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.
Communicating and reflecting Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using terminology and concepts L, ICT, CCT, PSC Develop a variety of texts, including narratives, descriptions, biographies and persuasive texts, based on information collected from source materials L, CCT, PSC Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) L, CCT, PSC These text structures require particular elements that may not be familiar to EAL/D students. In addition, past tenses and the passive voice may be required. Oral presentations may also be particularly daunting for an EAL/D student. The student may be particularly conscious of accent, and other students may find this a source of amusement, thus exacerbating the self- consciousness of the student. This is an area that requires particular sensitivity in many cases. Explicitly model the text structure and language features required for the composition of these texts. Other areas of language to support are students’ intonation (rise and fall of speech) and stress of particular words when they are speaking, so that they are more easily recognisable to the audience. For example, the word ‘syllable’ is stressed on the first syllable (syllable). An EAL/D student may just as easily say ‘syllable’ or ‘syllable’, thus making the word more difficult to comprehend. specific
Different perspectives Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives and what it means to be Australian (ACHCK066) L, CCT, PSC, EU, IU Economics and Business Participation and influences in the marketplace The way markets operate in Australia and how the interaction between buyers and sellers influences prices and how markets enable the allocation of resources (how businesses answer the questions of what to produce, how to produce and for whom to produce) (ACHEK027) L, CCT, EU How the government is involved in the market, such as providing some types of goods and services that are not being provided for sufficiently by the market (e.g. healthcare) (ACHEK027) L, CCT, EU The rights and responsibilities of consumers and businesses in Australia (ACHEK029) L, CCT, PSC, EU Types of businesses (e.g. sole trader, partnership, corporation, cooperative, franchise) and the ways that businesses respond to opportunities in Australia (ACHEK030) L, CCT, EU EAL/D students may not bring background knowledge of the functioning of the marketplace to the classroom. These abstract concepts and associated subject-specific vocabulary can be daunting for some EAL/D students. Find out what EAL/D students already know and do not assume background knowledge when discussing these topics. Provide scaffolds for the introduction of abstract concepts for EAL/D students (for example, graphic organisers, flow charts, diagrams and pictures). Influences on the ways people work (e.g. technological change, outsourced labour in the global economy, communication changes and factors that might affect work in the future) (ACHEK031) L, CCT, PSC Many ways of understanding the 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. this concept in the context of urban Australian influences and accept that influences on the ways people work are different in every household and every country. Learning about the different experiences of the EAL/D students in the classroom will help to close knowledge gaps for the entire class.
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.