Collaborative curriculum planning
Isabella, her parents, teacher, stage supervisor, speech pathologist and learning support teacher,
have been involved in the
process. The process has determined that, across the key learning areas (KLAs):
• Isabella is working towards Early Stage 1 outcomes in the English, HSIE, Science and
Technology, and PDHPE KLAs and towards Stage 1 outcomes in Mathematics and
Creative Arts
• Isabella is working towards the following goals:
– comprehending and responding to oral questions, comments and statements
and routine and non-routine 1-step instructions
– developing an understanding of the concept of a sentence and accurately
formulating sentences orally
– increasing her average oral sentence length to 6–7 words (when appropriate)
– expanding her understanding and use of vocabulary with a particular focus on
concepts related to time, position and sequence
– increasing her reading fluency including expression and attention to punctuation
to 50 correct words per minute using appropriate graded readers
• the implementation of the following adjustments enables Isabella to participate in
teaching and learning experiences and assessment opportunities:
– Isabella observes a buddy to assist her to understand what she should be doing
– the teacher:
- provides visual scaffolds (pictures or photographs paired with text) to support
her learning
- uses visualising and rehearsal strategies to support memory
- explicitly relates new concepts, vocabulary and information to Isabella’s
background knowledge and skills using visual scaffolds (eg concept maps and
mind maps)
- forecasts the number of steps in instructions
- prompts Isabella to sequence and repeat instructions and say what she is to do
in her own words
- provides Isabella with additional models of comments and responses using
accurate sentence structure
- emphasises key words when talking and provides additional time for processing
and responding
- provides repeated opportunities to hear and develop understanding of new
vocabulary prior to being exposed to the same vocabulary when reading
- provides additional opportunities to decode texts, increase her reading accuracy
and fluency and to extend her vocabulary and comprehension
- prompts Isabella to refer to her visual scaffold for support
- provides models of and supports Isabella to extend the length of her oral
interactions and responses (ie 6–7 words)
- provides a selection of choices when Isabella is having difficulty answering
a question
- uses gestures and facial expressions paired with language, where appropriate,
to support comprehension
- plans alternative criteria for assessing learning that specify the level and condition
in addition to the indicator for her goals/areas of difficulty.
6
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 1
