5 to 20 weeks per course (2 levels available)
20 hours of face-to-face classroom teaching per week, plus 5 hours of supervised study in the Independent Learning Centre (ILC).
Monday to Friday
8.20am to 2.10pm
Suitable for students aged 11 to 18 years
Minimum English Level: Pre-Intermediate
CRICOS Course Code: English for High School 1: 093348B, English for High School 2: 093349A
English for High School (EfHS) is Hawthorn-Melbourne’s English course for young international students (11 to 18 years) who plan to study at an Australian high school. In this course, your child will develop academic English language skills to help them transition into Australian high school.
In EfHS, your child will learn in a classroom environment that resembles an Australian high school classroom as much as possible. Our experienced and qualified teachers understand the Australian education system and the needs of international students who are beginning an overseas education.
Your child’s teachers will encourage them to express their ideas, work cooperatively and develop individual research and study skills. Your child will enter the Australian high school environment confident in their English ability, knowledge and potential to succeed.
English for High School is offered at two levels:
In EfHS, your child will:
EfHS will prepare your child for study in an Australian high school. In this course, they will develop individual and group research and study skills. They will also develop the English language skills they need to successfully integrate into an Australian high school environment.
English for High School 1
| Skill | Pre-Intermediate | Intermediate |
|---|---|---|
| Reading | Be able to understand the main idea and some detail in texts written in simple language about familiar topics. | Be able to understand the main idea and specific information in familiar and some unfamiliar texts. |
| Speaking | Be able to use simple sentences to talk about familiar topics. Give a short, rehearsed presentation. | Be able to self-correct and use simple and some complex sentences to talk about familiar topics. Give a short unrehearsed or longer rehearsed presentation. |
| Listening | Be able to understand the main ideas and detail in basic spoken discourse. | Be able to understand the main idea and some detail in familiar and some unfamiliar spoken discourse. |
| Writing | Be able to produce simple sentences to write about everyday topics. | Be able to organise a paragraph with some control of topic and supporting sentences. |
English for High School 2
| Skill | Upper Intermediate | Advanced |
|---|---|---|
| Reading | Identify the main ideas and the majority of details in a range of familiar and unfamiliar topics. | Be able to use a wide range of reading skills to have a greater understanding of a variety of written texts. |
| Speaking | Be able to speak with less hesitation and repetition and produce a wide range of vocabulary to talk about familiar and unfamiliar topics. Give a detailed presentation using topic-specific language. | Be able to speak with minimal hesitation, repetition and self-correction and accurately produce a wide range of vocabulary to talk about less familiar topics. Give a longer presentation on a wide range of topics using topic-specific language and without detailed notes. |
| Listening | Be able to identify the main ideas and most information in a range of discourse which is spoken naturally | Identify the main ideas and the majority of details in a wide range of authentic spoken texts. |
| Writing | Be able to organise information logically with appropriate paragraphing, clear topic sentences which are mostly supported. Be able to use a range of complex structures. | Be able to organise information logically with main ideas fully supported and appropriate paragraphing in a range of text types. Be able to use a wide range of structures with the majority of sentences error-free |
Morning
Listening
take notes from a recorded text
Speaking and note-taking
discuss the similarities and differences between the Victorian education system and the education system in other countries
English for Science
Chemistry
Afternoon
Writing
using a Venn diagram, describe similarities and differences of the Victorian education system and education system in other countries
Independent study in the Independent Learning Centre (ILC)
Morning
Reading and speaking
Read about the structure and philosophy of two schools and take notes; discuss the differences between the schools in pairs
Grammar
Giving advice
Listening
Listen to Joan giving advice on study skills; discuss good study habits
Afternoon
English for Maths
Probability: draw tree diagrams from given information, find the probability
Independent study in the Independent Learning Centre (ILC)
Morning
Reading and speaking
Discuss arguments for and against an issue in the news
Listening
Listen to a speaker’s opinion about the issue
Speaking and listening
Identify main points from a spoken text, fill in the blanks of a summary
Afternoon
Literature writing
Summarise chapters 1 and 2 of Animal Farm
Independent study in the Independent Learning Centre (ILC)
Morning
Speaking and listening
In groups give your opinion on the issue discussed yesterday
Grammar
Complex sentences and adverbial clauses
Writing
Organise paragraphs of a model essay, fill in the blanks with appropriate conjunctions
Afternoon
Reading and note-taking
Research a given issue in the computer room, take notes
Independent study in the Independent Learning Centre (ILC)
Morning
Listening
Listen to people give their opinions on various issues
Speaking
Prepare mini debates on given issues
Australian Studies
Read about early settlement in Australia and create a timeline
Afternoon
Sport
Organised badminton and basketball games
Independent study in the Independent Learning Centre (ILC)
Each level has assessment tasks that will track your child’s progress. There are mid course tests and end of course tests, as well as other assessments throughout the course.
At the start of the course, our teachers will explain the assessment tasks that need to be completed. Assessment tasks will cover the four skills of listening, reading, writing and speaking.
Progress reports are issued at the end of each 5 weeks block of study.
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