Science inquiry skills The language of comparison in For most native English speakers, English includes the use of the this is intuitive knowledge that Through discussion, compare comparative adjective These comes from a sense of what sounds observations with predictions include: adding to one- or right. EAL/D will benefit from a direct (ACSIS214) ‘–er’ adjectives (for example, This explanation in the context of their ball is heavier), using more for learning. Strategies include: adjectives with more than two build lists of comparative and syllables (for example, This ball is superlative forms, with the words more difficult to roll), and adding in context, in personal word and to form the ‘the’ ‘–est’ books superlative (for example, This ball is when encountering misused the heaviest). comparatives in EAL/D writing and speech, explain the not simply correct it. Science inquiry skills Each curriculum area uses types of Explicitly teach the types of texts spoken, written and visual texts that required for carrying out scientific Represent and communicate may not be encountered in other investigations. observations and ideas in a variety of curriculum areas. For example, the ways such as oral and written Provide opportunities to present in scientific procedural text is different language, drawing and role play one-on-one situations or small from a recipe or a craft procedural (ACSIS042) groups. text. EAL/D students may not have Allow EAL/D students to draw before had the same cumulative experience speaking and writing. This provides with the WESTERN AUSTRALIAN Beginning and Emerging phase CURRICULUM AND ASSESSMENT students with a concrete reference OUTLINE as other students, and so it tool that the teacher and learner can can’t be assumed they will have prior use to build written vocabulary. knowledge of text types and purposes. Speaking in of groups is challenging for some EAL/D students. They may feel uncomfortable about their accent, the accuracy of their language or the range of their vocabulary.
Science inquiry skills Through discussion, compare observations with predictions (ACSIS214) The language of comparison in English includes the use of the comparative adjective These include: adding ‘–er’ to one- or adjectives (for example, This ball is heavier), using more for adjectives with more than two syllables (for example, This ball is more difficult to roll), and adding ‘the’ and ‘–est’ to form the superlative (for example, This ball is the heaviest). For most native English speakers, this is intuitive knowledge that comes from a sense of what sounds right. EAL/D will benefit from a direct explanation in the context of their learning. Strategies include: build lists of comparative and superlative forms, with the words in context, in personal word books when encountering misused comparatives in EAL/D writing and speech, explain the not simply correct it. Science inquiry skills Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042) Each curriculum area uses types of spoken, written and visual texts that may not be encountered in other curriculum areas. For example, the scientific procedural text is different from a recipe or a craft procedural text. EAL/D students may not have had the same cumulative experience with the WESTERN AUSTRALIAN CURRICULUM AND ASSESSMENT OUTLINE as other students, and so it can’t be assumed they will have prior knowledge of text types and purposes. Speaking in of groups is challenging for some EAL/D students. They may feel uncomfortable about their accent, the accuracy of their language or the range of their vocabulary. Explicitly teach the types of texts required for carrying out scientific investigations. Provide opportunities to present in one-on-one situations or small groups. Allow EAL/D students to draw before speaking and writing. This provides Beginning and Emerging phase students with a concrete reference tool that the teacher and learner can use to build written vocabulary.
EALD-Science-Pre-primary-to-Year-10.DOCX