7NE1.3A

Syllabus Indicator 1.3: Describes how people respond to familiar changes in their environment, eg day and night and seasonal changes.

Framework Indicators

7NE1.3A: Responds to a visual representation of summer/autumn/winter/spring

7NE1.3B: Discriminates between a visual representation of summer/autumn/winter/spring

Teacher Language

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 indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching), facial expression, eye gaze, vocalisations and/or verbal responses.

It is important to make sure that visuals that are presented to students that are different enough to allow students to discriminate. 

Teaching Activities 

7NE1.3A: Responds to a visual representation of summer/autumn/winter/spring

Teachers would provide students with opportunities to observe and respond to videos/YouTube clips of a particular environment such a garden during each season. This would be supported by showing the student the visual representation of summer/autumn/winter/spring at the conclusion of the clip. Teachers would state ‘SN, this is summer/autumn/winter/spring. 

7NE1.3B: Discriminates between a visual representation of summer/autumn/winter/spring

Place the visual representations of each season used in previous activities directly in the student’s view and state student ‘SN, can you show me summer/autumn/winter/spring?’ It is necessary to repeat the activity a number of times to ensure the students are able to demonstrate their ability to discriminate. 

Websites that contain resources, games or activities that could be used to support this goal include:

• Seasons of the year: https://www.youtube.com/watch?v=ksGiLaIx39c