10ME1.2A
Teaching Strategies
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Attribute Meaning»
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Provide opportunities for choice»
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Take Up time»
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Assessment Record
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Syllabus Indicator 1: Explore a range of existing products, places and spaces, and discus their likes and dislikes.
Framework Indicators
10ME1.2A: Explores using their senses a range of places and spaces
10ME1.2B: Indicates likes and dislikes for familiar places and spaces
Teacher Language
Give an instruction
SN, this is (product/space), you like (product/space).
SN, what do you want? Choose.
Correction/prompt
This is the (product/space).
Try again.
Students will be able to meet this outcome with varying levels of support. Fade this support as the student works toward developing independence.
There are a variety of acceptable ways a student can respond. These include; head/physical movements (e.g. nodding, pointing and reaching), facial expression, eye gaze, vocalisations and/or verbal responses.
Teaching Activities
10ME1A: Explores using their senses a range of places and spaces
Opportunities for students to meet this indicator would happen incidentally throughout the teaching day in different environments throughout the school such as playground, sensory rooms and classrooms. Teachers could support this activity by using observational statements such as:
‘SN, you are in the sensory room. It is dark.’
‘SN, it is windy in the playground.
‘SN, it is noisy in the hall during assembly.’
10ME1B: Indicates likes and dislikes for familiar places and spaces
Students accessing this framework may very clearly indicate likes and dislikes for familiar places and spaces in different ways. These may include obvious enjoyment of being in a particular place or space such as playgrounds, swimming pools and/or sensory rooms. Likewise students may indicate obvious dislike of other places or spaces through facial expressions, gestures vocalisations and/or behaviours when in these places or spaces. Teachers could support these responses by using appropriate teacher language that would reinforce what the student was indicating about being in a place or space.
Websites that contain resources, games or activities that could be used to support this goal include:
