Children are shaped by their experiences, beliefs and values. A variety of contextual factors throughout their lives define these individual differences that students bring to school. To value diversity, differences need to be recognised, embraced, learnt from and then used when teaching the Australian Curriculum. It is difficult to truly comprehend what these students think, feel and understand, however it is important to learn about them to locate their strengths in order to develop their areas of weakness in order to provide them with the same learning opportunities as every other child. Students and educators should value the diversity they find themselves amongst as this can enrich their own learning experiences. Educators need to be attentive
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To English speakers, learning the English language is easy, true? However, it is much more complex than it appears. It involves learning text and discourse, pragmatics, semantics, syntax, lexis, morphology and phonology (Curtin University 2015). Dr Jim Cummins reported that children can acquire Basic Interpersonal Communication Skills (BICS) relatively quickly, however it can take 5-7 years to achieve Cognitive Academic Language Proficiency (CALP) utilising more complex components of the language used to “produce and interpret complex texts” (Teach Away Inc., 2012). It is important for educators to understand that although EALD students may seem to pick up the English language quickly, they may have only acquired BICS and as educators the goal would be for CALP to prepare students for the remainder of their education and life …show more content…
The role and contextual influence of religion may vary in children’s lives, making it important for the student and their parents to be involved in educating the teacher and their peers on their beliefs (Teachfind.com, 2006). This will also assist the teacher to incorporate aspects of their values into their learning (Teachfind.com, 2006). Both Blackmore (2010) and Dockett and Perry (2005) believe that families who are actively involved in their child’s education positively influence their child’s academic achievement. This is one way to establish a sense of continuity between the intended curriculum, the enacted curriculum and the lived curriculum (Blaise & Nuttal, 2011) through involving the family in understanding their values to be incorporated into the curriculum. Through involving the student and their families, teachers can gain insight into their student’s values which will assist them when teaching the curriculum, modifying objectives and personalising their
To English speakers, learning the English language is easy, true? However, it is much more complex than it appears. It involves learning text and discourse, pragmatics, semantics, syntax, lexis, morphology and phonology (Curtin University 2015). Dr Jim Cummins reported that children can acquire Basic Interpersonal Communication Skills (BICS) relatively quickly, however it can take 5-7 years to achieve Cognitive Academic Language Proficiency (CALP) utilising more complex components of the language used to “produce and interpret complex texts” (Teach Away Inc., 2012). It is important for educators to understand that although EALD students may seem to pick up the English language quickly, they may have only acquired BICS and as educators the goal would be for CALP to prepare students for the remainder of their education and life …show more content…
The role and contextual influence of religion may vary in children’s lives, making it important for the student and their parents to be involved in educating the teacher and their peers on their beliefs (Teachfind.com, 2006). This will also assist the teacher to incorporate aspects of their values into their learning (Teachfind.com, 2006). Both Blackmore (2010) and Dockett and Perry (2005) believe that families who are actively involved in their child’s education positively influence their child’s academic achievement. This is one way to establish a sense of continuity between the intended curriculum, the enacted curriculum and the lived curriculum (Blaise & Nuttal, 2011) through involving the family in understanding their values to be incorporated into the curriculum. Through involving the student and their families, teachers can gain insight into their student’s values which will assist them when teaching the curriculum, modifying objectives and personalising their