G Stewart s226337 Etl310 A2 2nd

Student Name & Number: Georgia Stewart-s226337
Subject Name & Code: Teaching & Learning 5-ETL310

Assignment Number & Number: Assignment 2-Programming for three
fictional children.
Programming for three fictional children

A teacher is to make sure that all of their students are included in the lessons as well as part of
the class. Each student has the right to learn within an environment which caters for their
individual learning and health needs. There are three new students who have recently joined
the class, and each student has a degree of learning needs and some health needs. Working as
part of a multidisciplinary team gives the stakeholders to be informed and the opportunity to
express how the learning needs of the individual student are delivered during the lessons. By
consulting all of the stakeholders an Education Adjustment Plan can be created used to
include the individual students into the teaching program. Individual S.M.A.R.T Goals
(Weinstein, 2013), which will look at different aspects of the students learning needs will be
discussed. The use of different resources such as Ten gems for the brain (Pheloung &
Liljeqvist, 2004) and introducing quiet areas within the classroom will also be discussed.
The first student is Alex; he is a 7 year old boy. Alex is short in stature and looks young for
his age. Alex is the youngest of 5 and his mother has a history of problems with drugs and
alcohol but loves her children. Because of these problems, the mother has been unable to
provide a stable home environment. Alex has not spent more than 6 months living in one
location. Alexs file indicates he has physical, social and cognitive delays. Although Alex is a
very active child, Alex lacks the skill to recognise his actions can hurt others and is a very
self-involved child. Due to Alexs active personality he has trouble following a task through
to completion. Alex likes to be creative and enjoys painting. From the information given in
Alexs file is also reveals that Alex has a poor attendance history.
Sal is the second new student and she is a 7 year old local girl. Sal is very tall and strong girl
for her age. Sals family live locally, but Sal has attended another school within the area. Sals
professional parents are concerned about Sals education needs. Sal and Alex share birthdays
close to each other. Sals file indicates she has been assessed by a Psychologist and diagnosed
as being gifted in all areas of development. Sal complains of headaches during lessons. With
Sal being tall for her age, she makes friends with girls older than her. This concerns Sals
parents that she struggles to form friendships with her peers. Sal enjoys playing sports,

fictional children.
singing and performs very well academically. Within the classroom Sal plays by herself
although Sal is very happy to assist other struggling students, when they need help.
Frankie is the third new student and he is a 7 year old boy and comes from an Indigenous
family, and is the youngest of 3. Frankies family speak their native language within their
family home. Frankies file shows he was born with Tetralogy of Fallot, which is a congenital
heart defect. This causes the natural flow of the blood through the heart to be reversed
(National Heart, Lung & Blood Institute, 2011). Due to his condition Frankie has had
numerous absences from School and his medical condition causes him to become weak and
tired after playing games. Frankies parents are concerned with both his health and
educational needs. Frankie has had open heart surgery and is susceptible to catching colds
and other infectious illnesses. Frankie just recently returned back to the class, after having
another stay in hospital. Due to the amount of absents, Frankies intelligence is average for
his age, but close to being below the average level for his age group.
The teaching program is focusing on family with a special emphasis on how different people
from the past and present play an important part in our lives. The areas of the Literacy
Curriculum being used include Speaking and listening, Writing and representing, Expressing
themselves and Thinking imaginatively and creatively. The other Curriculums include HISEPast and present: Stories and histories, this looks at how different cultures use their customs
and languages; and the Visual arts Curriculum. This teaching program has been designed to
be taught over five lessons, where the students will be given the opportunity to not only
express in words but also they will be able to create a visual display of what their family
means to them (NSW Board of studies, 2012).
Working with a multidisciplinary team, each member brings their experiences and skills to
the consulting meeting, so that positive strategies can be developed with the student
benefiting from this consultation process. The purpose of the multidisciplinary team is to give
the stakeholders the opportunity to express their opinions, concerns and any other vital
information, which can be used to create a clear set of goals for the individual student. These

