The active voice, where the subject begins the clause, is more common and familiar to students. The passive voice is far less common, and may confuse EAL/D students, as they will expect the to be at the ‘do–er’ beginning of the clause (for example, car hit a train’ vs. train was hit ‘A ‘A by a car’). Science inquiry skills Summary of this kind requires a high Support students with graphic level of language competence and organisers such as retrieval charts to Summarise data, from students’ own the ability to comprehend, organise their information before investigations and secondary sources, paraphrase, find synonyms and commencing the summary, and and use scientific understanding to manipulate the grammatical provide exemplar texts and a bank of identify relationships and draw structures that students read in commonly used phrases to assist conclusions (ACSIS145) secondary sources to form a new them in composing their summaries. text. Science inquiry skills This requires a written response that Model these language features and entails description, consideration of provide exemplar models for Reflect on the method used to efficacy (for example, ... then’), students to use when expressing investigate a question or a ‘if and an evaluation (for example, their own findings. problem, including evaluating the have’, be better achieved quality of the data collected, and ‘could ‘may if’). identify improvements to the method (ACSIS146) Science inquiry skills The subject-specific vocabulary Provide word and allow students required for this task may EAL/D to use bilingual dictionaries to Communicate findings and students problems. support their writing. solutions to problems using scientific language and representations using If the required task is in the form of Allow students to use visual prompts digital technologies as appropriate an oral presentation, some students and cues and digital technologies to (ACSIS148) may be disadvantaged due to support their presentation. difficulties in pronunciation. Assist them in pronunciation of key terms prior to the presentation.
The active voice, where the subject begins the clause, is more common and familiar to students. The passive voice is far less common, and may confuse EAL/D students, as they will expect the ‘do–er’ to be at the beginning of the clause (for example, ‘A car hit a train’ vs. ‘A train was hit by a car’). Science inquiry skills Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145) Summary of this kind requires a high level of language competence and the ability to comprehend, paraphrase, find synonyms and manipulate the grammatical structures that students read in secondary sources to form a new text. Support students with graphic organisers such as retrieval charts to organise their information before commencing the summary, and provide exemplar texts and a bank of commonly used phrases to assist them in composing their summaries. Science inquiry skills Reflect on the method used to investigate a question or a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS146) This requires a written response that entails description, consideration of efficacy (for example, ‘if ... then’), and an evaluation (for example, ‘could have’, ‘may be better achieved if’). Model these language features and provide exemplar models for students to use when expressing their own findings. Science inquiry skills Communicate findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS148) The subject-specific vocabulary required for this task may EAL/D students problems. If the required task is in the form of an oral presentation, some students may be disadvantaged due to difficulties in pronunciation. Provide word and allow students to use bilingual dictionaries to support their writing. Allow students to use visual prompts and cues and digital technologies to support their presentation. Assist them in pronunciation of key terms prior to the presentation.
EALD-Science-Pre-primary-to-Year-10.DOCX