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

Teaching Strategies
Take up time »Sensory stimulation »
Questioning »
Provide opportunities for choice »
Attribute meaning »
Modelling »
Independent practice »
Incidental teaching »
Strategic pausing »
Prompting »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
Therapy equipmentMini gym / sensory equipment
Sporting equipment / special Olympics equipment
Playground equipment
Assessment Record
Download Assessment Record »
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)
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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
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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.
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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:
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Suggested Apps
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