fictional children.
goals can then be implemented into the teaching program (Hyde, Carpenter & Conway, 2010,
p. 122).
The multidisciplinary team would include different stakeholders for the three students. Alexs
multidisciplinary team would include the general education teacher, the special education
teacher, the Principal, Alexs mother and a member from his extended family, the teachers
aide and Alex himself. Sals multidisciplinary team would include the general education
teacher, the special education teacher, the Principal, the Psychologist (who diagnosed Sal),
the teachers aide, Sals parents and Sal herself. Frankies multidisciplinary team would
include the general education teacher, the special education teacher, the Indigenous support
worker, the teachers aide, the Principal, Frankies medical team (Doctors, Physiotherapist
and nurses), Frankies parents and Frankie (Hyde et al., 2010, p. 122-123).
For each of the individual students an Education Adjustment Plan is created. These Education
Adjustment Plans help to pin point the learning priorities and how to reach the goals set for
the student. All of the stakeholders are informed of the goals and the tools to be used to reach
these goals. This informs all of the stakeholders of the learning tools and goals for the
student. The following are the goals set for each of the three new students and they are
written in the Education Adjustment Plan style.
S.M.A.R.T Goal 1 (Weinstein, 2013) for Alex:
For Alex to complete all of the allocated
tasks, without diverting from the task. Alex will receive one on one attention from the
teacher. The teacher will provide prompting when it is required for Alex to stay on task. Alex
will be given a piece of a puzzle, this will be placed onto his desk as a reminder to complete
his work and any tasks assigned to him. At the end of the day, Alex will return to the teacher
all of the puzzle pieces he has collected throughout the day. The number of pieces will be
written into a book, so that at the end of the week, Alex will be able to see the improvement
in his being able to focus on his work. Alex will then be able to pick from a box, a reward to
take home. This reward will serve as a reminder to Alex at home, that when he completes a
task, he benefits from this achievement (Weinstein, 2013).

fictional children.
S.M.A.R.T Goal 2 (Weinstein,2013) for Alex:
For Alex to develop new and positive
communication skills so that Alex will be able to communicate with his fellow classmates
within and outside the classroom. The teacher will monitor Alexs behaviour and encourage
Alex to work with the teacher in maintaining his physical behaviour to decrease incidents of
Alex hurting other students on a daily basis. Alex will be shown how to use positive hand
gestures to greet his fellow classmates and praise him when he does not push in or takes over
during class activities (Northern Territory Department of Education and Training, 2012, p. 67).
S.M.A.R.T Goal (Weinstein, 2013) for Sal: Sal will develop positive relationships with her
peers within and outside the classroom, by encouraging Sal to participate within classroom
discussions and activities. Sal will be encouraged to develop these relationships as Sal works
as part of a team during the classroom lessons. The team activities will provide Sal with the
opportunity to express her understanding of the lesson, and this will be reflected in her work.
By the end of the lessons, the group activities will give the teacher insight into how Sal has
developed positive relationships with her peers, and Sal will be able to assist other students
who require assistance to complete an activity or task (Northern Territory Department of
Education and Training, 2012, p. 6-7).
S.M.A.R.T Goal 1 (Weinstein, 2013) for Frankie:
For Frankie to improve his intelligence
with support for his medical condition, by making sure that the teaching staffs are made
aware of Frankies medical condition. This will allow the teaching staff can watch out for
signs of Frankie becoming tired or developing any symptoms of a cold or other illness.
Creating a silent reading area with beanbags, were Frankie can go and sit and listen to the
lesson, while resting. Having an Indigenous Support Worker working alongside Frankie, to
assist him with making the connection between the lessons, this is delivered in English, so
that he can relate it to his native language (Northern Territory Department of Education and
Training, 2012, p. 6-7).
S.M.A.R.T Goal 2 (Weinstein, 2013) for Frankie:
Encourage Frankie to participate within
the community circle by expressing his ideas during class discussions. With the assistance of
the Indigenous Support Worker helping Frankie to understand the lesson, Frankie can then
4

