Annotated Content Descriptions | Science Year 1 LANGUAGE/CULTURAL CONTENT DESCRIPTIONS TEACHING STRATEGIES CONSIDERATIONS Science understanding Size of vocabulary is one of the best Use shared experiences to build predictors of literacy success. EAL/D common vocabulary (for example, Living things live in different places, students will not have had the same viewing different habitats and the where their needs are met six or seven years of exposure to living things that live there). (ACSSU017) English vocabulary that teachers Provide opportunities to revisit the might expect of other students, nor vocabulary many (for example, the same knowledge’ to build use of labelled concrete objects, ‘prior upon, and so special attention must labelled wall displays of the topic be paid to vocabulary development under study, personal word books in the classroom. For example, words where students can record new such as desert, rainforest, creek words, with accompanying visuals). would not be familiar to EAL/D Bilingual assistants and parents can students. help translate more abstract language to make quick and efficient links to existing conceptual understandings. Size of vocabulary is one of the best Use shared experiences to build Science understanding predictors of literacy success. EAL/D common vocabulary (for example, Living things have a variety of students will not have had the same exploring and naming the external external features (ACSSU211) six or seven years of exposure to features of plants and animals). English vocabulary that teachers Provide opportunities to revisit the might expect of other students, nor vocabulary many times (for example, the same knowledge’ to build ‘prior use of labelled concrete objects, upon, and so special attention must labelled wall displays of the topic be paid to vocabulary development under study, personal word books in the classroom. For example, words where students can record new such as fur, fins, scales, roots or bark words, with accompanying visuals). would not be familiar to EAL/D students. Science understanding Predicting and hypothesising in Provide clear models of conditional English require conditional language sentence structures for EAL/D Everyday materials can be physically structures that will be difficult for students to follow (for example, I changed in a variety of ways EAL/D students, as they require the think will if (ACSSU018) …, …, …). use of multiple verb structures and tenses (for example, I think the chocolate will melt if we put it in the sun).
Annotated Content Descriptions | Science Year 1 CONTENT DESCRIPTIONS LANGUAGE/CULTURAL CONSIDERATIONS TEACHING STRATEGIES Science understanding Living things live in different places, where their needs are met (ACSSU017) Size of vocabulary is one of the best predictors of literacy success. EAL/D students will not have had the same six or seven years of exposure to English vocabulary that teachers might expect of other students, nor the same ‘prior knowledge’ to build upon, and so special attention must be paid to vocabulary development in the classroom. For example, words such as desert, rainforest, creek would not be familiar to EAL/D students. Use shared experiences to build common vocabulary (for example, viewing different habitats and the living things that live there). Provide opportunities to revisit the vocabulary many (for example, use of labelled concrete objects, labelled wall displays of the topic under study, personal word books where students can record new words, with accompanying visuals). Bilingual assistants and parents can help translate more abstract language to make quick and efficient links to existing conceptual understandings. Science understanding Living things have a variety of external features (ACSSU211) Size of vocabulary is one of the best predictors of literacy success. EAL/D students will not have had the same six or seven years of exposure to English vocabulary that teachers might expect of other students, nor the same ‘prior knowledge’ to build upon, and so special attention must be paid to vocabulary development in the classroom. For example, words such as fur, fins, scales, roots or bark would not be familiar to EAL/D students. Use shared experiences to build common vocabulary (for example, exploring and naming the external features of plants and animals). Provide opportunities to revisit the vocabulary many times (for example, use of labelled concrete objects, labelled wall displays of the topic under study, personal word books where students can record new words, with accompanying visuals). Science understanding Everyday materials can be physically changed in a variety of ways (ACSSU018) Predicting and hypothesising in English require 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). Provide clear models of conditional sentence structures for EAL/D students to follow (for example, I think …, will …, if …).
EALD-Science-Pre-primary-to-Year-10.DOCX