Annotated Content Descriptions | Science Pre-primary CONTENT DESCRIPTIONS LANGUAGE/CULTURAL CONSIDERATIONS TEACHING STRATEGIES Science understanding Living things have basic needs, including food and water (ACSSU002) EAL/D students have culturally specific experiences and knowledge, with alternative perspectives on issues and phenomena. Find out what EAL/D students know and invite them to share their knowledge, experiences and cultural artefacts, to build an inclusive space in the classroom. For example, EAL/D students may have different understandings of ‘everyday’ fruits, such as tropical fruits as opposed to apples and oranges. Ask students to demonstrate elements of their cultural knowledge about the range of living things experienced and specialised knowledge about them. Science understanding Objects are made of materials that have observable properties (ACSSU003) Subject-specific vocabulary is challenging because EAL/D students, especially those at the Beginning or Emerging phases of learning English, will have had limited exposure to these words. subject-specific vocabulary explicitly and in context. Use real objects and illustrated semantic webs/word to link new vocabulary to known words. Use illustrated glossaries and word so that vocabulary can be revisited. Science understanding and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004) EAL/D students have culturally specific experiences and knowledge that may give them alternative perspectives on issues and phenomena. Recognise that the concept of seasons based on day length and temperature may be beyond the experience of some EAL/D students from tropical environments. Enable EAL/D students to share their knowledge and experiences. Create an inclusive space in the classroom for all students to demonstrate elements of their cultural knowledge of environmental changes and specialised knowledge about them.
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 …).
Science inquiry skills Through discussion, compare observations with predictions (ACSIS214) The language of comparison in English includes the use of the comparative adjective These include: adding ‘–er’ to one- or adjectives (for example, This ball is heavier), using more for adjectives with more than two syllables (for example, This ball is more difficult to roll), and adding ‘the’ and ‘–est’ to form the superlative (for example, This ball is the heaviest). For most native English speakers, this is intuitive knowledge that comes from a sense of what sounds right. EAL/D will benefit from a direct explanation in the context of their learning. Strategies include: build lists of comparative and superlative forms, with the words in context, in personal word books when encountering misused comparatives in EAL/D writing and speech, explain the not simply correct it. Science inquiry skills Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042) Each curriculum area uses types of spoken, written and visual texts that may not be encountered in other curriculum areas. For example, the scientific procedural text is different from a recipe or a craft procedural text. EAL/D students may not have had the same cumulative experience with the WESTERN AUSTRALIAN CURRICULUM AND ASSESSMENT OUTLINE as other students, and so it can’t be assumed they will have prior knowledge of text types and purposes. Speaking in of groups is challenging for some EAL/D students. They may feel uncomfortable about their accent, the accuracy of their language or the range of their vocabulary. Explicitly teach the types of texts required for carrying out scientific investigations. Provide opportunities to present in one-on-one situations or small groups. Allow EAL/D students to draw before speaking and writing. This provides Beginning and Emerging phase students with a concrete reference tool that the teacher and learner can use to build written vocabulary.
Annotated Content Descriptions | Science Year 3 CONTENT DESCRIPTIONS LANGUAGE/CULTURAL CONSIDERATIONS TEACHING STRATEGIES Science understanding Living things can be grouped on the of observable features and can be distinguished from non-living things (ACSSU044) Sorting living and non-living things requires language structures that may be difficult for EAL/D students, as they require the use of complex verbs (for example, I think … because …). This is challenging for EAL/D students to reproduce in both written and oral language. It is important to remember that visuals are also culturally loaded, and so teachers should not assume that images and context are automatically helpful for all students. Provide clear models of complex sentences for EAL/D students to follow (for example, I think … because …). Provide pictures of different living things (with attached labels) for students to sort into groups, remembering that visuals are also culturally loaded (for example, pictures of Western-style toilets or cooking utensils or foods may initially be meaningless to some Beginning and Emerging EAL/D students). Ensure that a variety of visuals are used to support communication and comprehension, and try to use visuals that will be familiar to the learner. Science understanding A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046) Predicting in English requires 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). These structures are challenging for EAL/D students to reproduce in both written and oral language. Temperature is not universally measured on a Celsius scale. Some EAL/D students may have different experiences and expectations of temperature measurement scales. Provide clear models of conditional sentences for EAL/D students to follow, (for example, I think …, will …, if …). Teachers can explain that interpretations and understandings presented in class represent one perspective, albeit a common interpretation in Australia. This enables students to retain their cultural knowledge without feeling ashamed of their first culture or disenfranchised from the classroom culture.
