Every Student

LS&W1 - Producing Text - Intentional

Teaching Strategies

Guided practice »
Motivators »
Modelling »
Contingent responding »
Independent practice »
Incidental teaching »
Strategic pausing »
Prompting »
Shaping »


Teaching Opportunities

Morning circle
Music and animations
Technology sessions
Leisure time
Sensory play
Work tasks
Creative play
Art activities
Outdoor play


Teaching Resources

Switch toys
Interactive apps, software and websites
Art supplies
Cause and effect items
Voice Output Communication Aids
Interactive touch screen devices
Switch activated equipment
DVD player
Writing implements
Writing surfaces
Pencil grips


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-3A A student produces most lower case and upper case letters and uses digital technologies to construct texts

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-7B A student recognises some different purposes for writing and that own texts differ in various ways

Life Skills 7-10 Outcomes (2012)

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

ENLS-5A A student recognises and uses visual texts media and multimedia for a variety of purposes, audiences and contexts

ENLS-8A A student writes short texts for everyday purposes

ENLS-11B A student composes, publishes and presents texts appropriate to purpose and audience in a range of contexts

HSC Life Skills 11-12 Outcomes (2007)

HSC LS5.1 Copies symbols, pictures, letters or words

HSC LS5.3 Writes and transfers specific information using standard formats

Syllabus Content

Early Stage 1 (ENe) Content Students:

-use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus 3A

-experiment using digital technologies e.g. produce own name, commonly used words and simple sentences 3A

-construct texts using software including word processing programs 3A

-understand foundation movements that underpin NSW Foundation Style 3A

-use foundation movements as a basis for the introduction of formal letters when composing simple imaginative and other texts for enjoyment or to convey an idea or experience 3A

-develop basic skills of writing, including correct pencil grip, good posture, handwriting movements and accurate use of alternative writing tools, to form some lower case and upper case letters 3A

-write from left to right and leave spaces between words 3A

-produce some lower case and upper case letters using learned letter formations 3A

-recognise the letters of the alphabet and know there are lower and upper case letters 4A

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



Life Skills (ENLS) Content Students:

-select and use appropriate means of communication, including technology, for a particular audience 2A

-recognise how technology is used for different purposes and audiences in film, websites and other multimedia texts 5A

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

-complete personal details in a range of formats for a variety of purposes 8A

-recognise the range of conventions used in written texts 8A

-write short texts using correct conventions 8A

-write own name 8A

-write signature in consistent form 8A

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

-write short texts 8A

-transfer information from one source to another 8A

-write about familiar topics for everyday purposes 8A

-use a range of technology to create meaning when composing texts 11B

-select and use a range of technology and strategies to create visual and multimedia texts for particular purposes, contexts and audiences 11B

-explore ways to present information using appropriate technology and strategies 11B

HSC Life Skills (LS) Content Students:

-copy letters or symbols to represent their own names on official documents and personal correspondence 5.1

-copy their own names and personal details in appropriate formats 5.1

-develop strategies to copy personal details from one format to another 5.1

-write their own names in signature format or equivalent by hand or using technology 5.3

-write, using technology, to request information 5.3


English Learning Continuum Content

Hits switch, keyboard, mouse Touches an interactive screen Makes a mark with no intentional meaning
Looks at screen    
Hits switch, keyboard, mouse
Assist students to interact with a switch, keyboard or mouse using a hit and release action with the least amount of support required. Examples include:  
  • Owlie Boo online games which encourage students to hit keys on a keyboard or move a mouse
  • Switch activated toys that encourage students to hit and release a switch
  • Interactive toys which encourage students to develop a press and release action


Looks at screen
Use a motivating action, sound, special interest character or piece of music to encourage the student to look at a screen on audio-visual equipment such as an interactive whiteboard, tablet, computer, television or portable DVD player. Respond immediately and consistently when the student looks at thescreen by using language such as,
 “SN is looking. Good looking!” This encourages the student to intentionally make the response. Motivating displays include:
  • PowerPoint presentations or video clips of the student  
  • A favourite movie or animated song
  • Photo slideshows of favoured items
  • Apps such as PocketPond, Pocket Fish Free, Dolphin Fingers, Liquid Mirror and Kid Mode


Touches an interactive screen
Provide opportunities for students to participate in a variety of activities that require them to touch an interactive screen to cause a visual or audio effect. Use an appropriate level of prompting to guide students to touch the screen or device during these games. Select activities carefully, ensuring that there is a cause/effect link with touching the screen. Activities include:


Makes a mark with no intentional meaning
Provide students with a variety of opportunities to grasp implements that can be used to make a mark on a surface. Ideas include:


Opportunities for students to make a mark on a surface include:
  • Putting paint on a student’s hand and allowing them to make handprints
  • Supplying paint for students to finger paint
  • Using drawing apps such as Art of Glo, Drawing HD for Kids, Laser Show or Doodle Buddy on an interactive touch screen devices


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 occupational therapists could provide additional assessment information.




Suggested Apps


Doodle Buddy for iPad
Laser Light Show
Drawing Kids HD
Drawing with Carl
Classroom Tools - My Whiteboard
Doodoo Pad
Bloom HD
Art of Glow
Kid Mode
Fingerpaint Magic
Pocket Fish Free
Dolphin Fingers
Liquid Mirror
Cause and Effect Sensory Light Box
Cause and Effect Sensory Sound Box