Annotated Content Descriptions | Science Year 5 LANGUAGE/CULTURAL CONTENT DESCRIPTIONS TEACHING STRATEGIES CONSIDERATIONS Language choices change according Provide Beginning and Emerging Science understanding to language use. Describing, phase students with alternative ways Living things have structural features exploring, explaining and reporting to show their understanding of and adaptations that help them to are all language uses that require concepts (for example, through survive in environment different vocabulary and sentence drawing, labelling, choosing from a (ACSSU043) choices. Beginning and Emerging range of answers, tables and notes, phase students will have limited rather than writing complete texts). language resources. Consolidating and Developing phase Not all vocabulary challenges involve students should be provided with the technical or long words. Some of reading and writing frameworks that the more challenging words in support them to recognise the English for all EAL/D students are the language choices associated with small words (for example, the different language uses. articles the, an, a). The identification Pay attention to the ways that of objects in informative texts often words such as prepositions and requires a different use of ‘articles’ articles are used in the texts being than students have previously modelled for students, and explain encountered. For example, in science their functions. we might say, The saltwater crocodile is one of Australia’s most dangerous animals, where is ‘the’ used to refer to all saltwater crocodiles as a species, not one specific saltwater crocodile. Science understanding EAL/D students have culturally Make active use of the cultural specific experiences and knowledge resources of EAL/D students when The is part of a system of planets that may give them alternative exploring science topics (for orbiting around a star (the sun) perspectives on issues and example, many cultures use the (ACSSU078) phenomena. moon as guide for calendars, or to guide agriculture). These discussions offer opportunities for deep learning and intercultural understanding for the entire class. Science understanding Size of vocabulary is one of the best Build vocabulary banks with semantic predictors of literacy success. webs, where semantically linked Light from a source forms shadows Subject-specific vocabulary is words are gathered together. and can be absorbed, reflected and particularly challenging for EAL/D refracted (ACSSU080) class glossaries, where technical students, as they will have had words are given common sense limited exposure to these words (for definitions, supported by example, refraction, transparent). illustrations.
Annotated Content Descriptions | Science Year 5 CONTENT DESCRIPTIONS LANGUAGE/CULTURAL CONSIDERATIONS TEACHING STRATEGIES Science understanding Living things have structural features and adaptations that help them to survive in environment (ACSSU043) Language choices change according to language use. Describing, exploring, explaining and reporting are all language uses that require different vocabulary and sentence choices. Beginning and Emerging phase students will have limited language resources. Not all vocabulary challenges involve the technical or long words. Some of the more challenging words in English for all EAL/D students are the small words (for example, the articles the, an, a). The identification of objects in informative texts often requires a different use of ‘articles’ than students have previously encountered. For example, in science we might say, The saltwater crocodile is one of Australia’s most dangerous animals, where ‘the’ is used to refer to all saltwater crocodiles as a species, not one specific saltwater crocodile. Provide Beginning and Emerging phase students with alternative ways to show their understanding of concepts (for example, through drawing, labelling, choosing from a range of answers, tables and notes, rather than writing complete texts). Consolidating and Developing phase students should be provided with reading and writing frameworks that support them to recognise the language choices associated with different language uses. Pay attention to the ways that words such as prepositions and articles are used in the texts being modelled for students, and explain their functions. Science understanding The is part of a system of planets orbiting around a star (the sun) (ACSSU078) EAL/D students have culturally specific experiences and knowledge that may give them alternative perspectives on issues and phenomena. Make active use of the cultural resources of EAL/D students when exploring science topics (for example, many cultures use the moon as guide for calendars, or to guide agriculture). These discussions offer opportunities for deep learning and intercultural understanding for the entire class. Science understanding Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) Size of vocabulary is one of the best predictors of literacy success. Subject-specific vocabulary is particularly challenging for EAL/D students, as they will have had limited exposure to these words (for example, refraction, transparent). Build vocabulary banks with semantic webs, where semantically linked words are gathered together. class glossaries, where technical words are given common sense definitions, supported by illustrations.
EALD-Science-Pre-primary-to-Year-10.DOCX