|
Andrew, his parents, teacher, Stage supervisor, speech pathologist and learning support teacher, have been involved in the collaborative curriculum planning process. The process has determined that, across the key learning areas:
- Andrew is working towards Stage 1 outcomes
- Andrew is working towards the following goals:
- undertaking tasks with increased independence
- increasing the use of new strategies through instructional scaffolding, verbal and tangible feedback
- trialling computer software, eg sentence construction software
- speaking in complete sentences and repeating instructions
- the implementation of the following adjustments enables Andrew to participate in teaching and learning experiences and assessment opportunities:
- use of visual scaffolds (text paired with pictures or photographs) to complete tasks and to support his learning
- explicitly relating new learning to Andrew’s background knowledge and skills
- use of specialised computer software to scaffold Andrew’s writing, as recommended by the learning support teacher
- prompting Andrew to repeat instructions and demonstrate tasks using scaffolds
- use of a tangible feedback system, where Andrew earns time to spend on preferred activities for independent task completion
- Andrew’s teacher, peers, parents and other support staff use consistent interaction strategies to increase his independence
- the teacher models short complete sentences using one finger for each word as instructed by the speech pathologist.
Priorities identified for Andrew by the teacher relevant to the unit of work are to:
- engage in learning experiences with increased independence
- develop facility with counting with one-to-one correspondence up to 10 using visual scaffolds such as a number line
- compare the size of numbers to 10 using a picture graph.
|
