section B (Reading and creating texts), and Section C (Analysing argument). Each section is allocated marks and includes tasks based on unseen spoken/written/visual material and analysis of argument and language.\"},{\"question\":\"How are combined English and EAL classes managed according to the briefing?\",\"answer\":\"Teaching in combined classes is based on common/joint activities, parallel activities tailored to English or EAL needs, and distinct activities with different learning focuses. The briefing also suggests online tools, group work and peer feedback, scaffolded resources, annotated sample responses, and possible team teaching for EAL learners.\"}]","VCE EAL Implementation Briefing - 2016 - Units 3 and 4 | PDF",1789904585,91]