Every Student

EXS1 - Questioning - Abstract and Verbal Symbolic

Teaching Strategies

Attribute meaning »
Questioning »
Sabotage »
Motivators »
Incidental teaching »
Prompting »
Blocking access »


Teaching Opportunities

Morning circle
Community access
KLA sessions
Meal times


Teaching Resources

Sentence strips
Favoured items
Food items
Communication partner
Communication folder


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 


-communicate appropriately and effectively within the classroom using agreed conventions 1A

-identify the difference between a question and a statement  6B



Life Skills (ENLS) Content 


-contribute to class discussions using a range of skills, including turn-taking, questioning, rephrasing for clarification  2A

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

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

-ask questions to assist learning 17E

HSC Life Skills (LS) Content 


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

-ask questions of known people appropriately using communication devices or speech 1.6

English Learning Continuum Content

Engages meaningfully with a communication partner

Makes approximations to ask questions

Engages meaningfully with a communication partner

Hold a motivating item 3 metres away from the student and place the corresponding symbol in front of the student. When the student picks the symbol up off the table, a prompter guides the student to the communication partner. Provide the least amount of support necessary for the student to place the symbol in the communication partner’s hand. The communication partner immediately provides access to the motivating item.


Makes approximations to ask questions in an appropriate context

When a student wants an unattainable item such as aball from a high shelf, interpret the student’s actions and/or vocalisations by saying, “SN is asking for the ball”. The prompter guides the student to their communication folder or other PCS storage area to select the corresponding symbol. Provide support for the student to construct the question, “Can I have the ball please?”. The prompter then guides the student to the communication partner to make the exchange and immediately allows access to the ball.



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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