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Curriculum priorities and the stages of schooling

Learners of English as a Second Language

Many students in Victorian schools learn English as a second language (ESL). They are of all ages and at all stages of learning English, and have varying educational backgrounds in their first languages. While the broad objectives of English programs will ultimately be the same for all students, those learning English as a second language need time, support and exposure to English before being expected to reach the learning outcomes described in the English framework, and will come to this achievement via a range of pathways. Teachers need to devise appropriate teaching and assessment practices for these students. The ESL Companion to the English CSF is designed to assist teachers to cater for ESL students by providing a curriculum focus and set of learning outcomes suited to the needs of learners at different stages of English acquisition, and by mapping a learning pathway for each of these stages.

In the KLAs other than English, ESL learners usually need to express their understanding using English. It is therefore important that assessments of progress in these KLAs are made in the context of the learner's development as a learner of English. The ESL Companion can assist in assessing such development.