Every Student

EXS1 - Choice Making & Requesting - Intentional

Teaching Strategies

Attribute meaning »
Modelling »
Incidental teaching »
Strategic pausing »
Shaping »


Teaching Opportunities

Morning circle
Music sessions
Leisure time
Meal times


Teaching Resources

Favoured songs
Emotion visuals
Food items


Levels Of Support

Full Physical Assistance (FP) »
Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »


Programming Proforma

Download Program Proforma »


Assessment Strategies



Assessment Record

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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 


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

-make simple requests using appropriate word order 6B

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

-understand that readers/viewers may have varied and individual responses to a text 8B

-share responses to aspects of a text that relate to their own life 11D

Life Skills (ENLS) Content 


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

-indicate a preference 2A

-recognise a variety of ways people communicate with each other 2A

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

-use visual texts to communicate with a variety of audiences 5A

-recognise the power of language to communicate feelings 14D


HSC Life Skills (LS) Content 


-gesture to indicate need or preference for food, drink, physical assistance or to obtain a service in a range of situations 1.3

-vocalise to indicate need or preference for food, drink, change of clothing or other physical assistance in a range of situations and with both known and unknown people 1.3

-use communication devices or systems to indicate needs or preferences 1.3

-request service, information or assistance using one word 2.7

-request service, information or assistance using known phrase 2.7

-request service, information or assistance using a complete sentence with known people in a range of situations 2.7

English Learning Continuum Indicators

Gains attention

Makes known a need or emotion

Gains attention

Shape reflex vocalisations made by a student into an intentional attempt to gain attention by immediately responding and interacting for a short period of time before moving away. When the student makes another reflex vocalisation, respond in the same way so they begin to make these vocalisations intentionally.


Makes known a need or emotion

When engaging in an activity such as listening to a favoured song, respond to a student’s facial expression and/or reflex vocalisation by attributing an emotion to them. For instance, when the student smiles or makes a reflex vocalisation say, “SN, I can see you are happy because you are smiling and laughing! You like this song!” A sign and/or PCS, such as ‘happy’ can be used to support this.


Shape a student’s reflex vocalisation or movement into an intentional action that will meet a specific need. For example, if a student bangs the table, consistently respond at meal times by saying, “SN is hungry. You want lunch.” Immediately meet the student’s need by providing them with food to eat.




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.



Suggested Apps


Lazoo: Squiggles