Different perspectives Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives and what it means to be Australian (ACHCK066) L, CCT, PSC, EU, IU Economics and Business EAL/D students may not bring Find out what EAL/D students already Participation and influences in the background knowledge of the know and do not assume background marketplace functioning of the marketplace to the knowledge when discussing these classroom. These abstract concepts topics. Provide scaffolds for the The way markets operate in Australia and associated subject-specific introduction of abstract concepts for and how the interaction between vocabulary can be daunting for some EAL/D students (for example, graphic buyers and sellers influences prices EAL/D students. organisers, flow charts, diagrams and and how markets enable the pictures). allocation of resources (how businesses answer the questions of what to produce, how to produce and for whom to produce) (ACHEK027) L, CCT, EU How the government is involved in the market, such as providing some types of goods and services that are not being provided for sufficiently by the market (e.g. healthcare) (ACHEK027) L, CCT, EU The rights and responsibilities of consumers and businesses in Australia (ACHEK029) L, CCT, PSC, EU Types of businesses (e.g. sole trader, partnership, corporation, cooperative, franchise) and the ways that businesses respond to opportunities in Australia (ACHEK030) L, CCT, EU Influences on the ways people work Many ways of understanding the this concept in the context of (e.g. technological change, around us that are taken for granted urban Australian influences and outsourced labour in the global in Australian classrooms, and that are accept that influences on the ways economy, communication assumed knowledge in the people work are different in every changes and factors that might affect curriculum, are not universal household and every country. work in the future) (ACHEK031) understandings. Learning about the different L, CCT, PSC experiences of the EAL/D students in For example, technologies have had the classroom will help to close lesser impacts on the lives of people knowledge gaps for the entire class. in other countries or in remote regions of Australia than those in urban communities in Australia.
Different perspectives Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives and what it means to be Australian (ACHCK066) L, CCT, PSC, EU, IU Economics and Business Participation and influences in the marketplace The way markets operate in Australia and how the interaction between buyers and sellers influences prices and how markets enable the allocation of resources (how businesses answer the questions of what to produce, how to produce and for whom to produce) (ACHEK027) L, CCT, EU How the government is involved in the market, such as providing some types of goods and services that are not being provided for sufficiently by the market (e.g. healthcare) (ACHEK027) L, CCT, EU The rights and responsibilities of consumers and businesses in Australia (ACHEK029) L, CCT, PSC, EU Types of businesses (e.g. sole trader, partnership, corporation, cooperative, franchise) and the ways that businesses respond to opportunities in Australia (ACHEK030) L, CCT, EU EAL/D students may not bring background knowledge of the functioning of the marketplace to the classroom. These abstract concepts and associated subject-specific vocabulary can be daunting for some EAL/D students. Find out what EAL/D students already know and do not assume background knowledge when discussing these topics. Provide scaffolds for the introduction of abstract concepts for EAL/D students (for example, graphic organisers, flow charts, diagrams and pictures). Influences on the ways people work (e.g. technological change, outsourced labour in the global economy, communication changes and factors that might affect work in the future) (ACHEK031) L, CCT, PSC Many ways of understanding the around us that are taken for granted in Australian classrooms, and that are assumed knowledge in the curriculum, are not universal understandings. For example, technologies have had lesser impacts on the lives of people in other countries or in remote regions of Australia than those in urban communities in Australia. this concept in the context of urban Australian influences and accept that influences on the ways people work are different in every household and every country. Learning about the different experiences of the EAL/D students in the classroom will help to close knowledge gaps for the entire class.
EALD-HASS-Pre-primary-to-Year-10.DOCX