in context Explanation of the effects will require specific language (media terms) and Analyse and explain the effect of a specific text structure for the technological innovations in texts, explanation. particularly media texts (ACELY1765) Students in the Consolidating phase may be able to demonstrate an in-depth knowledge of these features from student’s first language learning. Students in the Beginning, Emerging and Developing phases will need intensive support to develop the vocabulary required. Interacting with others Spoken texts may be difficult to understand for students in the Identify and discuss main ideas, Beginning and Emerging phases of concepts and points of view in spoken language learning, depending on texts to evaluate qualities; for their level of listening example, the strength of an argument comprehension. or the lyrical power of a poetic rendition (ACELY1719) Students in the Developing and Consolidating phases will still require support with extended texts and sounds (for example, pin/bin). ‘close’ Interacting with others Interaction skills are culturally Explicit modelling of the specific. Eye contact, social distance, requirements is necessary. Provide Use interaction skills when discussing expected voice qualities and methods support in the form of extra and presenting and information, of presenting are all taught rehearsal. Filming a rehearsal of a selecting body language, voice differently in different countries. contribution to discussion and qualities and other elements (for analysing it with the student can be example, music and sound) to add beneficial. Provide an explicit and interest and meaning (ACELY1804) analytical marking key so that students are aware of how they are being marked.
in context Analyse and explain the effect of technological innovations in texts, particularly media texts (ACELY1765) Explanation of the effects will require specific language (media terms) and a specific text structure for the explanation. Students in the Consolidating phase may be able to demonstrate an in-depth knowledge of these features from student’s first language learning. Students in the Beginning, Emerging and Developing phases will need intensive support to develop the vocabulary required. Interacting with others Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities; for example, the strength of an argument or the lyrical power of a poetic rendition (ACELY1719) Spoken texts may be difficult to understand for students in the Beginning and Emerging phases of language learning, depending on their level of listening comprehension. Students in the Developing and Consolidating phases will still require support with extended texts and ‘close’ sounds (for example, pin/bin). Interacting with others Use interaction skills when discussing and presenting and information, selecting body language, voice qualities and other elements (for example, music and sound) to add interest and meaning (ACELY1804) Interaction skills are culturally specific. Eye contact, social distance, expected voice qualities and methods of presenting are all taught differently in different countries. Explicit modelling of the requirements is necessary. Provide support in the form of extra rehearsal. Filming a rehearsal of a contribution to discussion and analysing it with the student can be beneficial. Provide an explicit and analytical marking key so that students are aware of how they are being marked.
EALD-English-Pre-primary-to-Year-10.DOCX