fictional children.
become more confident in speaking and sharing his thoughts and ideas. By using Indigenous
stories in the teaching program, this will allow Frankie to incorporate his Indigenous heritage
into his learning (Northern Territory Department of Education and Training, 2012, p. 6-7).
With the use of a tool such as Ten gems for the brain (Pheloung & Liljeqvist, 2004), can
assist with the developing of the students gross motor skills. This tool is designed to be used
with all levels of abilities, as the different movements within the program help the student
develop the different gross motor skills, needed for everyday living. The different movements
assist the brain in working and connecting their hand and body coordination skills, without
causing too much of a physical strain on the body. Linking this activity with Frankies doctors
list of activities which he can participate in, will assist with his health. The other students Sal
and Alex will also benefit from this activity as they too will develop their coordination skills
(Pheloung & Liljeqvist, 2004).
Plumridge (1993), states that by introducing simple changes to the way the classroom is
viewed from a able students point of view and changed it how a student with a disability or
special need viewed the classroom. This would affect how the classroom is set up with the
outlay of the desks and areas for reading would reflect the physical needs of these students. In
the case of the classroom, by designing an area where the students can go to for quite reading
with bean bags to sit in, this would benefit Frankie. As Frankie does get tired easily, there
would be a special bean bag just for him to sit in, as he is susceptible to catching colds and
other illnesses, the other students would not be allowed to use this bean bag. When Frankie
becomes tired, he would be allowed to go and sit in this area and still listen to the lesson and
not be excluded from the classroom. Plumridge (1993) also states that consideration needs to
be given to students with medical and other special needs, so that as these students need
equipment that can be adaptive, then so do the classrooms (Plumridge, 1993, p. 25).
As a teacher it is important that each student within the class is valued and included within all
of the lessons, so that they are able to achieve and meet their learning needs. To achieve this
by changing of the use of book and web tool within the lessons, such as introducing an
Indigenous story to the lesson and the Indigenous Support Worker, will allow Frankie to
5

fictional children.
relate to the story and to his fellow class mates. The tool of Ten gems for the brain (Pheloung
& Liljeqvist, 2004), will also improve the gross motor skills of all three students and built
their confidence with forming friendships with their fellow class mates. By giving Alex and
Sal opportunity for contributing to the class discussions, will also build their confidence in
knowing that they are a valued member of the class. With the use of the puzzle pieces for
Alex help to keep his mind on the task and he will be able to realise that he is capable of
completing a task. In conclusion there are a number of different things which can be added to
the teaching program so that all three of the new students can be included into the classroom.

fictional children.
References
Dust Echoes (2007). Brolga Song [Video file]. Retrieved from
http://www.abc.net.au/dustechoes
Hyde, M., Carpenter, L & Conway, R. (2010). Diversity and Inclusion in Australian
Schools. South Melbourne: Victoria, Australia. Oxford University Press.
Malbunka, M. (2004). When I was little, like you. Crows Nest, Australia. Allen & Unwin.
National Heart, Lung, and Blood Institute. (2011). What is Tetralogy of Fallot? Retrieved
from http://www.nhlbi.nih.gov/health/health-topics/topics/tof/
NSW Board of Studies. (2012). English syllabus. Retrieved from

http://www.boardofstudies.nsw.au/syllabus_sc/pdf_doc/english_710_syllabus.pdf
NSW Board of Studies. (2012). Human society and its environment syllabus. Retrieved from
http://syllabus.bos.nsw.edu.au/hsie/history-k10/
NSW Board of Studies. (2012). Visual arts syllabus. Retrieved from

http://k6.boardofstudies.nsw.edu.au/go/creative-arts

fictional children.
Northern Territory Government Department of Education and Training. (2012). Education

adjustment plan information package. Retrieved from
http://www.education.nt.gov.au/_data/assests/pdf_file/0017/9062/EducationAdjustme
ntPlansInformation.pdf
Pheloung, B. & Liljeqvist, J. (2004). Ten gems for the brain. The move to learn movement
sequences. (3rd ed.). Retrieved from http://www.movetolearn.com.au
Plumridge, D. (1993). The student with a genetic disorder: educational implications for
special education teachers and for physical therapists, occupational therapists, and
speech pathologists. Retrieved from
http://web.b.ebscohost.com.ezproxy.cdu.au/ehost/ebookviewer/ebook/ZTAwMHh3d1
9fNDY1ODUwX19BTg2?sid=1ffe01a0-ff94-467b-9614765f99ef2a1c@sessionmgr111&vid=1&format=EB&1pid=1p_25&rid=0
Weinstein, M, W. (2013). The importance of S.M.A.R.T IEP goals. Retrieved from