Science inquiry skills With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS053) In English, questions are formed in many ways and can be challenging for many EAL/D students. They can be formed by changing word order (for example, Is it cold?), or by using question words (for example, Does it feel cold? How cold does it feel?). NB: the verb ‘feel’ does not take the third person ‘s’ in the question, but it does in the answer (i.e. It feels cold). Carefully monitor the language of EAL/D students when they pose questions, and explicitly teach English question forms by providing models of the structure of questions required for the chosen activity. Science inquiry skills Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055) Abbreviations are used often in informative texts, but an understanding of ‘familiar’ abbreviations should not be assumed with EAL/D students. Teach the source words of the abbreviations to support the students’ understanding of the concept that the abbreviation is representing (for example, kg = kilogram, kilo = 1000, cm = centimetre, cent = 100). Science inquiry skills Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057) Diagrams in informative texts are informational, and are different from the images that students usually create intuitively. For example, in science diagrams require accuracy in scale relationships and colour when recording an experiment. Provide models of scientific diagrams and tables in the same way as modelled written texts are provided to students. Discuss the features of the required visual texts. Science inquiry skills Compare results with predictions, suggesting possible reasons for findings (ACSIS215) Reasoning and explaining require the language of cause and effect in English, which entails sentence structures that appear later in the language progression of EAL/D students. This includes the use of connecting words for specific purposes (for example, The golf ball is denser, so it rolled faster). Provide clear models of the sentences required for EAL/D students to follow, including a word bank of conjunctions appropriate to function (for example, cause and effect: so, as a result, this results in, therefore).
Science inquiry skills Compare results with predictions, suggesting possible reasons for findings (ACSIS216) The language of comparison in English includes the use of the comparative adjective forms. These include: adding ‘ er’ to one- or adjectives (for example, ‘The metal became softer’), using ‘more’ for adjectives with three or more syllables (for example, ‘The metal became more malleable’), and the irregular comparative adjectives such as ‘better’, not ‘gooder’. For most native English speakers, this is intuitive knowledge that comes from a sense of what sounds right. Teach EAL/D students how to construct sentences to describe comparisons. Provide sentence models that students can modify by adding their own content. Science inquiry skills Represent and communicate ideas and explanations in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071) Text structures shift subtly across the curriculum areas (for example, scientific procedures have a structure of hypothesis, method and results that differs from other procedural texts that students may have encountered, such as recipes). Text structures differ within curriculum areas, with explanations, arguments and reports all requiring specific text structures, language features and vocabulary choices. All students have to learn these for specific learning areas. EAL/D students have to learn new vocabulary and how to construct sentences as well as how to develop texts. Outline explicitly the differences in types of procedures or reports required in Science by working through texts with students before expecting independent construction. Provide clear models that indicate the text structure and models of sentences characteristic of the text. Build semantic webs, wall dictionaries, glossaries that explain and define technical vocabulary. Allow EAL/D students to use diagrams and physical representations to communicate their ideas.
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.
