Evaluating The abstract language of evaluation Allow students to express their is difficult for students in the understandings in their first Draw conclusions and give explanations, Beginning and Emerging phases of language as a support. Bilingual based on the information and/or data language learning. assistants and family members can displayed in texts, tables, graphs and be beneficial. maps (e.g. show similarities and differences) L, CCT, PSC Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) L, CCT, PSC, IU Communicating and reflecting Text structures subtly across Have a clear purpose for the the curriculum areas. For example, writing, graphic presentation and Present findings and conclusions in a historical narratives require the speaking about the past that the range of communication forms creation of narratives based on class is asked to produce. (e.g. written, oral, visual, digital, tabular, researched facts, characters and graphic), appropriate to audience and Provide structures and models events, which are very different purpose, using relevant terms for the target text. The writing cycle from the imaginative narratives L, ICT, CCT, PSC of deconstruction, joint that students will have been Develop texts, including narratives and construction and independent constructing in English. EAL/D biographies, that use researched facts, writing is a strong framework for students require significant support events and experiences EAL/D students. in understanding these differences. L, CCT, PSC Ensure that all students are familiar HASS reports use different text Reflect on learning, identify new with the expectations of tasks, and structures and language features understandings and act on findings in provide models of texts. from other reports that students different ways (e.g. complete a KWL may have done; for example, propose action in response to new scientific reports. knowledge) L, CCT, PSC Many EAL/D students will not have had a cumulative experience of the Western Australian Curriculum and Assessment Outline, and many of these multimodal forms may be unfamiliar to them.
Evaluating Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences) L, CCT, PSC Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) L, CCT, PSC, IU The abstract language of evaluation is difficult for students in the Beginning and Emerging phases of language learning. Allow students to express their understandings in their first language as a support. Bilingual assistants and family members can be beneficial. Communicating and reflecting Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms L, ICT, CCT, PSC Develop texts, including narratives and biographies, that use researched facts, events and experiences L, CCT, PSC Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL propose action in response to new knowledge) L, CCT, PSC Text structures subtly across the curriculum areas. For example, historical narratives require the creation of narratives based on researched facts, characters and events, which are very different from the imaginative narratives that students will have been constructing in English. EAL/D students require significant support in understanding these differences. HASS reports use different text structures and language features from other reports that students may have done; for example, scientific reports. Many EAL/D students will not have had a cumulative experience of the Western Australian Curriculum and Assessment Outline, and many of these multimodal forms may be unfamiliar to them. Have a clear purpose for the writing, graphic presentation and speaking about the past that the class is asked to produce. Provide structures and models for the target text. The writing cycle of deconstruction, joint construction and independent writing is a strong framework for EAL/D students. Ensure that all students are familiar with the expectations of tasks, and provide models of texts.
EALD-HASS-Pre-primary-to-Year-10.DOCX