http://parentingspecialneeds.org/article/152

fictional children.
Lesson Plans
Lesson Plan 1- Primary
Unit/Topic: English
Date:
Key Learning Area: Literacy-HISE-Family.
Year Level: Grades 1
Outcomes: Literacy-Speaking and Listening 1, Writing and

representing 1, Expressing themselves; HISE-Families Past and
Present: Stories and Histories.
LESSON OUTCOME:
Literacy-Speaking and Listening1-communicates with a range of people in
informal and guided activities demonstrating interaction skills and considers
how own communication is adjusted in different situations EN1-1A.
Writing and representing 1-plans, composes and reviews a small
range of simple texts for a variety of purposes on familiar topics for known
readers and viewers EN1-2A.
Expressing themselves- responds to and composes a range of
texts about familiar aspects of the world and their own experiences EN1-11D.
HISE-Families Past and Present: Stories and Histories- CCS1.1
Communicates the significance of past and present people, days and events in
their life, in the lives of family and community members and in other
LESSON STRUCTURE:
Time
Introduction (Set):
Teaching Approaches

fictional children.
20 mins
Time
Have the students sit on the floor.

Read the book When I was little, like you.
Have on the Smartboard-What does family mean
to you? in a circle- Ask the students to give their
ideas of what family means to them. Write up on
the Smartboard their answers. Prompt the
students who need support, with suggestions such
as family could mean that you are loved.
To extend the students who need to be extended,
ask them if they know the difference between
being loved and liked.
Show the YouTube video-What does family mean
to you-1.33sec
Main Content:
Eg DOL strategies, grouping

strategies
Alex- Have him sitting up
the front of the class, so
that he can see clearly. At
the start of the day,
remind Alex of the puzzle
pieces and that he
receives a puzzle piece
when he completes a task.
Include Alex in the class
discussions by prompting
him to contribute to the
discussion. Give Alex
adequate time to share in
the discussions.
Sal- Encourage Sal to
participate in the class
discussions by prompting
her to contribute in the
discussions. Ask Sal if she
knows the difference
between being loved and
liked.
FrankieEncourage
Frankie to share his ideas
during
the
class
discussions. Give Frankie
plenty of time to share in
the discussions. Have
Frankie work with the
Indigenous
Support
Worker, so that he can
connect the lesson with
his own life experiences.
Keeping an eye out for
signs
of
Frankie
becoming tired. Allow
Frankie to move to the
silent reading area to rest,
encourage Frankie to
move his beanbag out so
that he can still see the
board and listen to the
lesson.
Teaching Approaches
10

fictional children.
10 mins
Instruct the students to go back to their desks and

get their writing books out.
Ask the write down the brainstorm ideas on the
Smartboard, as these are their thoughts about
family.
Recap the lesson-Family can mean many things to
different people, but the most important part of a
family is that you are loved.
As the students are

writing in their books,
walk around the class
room and give the
students who need help
the help they need. Keep
an eye out for students
who are working quietly
and may need the
assistance from me.
assist other students who
require some help.
Alex & Frankie- Allow
Alex and Frankie to use
pictures to make the
connection to the words.
Allow both Alex and
Frankie more time to
complete the work.
Alex-Reward Alex when
he completes the task, by
giving him a piece of his
puzzle. Point to the
picture and word prompts
on Alexs desk, as a way
of encouraging Alex to
stay on task. Give Alex
one on one attention while
he is completing the task.
RESOURCES
(Include equipment required for class and/or for teacher preparation)
Smartboard, Smartboard pens, Writing books and pencils.
SAFETY CONSIDERATIONS/MATERIALS
ASSESSMENT AND REFLECTION
11

fictional children.

