Every Student

LS&W1 - Fine Motor Skills - Concrete Symbolic

Teaching Strategies

Guided practice »
Sensory stimulation »
Motivators »
Modelling »
Independent practice »
Incidental teaching »
Prompting »


Teaching Opportunities

Fine motor activities
Living skills
Creative play
Art activities
Cooking sessions


Teaching Resources

Thick paintbrushes
Sorting boxes
Play dough
Florist foam
Coloured sticks
Threading activities
Shoebox Tasks
Wooden inlay puzzles with knobs


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:

-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

-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



Life Skills (ENLS) Content Students:

-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

HSC Life Skills (LS) Content Students:

-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

Maintains a grasp Manipulates objects Makes a mark with no intentional meaning
Looks at screen    

Maintains a grasp

Engage students in completing wooden inlay puzzles with large knobs. Model maintaining a grasp on the knob to manipulate it into the correct position on the baseboard. Provide the least amount of prompting required to enable the student to successfully complete the task. A similar activity can be completed with a sorting box where only items of the correct shape and size will fit through each hole.


Manipulates objects using fine motor skills

Play fine motor games or activities with students on a daily basis to help them develop the ability to manipulate the equipment correctly. Model the correct way to manipulate fine motor equipment and provide the least amount of support required to enable the student to successfully complete each task. Fade the support required until the student is able to consistently complete the task. Use fine motor equipment to develop a variety of games or use commercially made items such as Shoebox Tasks ™. Other ideas to encourage students to use fine motor skills include:

  • Picking up small objects and placing them in a container
  • Building towers out of blocks, Lego™ or Duplo™
  • Sorting small items into egg cartons or chocolate moulds
  • Picking up sticks/chopsticks and pushing them into a play dough base
  • Using tongs to sort or pick up objects such as dice, blocks or buttons
  • Completing wooden Inlay puzzles with knobs
  • Pulling weeds out of the garden
  • Lacing cards and threading activities
Pulling weeds out of the garden Lacing cards and threading activities

Visit our LS&W1 Pinterest board for more ideas and links.


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 or during a structured assessment task. This could be captured on video or in photos and recorded in skill checklists/rubrics for analysis.
  • Consultation with outside agencies and therapists such as occupational therapists could provide additional assessment information.



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