Annotated Content Descriptions | Science Year 3 LANGUAGE/CULTURAL CONTENT DESCRIPTIONS TEACHING STRATEGIES CONSIDERATIONS Sorting living and non-living things Provide clear models of complex Science understanding requires language structures that sentences for EAL/D students to Living things can be grouped on the may be difficult for EAL/D students, follow (for example, I think of observable features and can … as they require the use of complex because be distinguished from non-living …). verbs (for example, I think because things (ACSSU044) … Provide pictures of different living This is challenging for EAL/D …). things (with attached labels) for students to reproduce in both students to sort into groups, written and oral language. remembering that visuals are also It is important to remember that culturally loaded (for example, visuals are also culturally loaded, and pictures of Western-style toilets or so teachers should not assume that cooking utensils or foods may initially images and context are automatically be meaningless to some Beginning helpful for all students. and Emerging EAL/D students). Ensure that a variety of visuals are used to support communication and comprehension, and try to use visuals that will be familiar to the learner. Science understanding Predicting in English requires Provide clear models of conditional conditional language structures that sentences for EAL/D students to A change of state between solid and will be difficult for EAL/D students, as follow, (for example, I think will liquid can be caused by adding or …, …, they require the use of multiple verb if removing heat (ACSSU046) …). structures and tenses (for example, I Teachers can explain that think the chocolate will melt if we interpretations and understandings put it in the sun). These structures presented in class represent one are challenging for EAL/D students to perspective, albeit a common reproduce in both written and oral interpretation in Australia. This language. enables students to retain their Temperature is not universally cultural knowledge without feeling measured on a Celsius scale. Some ashamed of their first culture or EAL/D students may have different disenfranchised from the classroom experiences and expectations of culture. temperature measurement scales.
Annotated Content Descriptions | Science Year 3 CONTENT DESCRIPTIONS LANGUAGE/CULTURAL CONSIDERATIONS TEACHING STRATEGIES Science understanding Living things can be grouped on the of observable features and can be distinguished from non-living things (ACSSU044) Sorting living and non-living things requires language structures that may be difficult for EAL/D students, as they require the use of complex verbs (for example, I think … because …). This is challenging for EAL/D students to reproduce in both written and oral language. It is important to remember that visuals are also culturally loaded, and so teachers should not assume that images and context are automatically helpful for all students. Provide clear models of complex sentences for EAL/D students to follow (for example, I think … because …). Provide pictures of different living things (with attached labels) for students to sort into groups, remembering that visuals are also culturally loaded (for example, pictures of Western-style toilets or cooking utensils or foods may initially be meaningless to some Beginning and Emerging EAL/D students). Ensure that a variety of visuals are used to support communication and comprehension, and try to use visuals that will be familiar to the learner. Science understanding A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046) Predicting in English requires conditional language structures that will be difficult for EAL/D students, as they require the use of multiple verb structures and tenses (for example, I think the chocolate will melt if we put it in the sun). These structures are challenging for EAL/D students to reproduce in both written and oral language. Temperature is not universally measured on a Celsius scale. Some EAL/D students may have different experiences and expectations of temperature measurement scales. Provide clear models of conditional sentences for EAL/D students to follow, (for example, I think …, will …, if …). Teachers can explain that interpretations and understandings presented in class represent one perspective, albeit a common interpretation in Australia. This enables students to retain their cultural knowledge without feeling ashamed of their first culture or disenfranchised from the classroom culture.
EALD-Science-Pre-primary-to-Year-10.DOCX