Annotated Content Descriptions | Science Pre-primary LANGUAGE/CULTURAL CONTENT DESCRIPTIONS TEACHING STRATEGIES CONSIDERATIONS EAL/D students have culturally Find out what EAL/D students know Science understanding specific experiences and knowledge, and invite them to share their Living things have basic needs, with alternative perspectives on knowledge, experiences and cultural including food and water (ACSSU002) issues and phenomena. artefacts, to build an inclusive space in the classroom. For example, EAL/D students may have different understandings of fruits, ‘everyday’ such as tropical fruits as opposed to apples and oranges. Ask students to demonstrate elements of their cultural knowledge about the range of living things experienced and specialised knowledge about them. Science understanding Subject-specific vocabulary is subject-specific vocabulary challenging because EAL/D students, explicitly and in context. Objects are made of materials that especially those at the Beginning or have observable properties Use real objects and illustrated Emerging phases of learning English, (ACSSU003) semantic webs/word to link new will have had limited exposure to vocabulary to known words. these words. Use illustrated glossaries and word so that vocabulary can be revisited. Science understanding EAL/D students have culturally Enable EAL/D students to share their specific experiences and knowledge knowledge and experiences. and seasonal changes in our that may give them alternative environment, including the weather, Create an inclusive space in the perspectives on issues and affect everyday life (ACSSU004) classroom for all students to phenomena. demonstrate elements of their Recognise that the concept of cultural knowledge of environmental seasons based on day length and changes and specialised knowledge temperature may be beyond the about them. experience of some EAL/D students from tropical environments.
Annotated Content Descriptions | Science Pre-primary CONTENT DESCRIPTIONS LANGUAGE/CULTURAL CONSIDERATIONS TEACHING STRATEGIES Science understanding Living things have basic needs, including food and water (ACSSU002) EAL/D students have culturally specific experiences and knowledge, with alternative perspectives on issues and phenomena. Find out what EAL/D students know and invite them to share their knowledge, experiences and cultural artefacts, to build an inclusive space in the classroom. For example, EAL/D students may have different understandings of ‘everyday’ fruits, such as tropical fruits as opposed to apples and oranges. Ask students to demonstrate elements of their cultural knowledge about the range of living things experienced and specialised knowledge about them. Science understanding Objects are made of materials that have observable properties (ACSSU003) Subject-specific vocabulary is challenging because EAL/D students, especially those at the Beginning or Emerging phases of learning English, will have had limited exposure to these words. subject-specific vocabulary explicitly and in context. Use real objects and illustrated semantic webs/word to link new vocabulary to known words. Use illustrated glossaries and word so that vocabulary can be revisited. Science understanding and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004) EAL/D students have culturally specific experiences and knowledge that may give them alternative perspectives on issues and phenomena. Recognise that the concept of seasons based on day length and temperature may be beyond the experience of some EAL/D students from tropical environments. Enable EAL/D students to share their knowledge and experiences. Create an inclusive space in the classroom for all students to demonstrate elements of their cultural knowledge of environmental changes and specialised knowledge about them.
EALD-Science-Pre-primary-to-Year-10.DOCX