Every Student

C1 - Talking - Concrete Symbolic

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 


-respond to the shared reading of texts for enjoyment and pleasure  1A

-engage with and respond to a range of oral and aural texts for enjoyment and pleasure 1A

-understand how to communicate effectively in pairs and groups using agreed interpersonal 
conventions, active listening, appropriate language and taking turns 1A

-contribute appropriately to class discussions 1A

-replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures  1A

-recite short, simple poems 1A

-use music and/or actions to enhance the enjoyment and --understanding of rhymes, poems, chants and songs 6B



Life Skills (ENLS) Content 


-select and use appropriate means of communication, including technology, for a particular audience 2A

-contribute to class discussions using a range of skills, including turn-taking, questioning, rephrasing for clarification 2A

-use photographs, pictures, symbols and visual aids for a variety of purposes 5A


HSC Life Skills (LS) Content 


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

-give information or comments on specific matters, in response to a question from others, in an appropriate manner using communication devices 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

-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 a known person (individually) in an appropriate manner (volume, tone, vocabulary, grammar) to convey basic information, express choices, or make requests in a range of situations 2.9

-speak with an unknown person (individually) in an appropriate manner (volume, tone, vocabulary, grammar) to con vey basic information, express choices, or make requests in a range of situations 2.9

-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


Makes sounds of objects, songs and words Makes approximations to comment within immediate context (here and now)


Model a sound with exaggerated mouth movements then pause to cue the student to imitate it by using the same mouth movements and vocalisations. Praise the student for attempts to imitate the sounds you are making. Repeat this process for the same sound a number of times. A range of motivating alphabet/sound songs, tunes or commercial programs such as Ants in the Apple or Jolly Phonics could be used.


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Makes sounds of objects, songs and words

Sing songs that encourage the production of sounds such as ‘Old MacDonald’. Incorporate a choice boardto enable a student to select a favoured animal for the farm. Once the student has selected the animal, place it onto a picture of a farm and model the animal sound using exaggerated mouth movements. Encourage the student to imitate, praise the student for all attempts and say, “Great work! A cow says MOO. SN said MOO!” Incorporate the animal name and the sound it makes into the full Old MacDonald song using the visual of the animal to prompt the student to produce the sound. Pause as necessary during the song to give the student time to look at the visual and produce the animal sound. Continue to praise the student for any attempts to make sounds or comments. Repeat this activity regularly to encourage further sound production.


Makes approximations to comment within immediate context (here and now)  

Structure opportunities that can be stopped, started or manipulated in some way to encourage the student to comment. For example when using the Liberty Swing observe the student and attribute meaning to any vocal sign of enjoyment exhibited by the student. Say, “SN is making happy noises. SN is having fun on the swing.” Slow down or stop the swinging motion and strategically pause for a vocalisation from the student. Interpret this as a disapproving comment that the swing has slowed down or stopped and say, “SN is unhappy. Let’s have more swing.” Recommence the swinging motion immediately to ensure that the student realises their vocalisation was understood. Throughout the day look for incidental opportunities where a student makes sounds and approximations that can be interpreted as a comment.



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.
  • Consultation with outside agencies and therapists such as speech therapists may be able to provide additional assessment information.
  • Elicit responses from students through questioning to demonstrate the skills covered in this area.
  • Informal testing could be used to assess a student skills.



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