M&G6.1 Students use three dimensional equipment to engage/participate in physical activities.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

SGES1.1 Manipulates, sorts and represents three-dimensional objects and describes them using everyday language. 

WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content (Questioning)

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning)

 

Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions.

Mae-14MG Manipulates, sorts and represents three-dimensional objects and describes them using everyday language 

 

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-2WM Applies mathematical strategies to solve problems.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-30MG Recognises, matches and sorts three-dimensional objects and/or two dimensional shapes.

MALS-31MG Identifies the features of the three dimensional objects and/or two dimensional shapes and applies these in a range of contexts. 

 

HSC Life Skills 11-12 Outcomes 2007

4.3 Recognises and uses a range of three dimensional and two dimensional shapes.

 

 

Framework Indicators

 

  • Accepts physical assistance to engage/ participate in physical activities.
  • Accesses physical activity using supports.
  • Shows preference for specific equipment.
  • Independently accesses equipment.
  • WM Use a tunnel during gross motor activities.

Teacher Language

 

Give an instruction

‘Look, touch, feel, explore this ….. (equipment)’.

‘Show me which piece of equipment you would like to use’.

 

Make a statement

‘You are using/playing on ……...’.

‘You are on the ……’.

 

Ask a question

‘Do you want to use the …….(equipment)?’

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.

 


Accepts physical assistance to engage participate in physical activities.

 

Accesses physical activity using supports.

 

Shows preference for specific equipment.

 

Independently accesses equipment.

 

This is an incidental teaching activity that is implemented when students are accessing equipment in the playground, classroom or sensory area. Teachers are encouraged to use the teacher language as above to engage students in activities. 

 

             

 

Websites

Websites that contain resources, games or activities that could be used to support this goal include:

 

Suggested Apps

 

No documents found.