Many in English can be categorised under different word classes dependent on the context of the sentence. For example, The sun is a source of light (noun). When we light (verb) the candle we can see shadows. Scan texts prior to handing them out to students and pre-teach potentially confusing language (for example, notice words that perform unusual functions in the text). Science as a endeavour Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081) While some EAL/D students may be literate in L1, research in school requires developed literacy skills in English, including knowledge of and access to information sources that may be beyond the language levels of EAL/D students. Provide scaffolds for research for EAL/D students (for example, provide the research texts, as well as guides for reading the text and retrieving the appropriate information, such as an information retrieval grid and focused questions). Science as a human endeavour Important contributions to the advancement of science have been made by people from a of cultures (ACSHE082) EAL/D students may bring developed knowledge about elements of this to the classroom. Structure the program so that all students can contribute knowledge to the in a range of ways (for example, allow varieties of input: visual, artefact, oral). Science as a human endeavour Scientific understandings, discoveries and inventions are used to problems that directly affect people’s lives (ACSHE083) Many ways of understanding the world around us that are taken for granted in Australian classrooms, and that are assumed knowledge in the curriculum, are not universal understandings. For example, technologies have had lesser impacts on the lives of people in other countries or in remote regions of Australia than those in urban communities in Australia. Make active use of the cultural resources of EAL/D students when exploring science topics and acknowledge that ‘daily lives’ are different in every household and every country. Learning the different experiences and expectations of the EAL/D students in the classroom will help to close knowledge gaps for the entire class.
Science inquiry skills With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231) Hypothesising and predicting 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). These structures are challenging for EAL/D students to reproduce in both written and oral language. The verbs in English (for example, will, may, might, should, could) modify the certainty of verbs and are mastered late in the language progression of EAL/D students. Many languages have no modality. Students from these backgrounds will need to be taught how a degree of certainty can create nuance or indicate deference. Modality is also marked through adverbs (for example, possibly, certainly, probably). Provide clear models of conditional sentences for EAL/D students to follow, (for example, I think …, will …, if …). Teach the differences in degrees of certainty achieved by the use of a variety of modal words. Science inquiry skills With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) English questions are formed in many ways and can be challenging for many EAL/D students. They can be formed by changing word (for example, Is it cold?), or by using question words (for example, Does it feel cold? How cold does it feel?). NB: the verb ‘feel’ does not take the third person ‘s’ in the question, but it does in the answer (i.e. It feels cold). Carefully monitor the language of EAL/D students when they pose questions, and explicitly teach English question forms by providing models of the structure of questions required for the chosen activity. Science inquiry skills Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087) EAL/D students may not have the English language skills, nor the long-term cumulative exposure to the WESTERN AUSTRALIAN CURRICULUM AND ASSESSMENT OUTLINE, and so will not necessarily be familiar with tools and units of measurement. Always provide clear guidelines and check for previous understandings.
The active voice, where the subject begins the clause, is more common and familiar to students. The passive voice is far less common, and may confuse EAL/D students, as they will expect the ‘do–er’ to be at the beginning of the clause (for example, ‘A car hit a train’ vs. ‘A train was hit by a car’). Science inquiry skills Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145) Summary of this kind requires a high level of language competence and the ability to comprehend, paraphrase, find synonyms and manipulate the grammatical structures that students read in secondary sources to form a new text. Support students with graphic organisers such as retrieval charts to organise their information before commencing the summary, and provide exemplar texts and a bank of commonly used phrases to assist them in composing their summaries. Science inquiry skills Reflect on the method used to investigate a question or a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS146) This requires a written response that entails description, consideration of efficacy (for example, ‘if ... then’), and an evaluation (for example, ‘could have’, ‘may be better achieved if’). Model these language features and provide exemplar models for students to use when expressing their own findings. Science inquiry skills Communicate findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS148) The subject-specific vocabulary required for this task may EAL/D students problems. If the required task is in the form of an oral presentation, some students may be disadvantaged due to difficulties in pronunciation. Provide word and allow students to use bilingual dictionaries to support their writing. Allow students to use visual prompts and cues and digital technologies to support their presentation. Assist them in pronunciation of key terms prior to the presentation.
