Every Student

C3 - Engaging in Routines - Abstract and Verbal Symbolic

Teaching Strategies

Guided practice »
Incidental teaching »
Prompting »
Blocking access »
Explicit teaching »

 

Teaching Opportunities

Morning circle
Community access
Group games

 

Teaching Resources

Student photos
PCS
Student names
Art supplies
Rules
Board
Hat
Morning circle file
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

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Assessment Strategies

Observation»
Analysis»

 

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-4A A student demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

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

ENe-7B A student recognises some different purposes for writing and that own texts differ in various ways

ENe-8B A student demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter

ENe-12E A student demonstrates awareness of how to reflect on aspects of their own and others’ learning

Life Skills 7-10 Outcomes (2012)

ENLS-1A A student listens and responds in familiar contexts

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

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-16D A student explores the ways cultural ideas and perspectives shape a range of spoken, written, visual and multimedia texts

ENLS-17E A student uses individual and collaborative skills in the learning process

HSC Life Skills 11-12 Outcomes (2007)

HSC LS1.2 Responds appropriately to cues in a range of environments

HSC LS1.7 Engages in (responds to and initiates) social routines and actions

HSC LS1.9 Initiates and sustains communication with others

HSC LS2.1 Greets and farewells known and unknown people in an appropriate manner

HSC LS2.8 Recounts stories, personal experiences and jokes

Syllabus Content

Early Stage 1 (ENe) Content 

 Students:

-understand simple classroom routines 1A

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

-discuss what it means to be a cooperative group member 12E

 

 

 

 


Life Skills (ENLS) Content 

 Students:

-respond to verbal cues 1A

-respond to single-word commands 1A

-respond to commands involving a single step 1A

-respond to commands involving more than one step 1A

-respond to familiar auditory cues and signals 5A

-recognise and interpret single words or simple instructions in context 6A

-participate in partner, small-group and whole-class tasks 17E

-take on responsibilities as a learner both individually and as part of a group 17E

HSC Life Skills (LS) Content 

 Students:

-participate appropriately in social routines 1.7

-select appropriate stories and jokes according to particular occasions 2.8

-identify when and where it is appropriate to relate stories, personal experiences and jokes 2.8

 

English Learning Continuum Content

Anticipates and participates in familiar class routines

Follows rules and schedules

 

 

Develops a sense of belonging

Anticipates and participates in familiar class routines

In morning circle, after the day of the week has been identified, show the student a board with two or three photos or PCS depicting different activities. One of the photos or PCS should represent a main activity of the day such as swimming or cooking. Ask the student to identify the main activity by saying, “Today is …. What do we do on …?” Ask the student to select the appropriate photo or PCS from the board. If the student reaches for the incorrect photo/PCS, block access and redirect the student by saying, “Are you sure?” Use the least amount of prompting required to ensure the student selects the appropriate photo or PCS.

 

Show and name a photo or PCS of a familiar class routine such as swimming to students. Provide the least amount of prompting required to assist students to participate in the activity.

 

Follows rules

Prominently display visual representations of familiar rules in the classroom. Before moving to the playground, draw students’ attention to the classroom rules depicting ‘no hat, no play’. Ask students what they need before they can play. When students take their hats, praise them and allow them to go to the playground. If students do not follow the rule, block access to the playground and explicitly remind them of the expected behaviour. Once students puts their hats on allow access to the playground.

 

Develops a sense of belonging

Play the ‘Who’s Missing’ game with the class using a set of class photos or names. Ask students to close their eyes and then remove one student from the group and ask them to wait outside. As a group identify the missing student by holding up the photo or name of a student from the class and saying, “Is SN here? Put up your hand if you are here.” Repeat this process until there is no response. Whilst holding up the photo or name of the missing student ask the class, “Can you see SN? Where is he? He must be outside” As a group invite the missing student back inside the classroom.

 

When identifying who is at school during morning circle ask students to select their picture or name and place it under the ‘At School’ portion of the board. If there are any students absent ask the students at school, “Who is missing from the class? Who is at home today?” Assist students to identify the absent student and select a student to move their photo or name to the ‘At Home’ portion of the board.

 

Provide students with photos of people including members of their own family. Ask students to identify members of their family and place the photos on a ‘My Family’ poster. Students could also make posters of ‘My Class’ or ‘My Friends at School’.

 

 

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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