Every Student

EXS1 - Commenting - Intentional

Teaching Strategies

Attribute meaning »
Sensory stimulation »
Strategic pausing »
Prompting »
Shaping »


Teaching Opportunities

Morning circle
Technology sessions
Sensory play


Teaching Resources

Pick-up sticks
BigMack switch
Sensory items
Cause and effect items
Interactive whiteboard


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 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

-recognise different methods of communication 6B

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

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

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

-understand that language can be used to describe likes and dislikes 11B

Life Skills (ENLS) Content 


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

-communicate personal needs 2A

-create simple visual texts to convey a message 4A

-recognise symbols, signs and logos in everyday situations 5A

-recognise signs and symbols with universal meaning 5A

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

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

-construct short texts using visual aids and/or appropriate technology 8A

-identify how the aspects of context affect features of language, 14D

-recognise the ways in which ideas and points of view can be expressed in a range of spoken, written, visual and multimedia texts 15D

HSC Life Skills (LS) Content 


-stand or position themselves appropriately to indicate giving attention to another person 1.1

-express feelings of comfort, discomfort, pleasure or pain 1.5

-express emotions and feelings in age-appropriate and socially-appropriate ways 1.5

-convey information through vocalisation, gesture, sign, communication device or speech in response to initiation from others 1.6

-convey personal information, when appropriate, by using communication devices or speech  in response to request from others  1.6

-give information or comments on specific matters, in response to a question from others, in an appropriate manner using communication devices or speech 1.6


English Learning Continuum Content

Recognises cause and effect

Interacts by changing facial expressions

Recognises cause and effect

Position the student so that their hand rests on an iPad with the app Doodle Buddy open. Move the student’s hand over the screen and draw attention to the changes occurring on the screen by saying, “SN, look at the patterns you are making.” Let go of the student’s hand and say, “Now it’s your turn. SN, move your hand to make a pattern”. Allow time for the student respond. Use the least amount of prompting required to assist the student to move their hand on the screen.


A range of motivating cause and effect toys and sensory devices can be attached to BigMack switches including bubble machines and train sets. There are also a variety of different cause and effect apps such as Random Touch and Fireworks, available for interactive touch screen devices. Online games for the interactive whiteboard include those featured on sites such as Shiny Learning and Helpkidzlearn.


Interacts by changing facial expressions

Present a variety of smells individually to the student by placing containers with a sample of each smell in them directly under the student’s nose. Closely watch the student’s face and immediately respond when there is a change by attributing meaning and saying, “You are frowning, SN. You don’t like eucalyptus,” or “You are smiling, SN. You really like strawberry.” Consistently respond and attribute meaning to the student’s facial expressions.


Other activities include blowing bubbles around the student’s face, allowing the student to sample different tastes and gently rubbing different textures on the student’s skin. As soon as the student’s facial expression changes, attribute meaning consistent with that change.



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


Doodle Buddy for iPad
Fireworks 123
Random Touch