Science inquiry skills Plan, select and use appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with methods (ACSIS165) Fieldwork requires a distinct series of steps and an accepted way of reporting on these, which EAL/D students may not be familiar with. Explicitly teach the steps involved, the information required and the format of the final product (including required vocabulary and tense structures). Science inquiry skills Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS166) Experiments are a specific written type of text and have language features that need to be explicitly taught. For example, a science experiment report firstly states its aim (using the infinitive form of the verb – for example, to observe what happens when water is heated to 100 degrees Celsius), then safety considerations (using the imperative form of the verb – for example, wear safety glasses because ...), then the materials needed (in a list), then the procedure (using passive verbs in the past tense), then the observations results (using verbs in the past simple tense), and then an evaluation (discussion – in the passive past simple tense; and a conclusion – in the passive present tense). EAL/D student will benefit from specific instruction about which language features to use and when, particularly for the passive voice, as this is a construction that is learned much later in the language development continuum. Science inquiry skills Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169) These tasks require specific knowledge of the accepted ways of reporting the analysis, describing the relationships observed and how to identify inconsistencies. Language in these functions is used in an abstract sense and often in the passive voice (for example, it is suggested, the temperature was lowered by the use of x, the incidence of x has been reduced since the inclusion of y). Explicitly model the text structures, language and tenses required through classroom modelling and the use of exemplar texts and/or guided writing outlines. Science inquiry skills Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170) Conclusions are made using the passive voice (for example, It can be concluded that ...). Provide examples of how conclusions are appropriately expressed.
Science inquiry skills Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171) Abstract and technical vocabulary is used in evaluations. While the evaluation may not be challenging for EAL/D students, expressing their ideas may be. exemplar texts that deconstruct the text structure, language and linguistic features required for this skill. Science inquiry skills Critically analyse the validity of information in secondary sources and evaluate the approaches used to problems (ACSIS172) Some cultures do not teach students to evaluate knowledge or to critically analyse any form of ‘expert information’. Students from these backgrounds may not be confident to express themselves in this way. Explain that this kind of activity is not disrespectful or rude, but a necessary part of scientific investigation. Science inquiry skills Communicate scientific ideas and information for a particular purpose, including constructing arguments and using appropriate scientific language, conventions and representations (ACSIS174) Abstract and technical vocabulary is used for this skill. While the ideas, information and arguments may not be challenging for EAL/D students to construct in their own language, expressing their ideas appropriately in English may be. Model exemplar texts that deconstruct the text structure, language and linguistic features required for this skill.
Science inquiry skills Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205) Abstract and technical vocabulary is used in evaluations. While the evaluation may not be challenging for EAL/D students, expressing their ideas may be. Model exemplar texts that deconstruct the text structure, language and linguistic features required for this skill. Science inquiry skills Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS206) Some cultures do not teach students to evaluate knowledge or to critically analyse any form of ‘expert information’. Students from this background may not be confident to express themselves in this way. Explain that this kind of activity is not disrespectful or rude, but a necessary part of scientific investigation. Science inquiry skills Communicate scientific ideas and information for a particular purpose, including constructing arguments and using appropriate scientific language, conventions and representations (ACSIS208) Abstract and technical vocabulary is used for this skill. While the ideas, information and arguments may not be challenging for EAL/D students to construct in their own language, expressing their ideas appropriately in English may be. Vocabulary, in particular, is often multi-morphemic (for example, micro-organism = micro – organ – ism); or nominalised (for example, condensation – condense); or constructed from extended noun phrases (for example, A cyclone is a violent, tropical storm that is usually accompanied by torrential, lashing rain and powerfully destructive winds). exemplar texts that deconstruct the text structure, language and linguistic features required for this skill. Teach the morphemic origins of vocabulary (for example, semi– = half; pod– = foot; –ject = throw). Provide lists of nominalisations and the verbs from which they originated (for example, absorption – absorb). Assist students to reconstruct dense noun phrases as oral language, so that they can appreciate how it is ‘repackaged’ into scientific language (for example, A tornado is a kind of cloud. It is shaped like a funnel and moves very quickly. It reaches down from a storm cloud to touch the Earth’s surface). (Fang, Z. 2006, International Journal of Science Education: The Language Demands of Science Reading in Middle School, vol. 28, no. 5).