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Stage 1 | Subject outline | Version control

English as an Additional Language Stage 1
Subject outline

Version 4.0
For teaching in Australian and SACE International schools from January 2024 to December 2024.
For teaching in SACE International schools only from May/June 2023 to March 2024 and from May/June 2024 to March 2025.
Accredited in May 2015 for teaching at Stage 1 from 2016.

Stage 1 | Subject outline | Performance standards

Performance standards

Stage 1 performance standards for English as an Additional Language can be viewed below. You can also download in Word format [DOC 238KB].

To learn more about what performance standards are, how they are used, and other general information, see performance standards and grades. 

Teachers can use a SACE Board school assessment grade calculator to help them to assign the subject grade.

  Communication Comprehension Analysis Application
A

Consistently clear and coherent writing and speaking, using a diverse and sophisticated vocabulary.

Thorough and consistent demonstration of grammatical control and complexity.

 Insightful comprehension and interpretation of complex information, ideas, and opinions in texts.

Thorough and effective understanding of the purpose, structure, and language features of texts.		 Thorough analysis of personal, social, and cultural perspectives in texts.

Consistently clear analysis of ways in which texts are created for specific purposes and audiences.		 Consistent use of complex language features and conventions for different purposes and audiences.

Discerning selection and use of relevant evidence and examples from a range of sources to support a point of view.
B

Mostly clear and coherent writing and speaking, using a varied vocabulary.

Effective and usually accurate grammatical control and complexity.

Detailed comprehension and interpretation of some complex information, ideas, and opinions in texts.

Well‑considered understanding of the purpose, structure, and language features of texts.

Effective analysis of personal, social, and cultural perspectives in texts.

Well‑considered analysis of ways in which texts are created for specific purposes and audiences.

 Effective use of language features and conventions for different audiences and purposes.

Considered selection and use of evidence and examples from a range of sources to support a point of view.
C

Generally clear and coherent writing and speaking, with an appropriate vocabulary.

Appropriate grammatical control; some errors, but these do not impede meaning.

Appropriate comprehension and interpretation of information, ideas, and opinions in texts.

Appropriate understanding of the purpose, structure, and language features of some texts.

Some analysis of personal, social, and cultural perspectives in texts.

Analysis with some description of ways in which texts are created for purposes and audiences.

 Appropriate use of language features and conventions for different audiences and purposes.

Selection of evidence and examples from a range of sources to support a point of view.
D

Occasionally clear and coherent writing and speaking, with a restricted vocabulary.

Partial grammatical control; some errors impede meaning.

Comprehension of aspects of information, ideas, and/or opinions in texts.

Some recognition and awareness of the purpose, structure, and/or language features of texts.

Recognition of personal, social, and/or cultural perspectives in texts.

Identification of ways in which texts are created for specific purposes and/or audiences.

 Some use of language features and conventions.

Selection of some evidence and examples from a narrow range of sources.
E

Limited clarity and coherence in writing and speaking, with a limited vocabulary.

Limited grammatical control; errors impede meaning.

Limited comprehension of information or ideas in a text.

Limited recognition and awareness of the purpose, structure, and language features of a text.

Limited recognition of personal, social, and/or cultural perspectives in texts.

Identification of a purpose or audience for a text.

 Attempted use of language features and conventions.

Selection of some evidence from a source.