Communicating and reflecting These text structures require Explicitly model the text structure particular elements that may not and language features required for Present findings, conclusions and/or be familiar to EAL/D students. In the composition of these texts. arguments, appropriate to audience and addition, past tenses and the purpose, in a range of communication Other areas of language to support passive voice may be required. forms (e.g. written, oral, visual, digital, are students’ intonation (rise and tabular, graphic, maps) and using Oral presentations may also be fall of speech) and stress of specific terminology and concepts particularly daunting for an EAL/D particular words when they are L, ICT, CCT, PSC student. The student may be speaking, so that they are more Develop a variety of texts, including particularly conscious of easily recognisable to the audience. narratives, descriptions, biographies and accent, and other students may For example, the word is ‘syllable’ persuasive texts, based on information find this a source of amusement, stressed on the first syllable collected from source materials thus exacerbating the self- (syllable). An EAL/D student may L, CCT, PSC consciousness of the student. This just as easily say or ‘syllable’ Reflect on learning, identify new is an area that requires particular thus making the word ‘syllable’, understandings and act on findings in sensitivity in many cases. more difficult to comprehend. different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) L, CCT, PSC
Communicating and reflecting Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using terminology and concepts L, ICT, CCT, PSC Develop a variety of texts, including narratives, descriptions, biographies and persuasive texts, based on information collected from source materials L, CCT, PSC Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) L, CCT, PSC These text structures require particular elements that may not be familiar to EAL/D students. In addition, past tenses and the passive voice may be required. Oral presentations may also be particularly daunting for an EAL/D student. The student may be particularly conscious of accent, and other students may find this a source of amusement, thus exacerbating the self- consciousness of the student. This is an area that requires particular sensitivity in many cases. Explicitly model the text structure and language features required for the composition of these texts. Other areas of language to support are students’ intonation (rise and fall of speech) and stress of particular words when they are speaking, so that they are more easily recognisable to the audience. For example, the word ‘syllable’ is stressed on the first syllable (syllable). An EAL/D student may just as easily say ‘syllable’ or ‘syllable’, thus making the word more difficult to comprehend. specific
EALD-HASS-Pre-primary-to-Year-10.DOCX