Every Student

EXS1 - Questioning - 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 


-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

Gains attention of a communication partner by vocalising, body language, grasping an object

Gains attention of a communication partner by vocalising, body language, grasping an object

Consistently attribute the same meaning to a student’s reflex movement or vocalisation by responding immediately and interpreting the behaviour as an intentional effort to gain attention. Make eye contact with the student and say, “Yes SN, what do you want?” Student reflexes could include vocalisations, flinging a leg or arm, turning head, smiling, grasping an item or touching you etc.

Deliberately set up situations where students need to gain the attention of a communication partner by vocalising, using body language or grasping an object. This may be by turning away from the student or placing an object just out of reach. Consistently respond immediately to any reflex movement or vocalisation and attribute meaning to the student’s behaviour by interpreting it as an effort to gain attention.

Incidental teaching opportunities can be used throughout the school day to implement the activities outlined above. 



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.
  • Consultation with outside agencies and therapists such as speech therapists may be able to provide additional assessment information.




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