Every Student

C3 - Engaging in Routines - Intentional

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

Interacts with a communication partner (attends and focuses)

Looks at a visual schedule

Stays with the group with support

Interacts with a communication partner (attends and focuses)

Work closely with a student during an art or craft session. If the student cannot work at a table or desk, take the activity to the student on a stable table or a tray attached to their wheelchair. Use the most appropriate level of support to engage the student in the activity and encourage interaction by attributing meaning to any vocalisation, change in facial expression or body movement by saying, “Great work, SN. We are making a great picture, aren’t we?”



Stays with the group with support

Develop specific lessons and social stories with visuals including photos of the class group and PCS about staying with the group. Lead the class as a group on regular walks around the school with a support person ensuring that all students walk with the group. This includes using physical assistance to reposition and redirect students as required. Stop after a short distance has been travelled, or at a gate or natural stopping point and ensure that all students are together. Start again when all students are together and the gate is open. When a particular destination is reached, reward individuals by lollies, stickers or preferred items. Gradually increase the distance travelled before stopping or the rewards are given.



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


Lazoo: Squiggles