Every Student

C1 - Providing Information - Abstract and Verbal Symbolic

Teaching Strategies

Guided practice »
Questioning »
Role play »
Motivators »
Modelling »
Independent practice »


Teaching Opportunities

Morning circle
Literacy sessions
Music sessions
News time
Guided reading
Technology activities
Music and animations
Group games


Teaching Resources

Turn taking board
Big books
Favoured activities
Home/school diary
'Whose turn?' board
Musical instruments
Interactive apps, software and websites
Interactive touch screen devices
Interactive whiteboard


Levels Of Support

Full Physical Assistance (FP) »
Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »


Programming Proforma

Download Program Proforma »


Assessment Strategies



Assessment Record

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Syllabus Outcomes and Content
Syllabus Outcomes

Early Stage 1 Outcomes (2012)

ENe-1A A student communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

ENe-6B A student recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language 


Life Skills 7-10 Outcomes (2012)

ENLS-2A A student communicates for a variety of purposes, audiences and contexts

ENLS-3A A student selects and uses language to communicate according to purpose, audience and context

ENLS-4A A student views and responds to a range of visual texts, media and multimedia

ENLS-5A A student recognises and uses visual texts, media and multimedia for a variety of purposes, audiences and contexts

ENLS-6A A student reads and responds to a range of written texts in familiar contexts

ENLS-11B A student composes, publishes and presents texts appropriate to purpose and audience in a range of contexts

HSC Life Skills 11-12 Outcomes (2007)

HSC LS1.1 Gives attention to another person, an object or an event in their environment.

HSC LS1.6 Gives information, comments, asks questions spontaneously or on request

HSC LS1.8 Utilises appropriate technology, and a range of age-appropriate aids, to facilitate communication with others

HSC LS1.9 Initiates and sustains communication with others

HSC LS2.5 Conveys and relays messages

HSC LS2.9 Speaks with others in a range of formal and informal situations

HSC LS6.1 Recognises familiar objects and images when presented in a range of formats so as to make choices and communicate needs
Syllabus Content

Early Stage 1 (ENe) Content 


-describe an object of interest to the class, e.g. toy, pet 1A

-communicate with peers and familiar adults about personal experience 1A

-respond to simple questions either verbally or non-verbally 1A

-demonstrate a developing understanding of language used at school and expectations for using spoken language according to audience and purpose 6B




Life Skills (ENLS) Content 


-contribute to and provide an opinion on familiar topics represented in texts through class and small-group discussions 6A

-plan, rehearse and deliver presentations using language forms, features and structures appropriate to purpose, audience and context 11B

-indicate a preference 2A

-use photographs, pictures, symbols and visual aids for a variety of purposes 4A

-adjust communication to suit purpose and audience 3A


HSC Life Skills (LS) Content 


-stand or give attention to another person, an object or an event in their environment 1.1

-convey information through vocalisation, gesture, sign, communication device or speech in response to initiation from others 1.6

-uses communication technology or aids with peer or adult assistance to communicate basic needs and wants, to convey information and indicate preferences in a range of situations 1.8

-initiate and sustain communication with others in appropriate contexts 1.9

-convey a verbal message directly from one person to another (involving known and unknown people) in a range of situations using a single sentence 2.5

-speak with several known people in an appropriate manner (volume, tone, vocabulary) in a range of small group situations 2.9


English Learning Continuum Content

Stands in front of a group

Stands in front of a group and shares information

Performs in front of audience

Stands in front of a group

Use incidental teaching opportunities or group activities to encourage students to stand in front of the class group and say, “SN, come.” Praise the student for standing in front of the group and say, “Well done, SN!” Incidental opportunities include:


  • Taking a turn with a toy
  • Engaging in a favoured activity
  • Holding a book or turning pages during shared reading
  • Helping the teacher
  • Using the IWB
  • Holding up a picture or visual support
  • Making a song choice

Stands in front of a group and shares information

At the beginning of the week use each student’s home diary to talk about the activities participated in over the weekend. Bring the class group together with their home diaries ready for news time. Use a ‘Whose turn?’ board to indicate the order in which students will be asked to stand in front of the group to share their news. Model standing in front of the group to share news using a home diary. Provide the least amount of support required for each student to stand in front of the group and share their news using their own home diary. Praise the student for standing in front of the group and sharing information.


Performs in front of an audience

Develop routines to support students’ abilities to participate in a performance in front of the class group. This could include singing a song and doing the actions in front of the group during morning circle, retelling a story using a familiar big book or playing a percussion instrument during a favoured class song in afternoon circle.


Provide opportunities for students to participate in performances in front of a wider audience such as performing assembly items, particpating in a signing choir, playing in an iPad band, giving out awards at assembly or welcoming guests to a special event.


Play group games such as ‘Heads Down, Thumbs Up’ that require students to perform in front of their peers by standing and speaking in front of an audience.




Key Assessment Points



  • The level of prompting required for the student to complete a task should always be recorded.
  • Observation could occur throughout the school day in a variety of activities or during a structured assessment task. This could be captured on video or in photos and recorded in skill checklists/rubrics for analysis.




Suggested Apps


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