Every Student

C3 - Interacting - 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 


-use interaction skills including listening while others speak, using appropriate voice levels,
articulation and body language, gestures and eye contact 1A

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

-identify some familiar written symbols in context 4A

-greet people differently according to the relationship 6B

-recognise different methods of communication 6B

-demonstrate an awareness of written forms of communication, including labels, symbols, emails, letters and photographs 7B

-interpret pictures with labels, environmental print logos and other visual images 8B





Life Skills (ENLS) Content 


-respond to auditory cues through body language 1A

-respond to familiar auditory cues and signals 1A

-use recognised conventions when communicating in a range of contexts 2A

-greet and farewell people in an appropriate manner in a variety of contexts 2A

-communicate with peers and adults in an appropriate manner 2A

-use appropriate interaction skills across a range of contexts 2A

-communicate personal needs 2A

-recognise symbols, signs and logos in everyday situations 4A

-recognise signs and symbols with universal meaning 5A

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

-identify culturally specific body language and how this is used to create meaning in a range of texts 16D

HSC Life Skills (LS) Content 


-respond to gestures, signs or voices indicating ‘yes’, ‘no’ and ‘stop’ 1.2

-respond to gestures, signs or voices indicating instructions or requests 1.2

-engage in simple conversations with known peers, using vocalisation, gestures, signs, communication devices or speech in an appropriate manner 1.7

-engage in brief formal conversations with unknown people in both known and unknown situations, using gestures, signs, communication devices or speech 1.7

-initiate social interactions with known and unknown people in appropriate ways 1.7

-initiate and sustain communication with others in appropriate contexts 1.9

-use appropriate language (vocabulary, tone, volume, manner) to greet and farewell 2.1



English Learning Continuum Content

Makes non-conventional gestures

Interacts with a communication partner

Gains attention by vocalising, using body language and/or grasping an object

Responds to a greeting from a familiar person


Vocalises in response 


Makes non-conventional gestures

Use a student’s response to a body sensation as a cue that the student has a need to communicate. For example, tugging at pants could mean that the student needs to use the toilet or has a wet nappy and lip smacking could mean they need a drink. Consistently attribute the same meaning to the action by taking the student to the toilet when they tug at their pants or offer a drink when the student smacks their lips.


Interacts with a communication partner

Engage the student in a game of ‘peek-a-boo’ by dropping and raising a parachute over them. Strategically pause and wait for the student to respond in some way. When the student responds, lift the parachute and say, “There you are, SN.” If the student does not respond, a strategically placed support person can prompt a response by using a known action that the student makes, such as raising the student’s hand or foot. Quickly react to this prompted response and continue playing the game.


Interact with students during favoured activities such as playing in a ball pit in a similar fashion to the activity above quickly reacting to student responses to communicate with you.


Gains attention by vocalising, using body language and/or grasping an object

Place the student in front of an interactive whiteboard and play the student’s favourite show or movie. Pause the movie and wait for the student to react. As soon as the student makes a vocalisation, changes their facial expression or makes a movement, restart the movie saying, “SN, you want me to play some more of this movie.”



Responds to a greeting from a familiar person

Use opportunities throughout the school day for the student to interact with familiar people who greet them. This could occur during classroom visits or transitions. When a familiar person comes into the classroom, model the greeting and then allow the familiar person to greet the student. That person says, “Hello SN. It’s nice to see you today,” and then strategically pauses and waits for a response from the student. They then attribute meaning to any response made by the student. If the student does not respond, use the appropriate level of prompting to raise the student’s hand or gently reposition the student’s head so that they are looking at the familiar person and say, “Hello, (familiar person’s name). It’s nice to see you, too.”


Vocalises in response

Use motivating toys that elicit a surprise sound, action or effect from most people, such as a Jack-in-the-Box, to encourage the student to vocalise a reaction to a sound. When Jack pops out of the box, model a surprised reaction that includes a vocalisation. Encourage the student to imitate you by saying, “What a surprise. We both went oooooh!” Repeat the activity using the toy to produce the surprise sound, action or effect and consistently react with a vocalisation. Immediately praise and/or reward the student when they make any sound, intentional or not, in order to shape this response into an intentional vocalisation.


Identify certain actions that usually elicit a vocalisation from the student such as a gentle touch to the student’s cheek. Say, “Hello SN” before touching the student’s cheek. When the student vocalises, attribute meaning to this response by saying, “Good speaking. You said, hello.”



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.


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