Every Student

LS&W3 - Vocabulary - Intentional

Teaching Strategies

Guided practice »
Attribute meaning »
Provide opportunities for choice »
Motivators »
Shaping »


Teaching Opportunities

Morning circle
Literacy sessions
Community access
Community access
Daily routines
Leisure time
Sensory play


Teaching Resources

Interactive apps, software and websites
Photo books
Familiar items
Interactive touch screen devices


Levels Of Support

Full Physical Assistance (FP) »
Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »


Programming Proforma

Download Program Proforma »


Assessment Strategies



Assessment Record

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Syllabus Outcomes and Content
Syllabus Outcomes

Early Stage 1 Outcomes (2012)

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


Life Skills 7-10 Outcomes (2012)

ENLS-4A 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

ENLS-6A A student reads and responds to a range of written texts in familiar contexts


HSC Life Skills 11-12 Outcomes (2007)

HSC LS4.1 A student recognises individual photographs, pictures, symbols or words for personal use

HSC LS4.2 A student recognises, interprets and responds to photographs, pictures, symbols and signs in a range of communicative community contexts


Syllabus Content

Early Stage 1 (ENe) Content 


-identify some familiar written symbols in context 4A

-recognise high-frequency words, including own name 4A

-read and understand some sight words in simple, predictable texts 4A 


Life Skills (ENLS) Content 


-recognise photographs, pictures or symbols as representations of familiar people, objects, venues 4A

-view and respond to a range of visual texts, media and multimedia for enjoyment, 4A

-respond to texts using a range of visual texts 4A

-recognise symbols, signs and logos in everyday situations 4A

-recognise the variety of formats in which visual texts, media and multimedia may be presented 4A

-predict meaning from visual texts, media and multimedia, 4A

-view and respond to their preferred visual texts in a range of contexts 4A

-create simple visual texts to convey a message 4A

-use photographs, pictures, symbols and visual aids for a variety of purposes 5A

-use visual texts to communicate with a variety of audiences 5A

-interpret different forms of visual information 5A

-identify the key ideas presented in an increasingly wide range of visual texts, including maps, tables, diagrams and animation 5A

-respond to a range of visual texts, media and multimedia for a variety of purposes in a range of contexts 5A

-recognise signs and symbols with universal meaning 5A

-recognise and interpret single words or simple instructions in context 6A

-read a variety of short, written texts for enjoyment or information 6A

HSC Life Skills (LS) Content 


-recognise photographs of family members, carers and other significant people in a variety of formats and contexts 4.1

-recognise and interpret signs, words, symbols and pictures in a community context 4.2

-interpret icons or pictorial information to enhance community access and increase independence 4.2

-locate goods, services, items and places in the community using signs, pictures, and symbols 4.2

English Learning Continuum Content

Looks at real objects and photos Interacts with real objects and photos

Looks at real objects and photos

Present the student with a familiar, everyday real object and comment on the object. Ensure the comment includes the name of the object e.g. “Look at the red ball.” Acknowledge and encourage the student’s ‘looking’ behaviour by stating, “SN is looking at … Good looking”. Present the student with the corresponding photo (this can be on an interactive touch screen device) of the object and name it. When the student is looking at the photo state “SN is looking at a photo of …. Good looking”. Continue the activity with other familiar, everyday objects. Always ensure the objects presented are significantly different from each other e.g. a red ball and a brown chair.


Take photos of familiar, everyday classroom objects and place them on an interactive touch screen device. Present these to the student one at a time and name them for the student. Shape the student’s looking behaviour by stating, “SN is looking at a photo of …. Good looking”. Use photos of motivating items to ensure the activity is interesting for the student.


Interacts with real objects and photos

Present students with everyday objects and a corresponding photo of each. Ensure there is only a single object in each photo. Allow the student to interact with one real object at a time, draw their attention to the corresponding photo and name it. Use gesture to clarify the link between the real object and the photo for the student. Gradually increase the number of objects and photos presented.


Go for a walk around the school or local community. Point out and name different objects observed, such as a tree or a car, and encourage students to look. Assist students to take photos of the objects and view them on an interactive touch screen device.


Provide opportunities for students to access a variety of apps that feature flashcards depicting real objects such as ‘PCS Vocabulary Flashcards’ or ‘Flashcards by Me’. Name the objects on the screen and use gesture to encourage ‘student’ looking behaviour. Shape looking behaviour by stating “SN is looking at a …. Good looking”.



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 and recorded in skill checklists/rubrics for analysis.


Suggested Apps


Flashcards by Me
Survival Signs and Words HD