Holy Family is a culturally diverse school and consequently the first language of many of our students is a language or dialect other than English. Our Literacy Program therefore follows both the Victorian Curriculum and the English as an Additional Language Continuum to ensure that the specific learning needs of all students are met.

EAL (English as an additional language) students progress through a developmental continuum and require specific support to develop and foster the English language skills necessary for successful communication and active participation.

EAL students at Holy Family School may include those:
  • where the primary language spoken at home is not English
  • beginning school in Australia at any year level
  • born overseas or in Australia
  • beginning school with little, some or no exposure to English
  • with schooling equivalent to that received by their chronological peers
  • with little or no previous formal schooling in any country, or with severely interrupted education in their first language


Catering for the language and literacy development of EAL learners is a long-term, shared school community commitment. “The most effective EAL provision involves a whole-school approach” (EAL Handbook, Dept Education and Training Victoria). This means that EAL learners and their families are acknowledged, consulted, included, and active participants in the school community. For more information refer to the English as an additional language policy.

Learning is accessed through English, and achievement is demonstrated through English. Each area of the curriculum has language structures and vocabulary particular to its learning domain, and these are best taught in the context in which they are used. All teachers are responsible for teaching the language and literacy demands of their curriculum areas.

Teachers at Holy Family School are aware of the learning needs of the EAL cohort and will consider the following when planning and teaching:

  • the provision of targeted EAL programs for students with the greatest learning needs
  • classroom practices that reflect strong EAL pedagogy evaluating and reporting against the EAL standards in the EAL Companion to the Victorian Curriculum (the Companion).


Victorian English Curriculum
The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs integrate all three strands and focus on developing students’ knowledge in, Reading and Viewing, Writing and Speaking and Listening.

EAL Developmental Continuum
The EAL Developmental Continuum is divided into four aspects: Texts and Responses to Texts, Cultural Conventions of Language use Linguistic Structures and Features and Maintaining and Negotiating Communication. Each aspect outlines the Standard and Progression Profile as well as Indicators of Progress

Lower primary (Prep - 2) EAL learners are assessed against the A1 and A2 stages of the EAL Developmental Continuum. Middle and upper primary (grades 3-6) EAL learners are assessed against the BL, B1, B2 and B3 stages of the EAL Developmental Continuum.

Before placing students on the EAL Continuum, parents must first be contacted to discuss and give permission for this.