Unit/Topic: English
Date:
Key Learning Area: Literacy-Visual Arts

representing 1, Expressing themselves; Visual Arts-Flower
LESSON OUTCOME:
Visual Arts-Flower-VAS1.1 Makes artworks in a particular way about
experiences of real and imaginary things.
LESSON STRUCTURE:
Time
Introduction (Set):
Teaching Approaches
12

fictional children.
15 mins
Time
15 mins

strategies
Have on the Smartboard-A picture of a flower Alex- Have Alex sitting at
demonstrate for the students what they are to do
the front of the class while
with their flower.
seated on the floor.
Have on the Smartboard-the words Red-safe,
Remind Alex of the
Blue-loved, Green-laugh/funny, Pink-fun, and
puzzle
pieces
for
Purple-trusted. Explain to the students that on the
completing a task. Prompt
petals of the flower, they are to write the name or
Alex to share in the class
draw a picture of people in their family. Then to
discussions. Give Alex
colour the petals with the colour that matches the
time to think and share.
feelings that person makes us feel. Prompt the

students who need support, with suggestions such
share in class discussions.
as family could mean that you are loved.
Give Sal opportunity to
share her experiences of
ask them if they know the difference between
feeling loved and liked by
being loved and liked.
others.
FrankieEncourage
Frankie to share his ideas
during
the
class
discussions. Give Frankie
Indigenous
Support
signs of Frankie becoming
tired. Allow Frankie to
move to the silent reading
area to rest, encourage
Frankie to move his
beanbag out so that he can
still see the board and
listen to the lesson.
Main Content:
Teaching Approaches
Hand out the flower worksheets and instruct the
students to go back to their desks.
Give clear instructions to the students and make
sure that I walk around and give the students who
need help and reassure those students which need
to be extended, by asking them questions to
prompt them to expand their thinking. Recap the
lesson-Family can mean many things to different
people, but the most important part of a family is
that you are loved.
Have the students remove their shoes and socks
and proceed into Ten gems for the brain. Provide
As the students are

working on the flower
walk around the class
room and give the
and may need the
assistance from me.
Alex & Frankie- Give
Alex and Frankie time to
13

fictional children.
adequate room for this activity within the room,
move tables and chairs.
complete the task. Allow

them to use pictures so
that they can make the
connection to the words
used in the task.
Alex- Reward Alex when
SalGive
Sal
the
opportunity to help other
students who require help.
Give Sal one on one
attention, to encourage
her
in
developing
confidence
in
communicating
with
others.
Frankie-Give Frankie one
on one attention and work
with
the
Indigenous
Support Worker, so that
Frankie is able to make
the connection between
the lesson and how to
relate it to his own life.
Respect
Frankies
Indigenous background
and culture.
RESOURCES
Smartboard, Smartboard pens, Flower worksheets and pencils.
14

fictional children.

Unit/Topic: English
Date:
Key Learning Area: Literacy Year Level: Grades 1

representing 1.
LESSON OUTCOME:
informal and guided activities demonstrating interaction skills and considers how
own communication is adjusted in different situations EN1-1A.
LESSON STRUCTURE:
Time
15 mins
Introduction (Set):
Teaching Approaches

Have the students sit on the floor. Show the strategies
students When I was little, like you.
Alex- Have Alex sitting at
Play the Dust Echoes video-Brolga Song.
the front of the class while
Ask the students if they could pick any of the
differences between the two stories. Prompt the
Remind Alex of the
students who need support-ask them if the
puzzle
pieces
for
characters in When I was little, like you, were
completing
a
task.
Prompt
from the same family? For the students who need
extending-ask them if they can name the
difference of the location of the two stories.
Write up on the Smartboard the students answers
Frankie- Respect his

under the headings: When I was little, like you
and Brolga Song.
and
culture.
Allow
15

fictional children.
Time
15 mins
Main Content:
Ask the students to go back to their desks and
write in their writing books- and write the
differences they found between the two stories.
Allow the students to write down what is on the
Smartboard.
To hit the outcome Compose texts supported

by visual information (e.g. diagrams and
maps) on familiar topics early finishers
can they draw and label their drawings as
well.
When they have finished, remind the students that
family is about where we belong and are loved.

