Collaborative curriculum planning
Jack, his parents, teacher, Stage supervisor, occupational therapist and learning support teacher
have been involved in the
process. The process has determined that, across the key learning areas:
• Jack will continue to work towards Stage 2 outcomes. He will be provided with
additional targeted instruction and practice to improve his:
– accuracy and fluency with decoding longer words
– spelling accuracy and fluency
– sentence development.
• Jack is working towards the following goals:
– using longer and more detailed sentences orally and in writing
– increasing his spelling fluency
– spending more time planning what he will write to support writing processes.
• the implementation of the following adjustments enables Jack to participate in teaching
and learning experiences and assessment opportunities:
– using word prediction software
– using letter–sound cards for short spelling activities
– being provided with additional opportunities for reading and spelling, eg a range of
spelling activities, applying knowledge of word patterns to support reading and spelling
– using a personal dictionary to record unfamiliar key words, supported by pictures
– using sentence starters and cloze sentences provided by the teacher.
Priorities identified by the teacher relevant to the unit of work for Jack are to:
• use compound and complex sentences orally and in writing
• acquire and maintain scientific vocabulary related to biodiversity
• use scaffolds to plan the content and structure of texts before writing.
Determining the starting point for instruction
The teacher uses assessment information to determine students’ achievement in relation
to Stage 1 and Stage 2 outcomes and the information report text type. All students have
demonstrated that they can:
• give a simple description of people, places, things (orally)
• listen and contribute frequently to small-group interactions
• participate in class/group brainstorming activities to cluster and categorise ideas and
facts following the reading of texts
• identify conjunctions in printed texts
• write elementary descriptive information reports
• use adjectives to provide more information about nouns
• participate in class discussions on a variety of topics (Stage 2).
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 2
