Every Student

EXS1 - Accepting & Rejecting - Intentional

Syllabus Outcomes and Content
Syllabus Outcomes

Early Stage 1 Outcomes (2012)

ENe-1A A student recognises different methods of communication

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 awareness of some purposes for spoken language

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-11D A student responds to and composes simple texts about familiar aspects of the world and their own experiences


Life Skills 7-10 Outcomes (2012)

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

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

A student writes short texts foreveryday purposes

A student explores how the use of language affects personal roles and relationships with others

A student responds to and composes texts that explore personal, social and world issues

A student uses individual and collaborative skills in the learning process


HSC Life Skills 11-12 Outcomes (2007)

HSC LS1.1 Gives attention to another person, an object or an event in their environment

HSC LS1.3 Makes requests to satisfy needs and wants and to obtain services or assistance

HSC LS1.4 Lets others know that they approve or disapprove of actions and accept or reject objects, services or assistance appropriately

HSC LS1.5 Makes choices and expresses preferences, emotions and feelings

HSC LS1.6 Gives information, comments, asks questions spontaneously or on request

HSC LS2.2 Expresses agreement or disagreement and expresses pleasure or disappointment

HSC LS2.4 Answers questions and gives explanations

HSC LS2.7 Makes requests for services, information or assistance

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 


-understand that language can be used to explore ways of expressing needs, likes and dislikes 6B

-recognise that there are different ways of using spoken language to communicate 6B

-compose texts to communicate feelings, needs, opinions and ideas 6B

-recognise different methods of communication 6B



Life Skills (ENLS) Content 


-recognise the role and purpose of non-verbal indicators in communication 2A

-use non-verbal indicators to communicate for a variety of purposes such as to request and reject 2A

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

-indicate a preference  2A

HSC Life Skills (LS) Content


-use speech with appropriate vocabulary, volume, tone and manner to indicate approval or disapproval and to accept or reject objects or assistance 1.4

-use speech in conjunction with gestures to indicate approval or disapproval and to accept or reject objects or assistance 1.4

-use a range of communication devices which are understood by others to indicate approval or disapproval and to accept or reject objects or assistance 1.4

-use gestures to indicate approval or disapproval and to accept or reject objects or assistance 1.4

-demonstrate expression of agreement or disagreement 2.2

-respond to questions using ‘yes’, ‘no’, ‘I don’t know’ in a range of situations 2.4

English Learning Continuum Content

Accepts/rejects using body language and/or vocalisations

Accepts/rejects using body language and/or vocalisations

Use sensory items to stimulate and elicit a positive or negative response from a student. Sensory items should focus on stimulating the five senses and could include:


Touch Sight Sound Smell


  • Feather
  • Hand-held massager
  • Light wand
  • Environmental sounds
  • Traffic noises
  • Pleasurable smells such as strawberry or lavender
  • Smells that are not pleasurable for the student 
  • Sweet foods
  • Salty foods
  • Sour foods


Offer the student a sensory item and watch for any change in facial expression or vocal response that indicates pleasure (smiling or giggling) or displeasure (frowning or crying). Respond and attribute meaning immediately. If the student enjoys the stimulation continue the activity or cease it if they reject it. Repeat the procedure using items that stimulate the same sense. For example, tickle a student with a feather and watch for a response. If the student makes a positive response say, “SN, you are giggling. You like being tickled” and continue tickling the student. If the student makes a negative response, say, “SN, you are frowning. You don’t like being tickled” and stop tickling immediately.




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 when assessing these skills.
  • Skill checklists/rubrics could be used to assess some of these skills.



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