Every Student

LS&W1 - Fine Motor Skills - Intentional

Teaching Strategies

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


Teaching Opportunities

Fine motor activities
Living skills
Work tasks
Creative play
Cooking sessions


Teaching Resources

Pull string toys
Squeaky toys
Urchin balls
Different shaped objects
Ice cream containers
Shape sorting toys
Wet wipe containers
Play dough
Silly putty


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

Grasps Interacts with objects using fine motor skills Makes a mark with no intentional meaning


Fill an empty baby wipes container with coloured scarves or handkerchiefs. Leave one scarf poking out the top. When starting this activity knot all the scarves together to encourage the student to grasp the scarves using a hand over hand motion until the box is empty. Once the student can do this independently, untie the scarves and encourage the student to pull them out one by one by reaching through the hole to get the next scarf.


Provide activities that allow a student to pick up and ‘post’ a variety of items into a container with a large hole. When the student can do this confidently, provide a container with two different sized holes and a variety of different sized items to ‘post’. The student should begin to recognise that some items may not fit into both holes.


Interacts with objects using fine motor skills

Provide students with the opportunity to use fine motor skills to interact with a variety of objects throughout the day. Objects and activities that students may enjoy interacting with include:

  • Squeezing a small soft ball
  • Urchin balls
  • Using Duplo™ or pull apart blocks
  • Toys that have a string to be pulled
  • Squeaky toys
  • Play dough or silly putty




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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