VCE English & EAL Study Design Adjustments
Discover the adjustments made to the VCE English and EAL Study Design for Unit 3 and Unit 4 assessments, including reductions in mandated tasks and changes to assessment criteria.
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Presentation Transcript
VCE English and EAL Study Design adjustments
Reflections on a year of implementation The first year of implementing Unit 3 and 4 of the revised VCE English and EAL Study Design has demonstrated that there is a significant range of experiences in implementing this study design in Year 12 classrooms curriculum and implementation have important connections and, in some senses, are dynamic it has been vital to respond to the lived experiences of many English teachers and to adjust the Study Design to address workload to create flexibility where necessary.
Feedback and consultation The VCAA received feedback from many stakeholders including individual teachers school leaders the Victorian Association for the Teaching of English (VATE) education unions In addition, we collated and analysed data from the 2024 VCE English and EAL audits Based on the feedback, data and further consultation with key stakeholders, mandated assessment in Unit 3, Outcome 2 and Unit 4, Outcome 2 has been adjusted for 2025 and beyond
Adjustments to assessment (English) Unit 3, Outcome 2 The mandated tasks have been reduced from three to two Task 1 Written text constructed in consideration of audience, purpose and context 40 marks Suggested length is 700 to 900 words Task 2 Commentary reflecting on writing processes in relation to the written text 20 marks Suggested length is 400-450 words
Adjustments to assessment (EAL) Unit 3, Outcome 2 The mandated tasks have been reduced from three to two Task 1 Written text constructed in consideration of audience, purpose and context 40 marks Suggested length is 700 to 900 words Task 2 Set of annotations reflecting on writing processes in relation to the written text 10 marks Suggested length is 250 words
Adjustments to assessment (all students) Unit 4, Outcome 2 The mandated text set for students to analyse is reduced from two texts to one text The mandated assessment is An analytical response to argument and language in one persuasive written text, which must include a different mode (visual, audio or audio visual) The suggest length of the text set for analysis is 800 words The outcome statement has been reworded On completion of this unit the student should be able to analyse the use of argument and language in persuasive texts, including written text (print or digital) and text in another mode (visual, audio and/or audio visual); and present a point of view text.
For noting Schools for whom the assessing of two written texts in Unit 3, Outcome 2 was effective and comfortable, and who would like to continue this model, can split Task 1 between two written texts The Study Design provides advice on this which reads Written text can refer to two shorter texts (400 to 450 words for each text). Teachers can choose to assess students on two shorter texts and to split the weighting of the task (20 marks for each shorter text). Teachers and schools can determine the best assessment model for their cohort and context
Considerations The commentary is maintained to recognise the importance of metacognition in writing (process and product) The adjustment continues to provides two distinct tasks for ranking purposes The study design provides for important interconnections so students can consider effective and cohesive writing when developing their POV oral in Unit 4, Outcome 2 Schools that incorporated audio or audio visual can continue to do so The adjustment continues to encourage the transfer of the skills of analysis from language to another mode acknowledging our students are less like to consume their media through traditional print
What stays the same While there have been adjustments, what doesn t change is the rich connection between key knowledge and key skills Importantly key knowledge and skills stay the same: Teaching and learning and the planning completed in 2024 remains crucial to teaching and learning in 2025 and beyond. Assessment criteria remain the same (though the performance descriptors will be updated to the adjusted weighting and language). With the exception of Unit 4, Outcome 2, Outcome statements remain the same.
Further support In response to the experiences of teachers over 2024, we will provide ongoing professional learning and support to successfully implement the study design Specifically, we will provide support for Benchmarking assessment tasks Moderation of assessment tasks The role of feedback in internal assessment tasks Assessment tasks, including examples of assessment tasks Ongoing professional learning will begin as soon as possible and continue through the life of the study design
Thank you Thank you so much for all the work you have done and will do for the students of Victoria
Contacts Annelise Balsamo Curriculum Manager: English Annelise.Balsamo@education.vic.gov.au 0429 924 972
