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have greater access to the curriculum and thus access to inclusive settings. Attitudes of peers can
also influence the student's ability to develop collaborative practices effectively.
Priority Goals
These are prioritised before Life Skill Outcomes prescribed by the NSW Board of Studies. These
five goals are what the majority of Sammy's education will aim to address.
For Sammy to use object symbols and photographs to communicate his needs and wants
For Sammy to further develop his literacy
For Sammy to develop greater independence in self-help skills
For Sammy to use technology to communicate more effectively
Life Skill outcomes are selected based on the needs of the student. It is not necessary for a student
to be accessed on all Life Skill Outcomes (BOS 2013). Sammy could potentially attain the
following outcomes:
ENLS-1A Listen and responds in familiar contexts
ENLS-2A Communicates for a variety of purposes, audiences and contexts
ENLS-4A View and responds to a range of visual texts, media and multimedia
ENLS-6A Reads and responds to a range of written texts in familiar contexts
Stage: 4
Teaching strategies and Curriculum Outcomes
adjustments
Date:
Review:
Indicators
Comments
English
Adaptation of texts, in
complexity and
accessibility
Other priority goals and Life Skills will be addressed in other Key Learning Areas. For the purpose of this example, the focus will be on English.
Programming Template
A simple example of modification for a lesson plan.
Whole Class Planning
English Year 7
Individual Planning
Unit outcomes
Content/teaching/
learning activities
Resources
Life Skill
Outcomes
Indicators
Content/teaching/
learning activities
Resources
Identify, describe
symbols and
symbolism
Examples of
symbols, then
discussion.
Class reading of
texts containing
symbolism.
Smart-board
Text
Worksheets.
ENLS-1A Listens
and responds in
familiar contexts
Connects symbols
with meanings
Analyse meaning
from symbolism in
texts
Worksheet
activities,
class discussion.
Large, bold
examples of
symbols.
ENLS-6A Reads
and responds to a
range of written
texts in familiar
contexts
Checks for
comprehension,
student identifies
order of events in
the text using a
adapted individual
worksheets.
Student is asked to
mark words that are
difficult or
unknown, teacher
explains meaning.
short-term objective. Should teaching be ineffective, consider using or combining other strategies.
References
Arthur-Kelly, M. & Neilands, J. (2011). Planning effective teaching strategies. In P. Foreman (Eds.),
Inclusion in Action, Third Edition. (pp. 179-214). South Melbourne, VIC: Cengage Learning
Australia.
Blankenship, C.S. (1985). Using curriculum-based assessment data to make instructional decisions.
Exceptional Children, 52, 233-238.
Board of Studies (2013), 'Special Education Needs - Years 7-10', Board of Studies New South
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