Communicating and reflecting Description requires a recount Explicitly model the text structure (an orientation and then a structure and language features Represent information and/or data using record of events). required for the composition of appropriate formats to suit audience and these texts. purpose (e.g. tables/graphs, visual Explanation can be sequential, displays, models, timelines, maps, other factorial or consequential (a Enable students to present in graphic organisers) description of the phenomenon and smaller groups or pre-record a L, ICT, CCT, PSC then an explanation of how this came sound file onto a multimedia Develop texts, particularly descriptions to be). presentation. and explanations, using appropriate These text structures may not be subject-specific terminology and concepts familiar to EAL/D students. In that use evidence to support findings, addition, past tenses and the passive conclusions and/or arguments, from a voice may be required. range of sources Oral presentations may cause anxiety L, CCT, PSC for EAL/D students for a variety of Reflect on learning to review original reasons: shame, fear, inhibition understandings and/or determine actions caused by problems with in response to events, challenges, pronunciation. developments, issues, problems and/or phenomena L, CCT, PSC
Communicating and reflecting Represent information and/or data using appropriate formats to suit audience and purpose (e.g. tables/graphs, visual displays, models, timelines, maps, other graphic organisers) L, ICT, CCT, PSC Develop texts, particularly descriptions and explanations, using appropriate subject-specific terminology and concepts that use evidence to support findings, conclusions and/or arguments, from a range of sources L, CCT, PSC Reflect on learning to review original understandings and/or determine actions in response to events, challenges, developments, issues, problems and/or phenomena L, CCT, PSC Description requires a recount structure (an orientation and then a record of events). Explanation can be sequential, factorial or consequential (a description of the phenomenon and then an explanation of how this came to be). These text structures may not be familiar to EAL/D students. In addition, past tenses and the passive voice may be required. Oral presentations may cause anxiety for EAL/D students for a variety of reasons: shame, fear, inhibition caused by problems with pronunciation. Explicitly model the text structure and language features required for the composition of these texts. Enable students to present in smaller groups or pre-record a sound file onto a multimedia presentation.
EALD-HASS-Pre-primary-to-Year-10.DOCX