front of room, so that he
can see clearly the book
and the video. Include the
Indigenous
Support
Worker, so that Frankie
can relate to both the book
and the video.
Sal- Watch for signs when
Sal is losing interest in the
lesson. Encourage Sal to
extend her thinking by
asking for the differences
between the locations of
the two stories. And how
the individuals in the two
stories are accepted.
Teaching Approaches
As the students are
working on their workwalk around the class
room and give the
and may need the
assistance from me.
used in the task.
SalGive
Sal
the
Give Sal one on one
her
in
developing
16

fictional children.
confidence
in
communicating
with
others.
with the Indigenous
Respect Frankies
and culture.
RESOURCES
17

fictional children.
Lesson Plan 4-Primary

Unit/Topic: English
Date:
Key Learning Area: Literacy-HISE

representing 1; HISE-Families Past and Present: Stories and Histories.
LESSON OUTCOME:
HISE-Families Past and Present: Stories and Histories- CUS1.3 Identifies

customs, practices, symbols, languages and traditions of their family and of
LESSON STRUCTURE:
Time
15 mins
Introduction (Set):
Teaching Approaches

strategies
Discuss with the students that over the years,
Alex- Have Alex sitting at
people have used stories to teach children many
the front of the class
different lessons. Ask students what stories they
while seated on the floor.
know? Write up on the Smartboard their answers.
Remind Alex of the
Prompt the students who need support, with
puzzle
pieces
for
suggestions such as have you heard about Hansel
and Gretel?
ask them if they know of any stories that are told
within their families.

Explain that some stories are told to remind
share in class discussions.
children that they need to keep safe, like in
Give Sal opportunity to
Hansel and Gretel, not to lie Pinocchio.
share her experiences of
feeling loved and liked by
others.
18

fictional children.
Time
15 mins
Main Content:
write in their writing books- a list of stories that
they know and are told at home in their family.
Ask the students to include in their writing as to
the setting the story is told-is the story read or
spoken at bedtime, is it told at the dinner table.
Recap the lesson-Family can mean many things to
different people, but the most important part of a
family is that you are loved.
FrankieEncourage
Frankie to share any
stories that are told within
his family. Give Frankie
Indigenous
Support
signs
of
Frankie
becoming tired. Allow
silent reading area to rest,
encourage Frankie to
move his beanbag out so
that he can still see the
board and listen to the
lesson.
Teaching Approaches
As the students are
working on their workwalk around the class
room and give the
and may need the
assistance from me.
used in the task.
SalGive
Sal
the
19

fictional children.
Give Sal one on one
her
in
developing
confidence
in
communicating
with
others.
with
the
Indigenous
Respect
Frankies
and culture.
RESOURCES
20

fictional children.

Unit/Topic: English
Date:
Key Learning Area: Literacy Year Level: Grades 1

representing 1, Expressing themselves, Thinking imaginatively and
creatively.
LESSON OUTCOME:
how own communication is adjusted in different situationsEN1-1A.
Thinking imaginatively and creatively- thinks imaginatively and
creatively about familiar topics, ideas and texts when responding to and
LESSON STRUCTURE:
Time
15 mins
Introduction (Set):

Ask the students to close their eyes and picture
that they are in the main character in When I
little, like you.
Then ask the students to turn to the student next
to them and tell them how they felt. Prompt the
students who need support-ask them if they have
ever been made to feel different? For the students
who need extending-ask them if they might
remember a time when they ever had to spend
some time away from their family? Write up on
the Smartboard the students answers.
Use the blue pen to write up happy feelings and
use the black pen for sad feelings.
Teaching Approaches
strategies
Alex- Ask the students to
share if they have ever
been made to feel
different. Allow Alex to
share his experiences.
Have Alex sitting at the
front of the class while
Remind Alex of the
puzzle
pieces
for
Sal- Ask Sal if there has
ever been a time when she
had to spend some time
away from her family.
Encourage Sal to share in
class discussions. Give
Sal opportunity to share
21

fictional children.
Time
15 mins
Main Content:
write in their writing books- and write their
feelings into 2-3 sentences. Allow the students to
use words on the board- as these are the students
feelings.
Give the students a sentence starter If I was in
the story I would feel
When they have finished, remind the students that
family is about where we belong and are loved.
her experiences of feeling

