Students for whom EAL/D Illustrations of practice

Analysing language in narrative texts


A teacher of a class of 20 students, of whom 7 are learning English as an Additional Language/Dialect (EAL/D), selects age-appropriate content from the Year 3 English learning area in the Australian Curriculum. The lesson is part of a unit of work that analyses narrative texts and integrates content from the Language, Literature and Literacy strands. The focus of the lesson is identifying the vocabulary choices made by authors and the use of this vocabulary to recount events from a character’s perspective. For the EAL/D students, the lesson includes the consolidation of alphabetic and phonic knowledge, pronunciation, vocabulary, grammar, text structure and punctuation. The teacher employs a range of supportive teaching strategies to personalise learning. These strategies support and extend students’ written and oral language proficiencies. These include: pair/group(s) discussion, explicit whole-class instruction, individual teacher/student conferencing and peer text construction. In planning and implementing the unit, the teacher draws on various components of ACARA's EAL/D Teacher Resource including the EAL/D learning progression to monitor the students’ language proficiency and the English EAL/D annotated content descriptions. The annotated content descriptions provide relevant teaching strategies and cultural or linguistic considerations implicit in the curriculum content descriptions.

Learning area


Year level

Year 3

Content description

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations(ACELY1676)

General capability

Critical and creative thinking / Generating ideas, possibilities and actions / Imagine possibilities and connect ideas

General capability

Intercultural understanding / Interacting and empathising with others / Empathise with others

EAL/D learning progression

Speaking, Listening, Reading, Writing

EAL/D learning phase

3, 4, 5, 6

Teacher intention

To develop students' Standard Australian English (SAE) language proficiency as they learn how to use vocabulary to construct a literary narrative.

Personalised learning

Plan from age-equivalent learning area content:
The teacher plans from Year 3 English content to develop a teaching and learning program to explore descriptive language and develop students’ language proficiency to create narrative texts.

Align individual learning goals with age-equivalent content to personalise the learning:
Teacher draws of material in the EAL/D Teacher Resource to personalise the learning of her students.
She uses the EAL/D Learning Progression to identify and monitor the students’ language proficiency in Speaking, Listening, Reading and Writing. 
She uses the English EAL/D Annotated content descriptions: English to obtain information about linguistic or cultural considerations implicit in the curriculum content descriptions. She also draws on suggested teaching strategies in this publication. 


1. How do you use the Australian Curriculum to design activities that are relevant to the diverse learning needs of your students?

2. What strategies do, or could you use to personalise a teaching and learning program developed from age-equivalent content?

3. How might you use the EAL/D Teacher Resource to support your teaching of the Australian curriculum content?

Standard 1

Know students and how they learn

Focus area 1.1

Physical, social and intellectual development and characteristics of students

Focus area 1.3

Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Standard 2

Know the content and how to teach it

Focus area 2.3

Curriculum, assessment and reporting

Highgate Primary School
Perth WA Australia

School type


School sector


School location


School description

Highgate Primary is an independent public school in Western Australia offering classes from the Foundation year to year 7. The school has a large population of students for whom English is an additional language or dialect.


These illustrations of personalised learning are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, you may view, download, display, reproduce, and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or for the non-commercial educational purposes of your organisation, provided that you retain this copyright notice. This means you cannot edit, modify or adapt any of these materials and you cannot sub-license any of these materials to others. Apart from any uses permitted under the Copyright Act 1968 (Cth), and those explicitly granted above, all other rights are reserved by ACARA.