Every Student

C3 - Engaging in Routines - Concrete Symbolic

Teaching Strategies

Guided practice »
Modelling »
Incidental teaching »
Prompting »
Explicit teaching »


Teaching Opportunities

Morning circle
Environmental walks


Teaching Resources

Social stories
Cueing songs
Visual timetable
Real objects


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



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 


-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 


-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 


-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

Acknowledges known routines and/or visual schedules
Responds to familiar cues
Identifies familiar rules
Stays with the group    

Acknowledges known routines

Prominently display a visual timetable with the activities of the day represented with photos, PCS, remnants and/or real objects. Explain and show each representation of the activities one by one to each student individually. At the beginning of each activity show the student the relevant symbol or object and explain the upcoming activity. Allow the student to interact with the symbol or object by pointing to it, touching it or holding it.


Responds to familiar cues

When the school bell sounds, for example at the end of playtime, draw the student's attention to the bell by saying, “SN, can you hear the bell? It means we need to …” Use the least amount of prompting necessary to assist the student to move to the correct area.


At the end of an activity play the ‘Clean Up’ song from Super Simple Songs to let students know that it is time to finish the activity and tidy up. Initially draw students’ attention to the song by saying, “Oh everybody I can hear the Clean Up song. Let’s clean up.” Model packing away and use the appropriate level of prompting required to assist students to do the same. Fade the speech cue as students learn to respond to the song. This song is appropriate for younger students. More age appropriate songs and song lyrics are available for older students on the Internet.



Identifies familiar rules

Prominently display familiar rules in the classroom. During designated lesson times show each student a rule one at a time. Label it and point to the rule while modelling the expected behaviour. Continue to hold the rule within a student’s line of vision and ask them to find it by saying, “SN, Can you find the … rule?” Use the least amount of prompting necessary to assist students to point to the rule.


Model an expected behaviour such as ‘listening to the teacher’ with exaggerated movements and ask the student to identify the rule. Allow students to answer by identifying the visual representation of the rule or naming it.


Develop a social story which outlines familiar rules and the positive behaviours associated with them. Each page should contain a PCS representation of the rule and a photo of the students modelling the expected behaviours. When reading the story with the students ask them to point out specific rules by saying, “SN, Can you find the … rule?”


Stays with the group

Lead the class group on regular walks around the school. For younger students encourage them to hold a partner’s hand and encourage older students to stand beside or behind another student. Verbally remind students of the expectation of staying with the group during the walk. Support this with a sign, photo or PCS of the expectation. Strategically stop at pre-determined places and ensure all students are with the group. Praise and/or provide a reward to students who remain with the group. If students move away from the group, stop the group and direct the missing students to return. Upon returning remind them of the expectation by saying, “SN, you need to stay with the group”.


Use incidental teaching opportunities throughout the day where students are participating in group activities, such as assembly or morning circle, to encourage students to stay with the group. Continually remind students of the expectation of staying with the group and praise and/or reward students who do this.



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.



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