loved and liked by others.
FrankieEncourage
Frankie to share with the
rest of the class, how he
felt when he has to spend
time away from his
family. Give Frankie
Indigenous
Support
signs of Frankie becoming
tired. Allow Frankie to
move to the silent reading
area to rest, encourage
Frankie to move his
beanbag out so that he can
still see the board and
listen to the lesson.
Teaching Approaches
As the students are
working on their- walk
around the class room and
give the students who
need help the help they
need. Keep an eye out for
students who are working
quietly and may need the
assistance from me
Alex, Sal and FrankieAllow them to use the
have a go sheet, so that
they can try at writing a
word they are struggling
to write and then have the
teacher check the word
and correct were needed.
used in the task.
Alex- Encourage Alex to
write 1-2 sentences using
22

fictional children.
the sentence starter as
their
starting
point.
Reward Alex when he
completes the task, by
the sentence starter as the
beginning for her work.
Give Sal the opportunity
to help other students who
require help. Give Sal one
on one attention, to
encourage
her
in
developing confidence in
communicating
with
others.
Frankie-Allow Frankie to
the sentence starter as the
beginning for his work.
Give Frankie one on one
attention and work with
the Indigenous Support
Worker, so that Frankie is
able
to
make
the
connection between the
lesson and how to relate it
to his own life. Respect
Frankies
Indigenous
background and culture.
RESOURCES
23

fictional children.
24

G Stewart s226337 Etl310 A2 2nd

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

G Stewart s226337 Etl310 A2 2nd

Transféré par

Droits d'auteur :

Formats disponibles

Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching & Learning 5-ETL310

Programming for three fictional children

Student Name & Number: Georgia Stewart-s226337

Student Name & Number: Georgia Stewart-s226337

S.M.A.R.T Goal 1 (Weinstein, 2013) for Alex:

For Alex to complete all of the allocated

Student Name & Number: Georgia Stewart-s226337

S.M.A.R.T Goal 2 (Weinstein,2013) for Alex:

For Alex to develop new and positive

S.M.A.R.T Goal 1 (Weinstein, 2013) for Frankie:

For Frankie to improve his intelligence

S.M.A.R.T Goal 2 (Weinstein, 2013) for Frankie:

Encourage Frankie to participate within

Student Name & Number: Georgia Stewart-s226337

Student Name & Number: Georgia Stewart-s226337

Student Name & Number: Georgia Stewart-s226337

NSW Board of Studies. (2012). English syllabus. Retrieved from

NSW Board of Studies. (2012). Visual arts syllabus. Retrieved from

Student Name & Number: Georgia Stewart-s226337

Northern Territory Government Department of Education and Training. (2012). Education

Weinstein, M, W. (2013). The importance of S.M.A.R.T IEP goals. Retrieved from

Student Name & Number: Georgia Stewart-s226337

Key Learning Area: Literacy-HISE-Family.

Year Level: Grades 1

Outcomes: Literacy-Speaking and Listening 1, Writing and

Student Name & Number: Georgia Stewart-s226337

Have the students sit on the floor.

Eg DOL strategies, grouping

Student Name & Number: Georgia Stewart-s226337

Instruct the students to go back to their desks and

As the students are

ASSESSMENT AND REFLECTION

Student Name & Number: Georgia Stewart-s226337

Lesson Plan 2- Primary

Key Learning Area: Literacy-Visual Arts

Year Level: Grades 1

Outcomes: Literacy-Speaking and Listening 1, Writing and

Student Name & Number: Georgia Stewart-s226337

Eg DOL strategies, grouping

Sal- Encourage Sal to

As the students are

Student Name & Number: Georgia Stewart-s226337

complete the task. Allow

ASSESSMENT AND REFLECTION

Student Name & Number: Georgia Stewart-s226337

Lesson Plan 3- Primary

Key Learning Area: Literacy Year Level: Grades 1

Eg DOL strategies, grouping

Frankie- Respect his

Student Name & Number: Georgia Stewart-s226337

To hit the outcome Compose texts supported

Frankie to move to the

Student Name & Number: Georgia Stewart-s226337

ASSESSMENT AND REFLECTION

Student Name & Number: Georgia Stewart-s226337

Lesson Plan 4-Primary

Key Learning Area: Literacy-HISE

Year Level: Grades 1

Outcomes: Literacy-Speaking and Listening 1, Writing and

HISE-Families Past and Present: Stories and Histories- CUS1.3 Identifies

Eg DOL strategies, grouping