Basic HTML Version
Support Materials
for
Students with
Special
Education Needs
PROGRAMMING
required
by
the
student
to
demonstrate
achievement
in
relation
to
the
selected
outcome(s)
using
the:
•
content
overview which
specifies
content
for
early
stage, mid
stage
and
later
stage
in
the
form
of
‘Learning To’
outcomes
and
‘Learning About’
outcomes
•
scope
and
sequences
of
text
types,
grammar,
phonological
and
graphological
skills.
Learning experiences
Teachers
design
teaching
and
learning
experiences
and
assessment
opportunities
for
a
unit
of work
to
address
the
selected
outcomes
and
content,
and
through which
they
can make
judgements
about
student
achievement.
In
designing
teaching
and
learning
experiences
for
a
unit
of work,
teachers
should
identify:
•
the
size
of
teaching
and
learning
steps
appropriate
to
the
and
students’
learning needs.
Syllabus
indicators may
assist
teachers
in determining
these
steps.
•
the
appropriate
sequence
for
teaching
and
learning. This may
be:
–
hierarchical, where
new
learning
consolidates
previous
learning
and
is
a
prerequisite
to
the next
or
–
logical, where
skills
are
not
interrelated
but
there
is
a
logical
reason
for
doing
one
before
another
•
the
learning
experiences
to
be
used
for
assessment
purposes
(assessment
for
learning)
•
how
learning will
be
assessed.
In
developing
a wholeclass
program,
teachers
consider:
•
grouping
of
students
•
resources
•
adjustments
to meet
the
learning
needs
of
individual
students.
Instruction
Teachers
should
identify
appropriate
teaching
procedures
and
strategies
for
the
selected
outcomes
and
content,
and
phase
of
learning.
Procedures
By using
effective
teaching
procedures
at
the wholeclass
level,
teachers
reduce
the
number
of
students who will
experience
difficulties
and
require
intervention/remediation
(Purdie &
Ellis 2005; Rose
2006).
Effective
teaching
and
learning
procedures
(Rosenshine 1995)
include:
•
presenting
new material
in
small
steps
•
helping
students
to
develop
an
organisation
for
new material
•
guiding
student
practice
by:
–
supporting
students
during
initial
practice
–
providing
for
extensive
student
processing
•
providing
extensive
independent
practice
•
supporting
students
to
use
learning
strategies
(cognitive
strategies
and metacognitive
strategies)
for
higher
level
tasks.
These
are
outlined
in
the
following
section.
13
Teaching
and
learning
cycle
English K–6