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Helping children to speak .and find their voiceThe Glenleighden School

The content of this presentation is the intellectual property of CHI.L.D. Association and cannot be reproduced or copied in any form without the permission of the author.1P-12 independent special school for students with severe language disorders80 students, 30 staff:special education teachersschool and therapy assistantsallied health: speech language pathologists, occupational therapists, physiotherapists, psychologist, music therapist

The Glenleighden SchoolThe content of this presentation is the intellectual property of CHI.L.D. Association and cannot be reproduced or copied in any form without the permission of the author.

Information sessions for staff and parentsFeedback of draft materialStaff professional developmentThe Australian CurriculumandThe Glenleighden SchoolThe content of this presentation is the intellectual property of CHI.L.D. Association and cannot be reproduced or copied in any form without the permission of the author.

Australian Curriculum Mapping WorkshopJune 2010

The content of this presentation is the intellectual property of CHI.L.D. Association and cannot be reproduced or copied in any form without the permission of the author.Preparing for the Australian Curriculum October 2010

The content of this presentation is the intellectual property of CHI.L.D. Association and cannot be reproduced or copied in any form without the permission of the author.Increased familiarity with material continuesPlanning documents reflect growing confidenceQSA workshops attendance and professional discussions suggest staff motivation is steadyPositive feedback from staffParent interest and informed conversations

Current PracticeThe content of this presentation is the intellectual property of CHI.L.D. Association and cannot be reproduced or copied in any form without the permission of the author.

Fundamental Learning Areas linksEarly Years CurriculumArea of LearningDescriptorSocial & Personal LearningHealth & Physical LearningLanguage, Learning & CommunicationEarly Mathematical UnderstandingActive Learning ProcessesThe focus is on children investigating their environment and communicating their mathematical ideas. Children develop those mathematical understandings that are the foundations for future success in mathematical thinking. Early mathematical understandings promote childrens developing understandings, capabilities and dispositions related to number, patterns and algebra, measurement, chance and data and space.Australian CurriculumArea of LearningDescriptorMathematicsEnglishScienceHistoryThe proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the development aspects of the learning of mathematics.At Foundation Level Understanding includes connecting names, numerals and quantities Fluency includes counting numbers in sequences readily, continuing patterns, and comparing lengths of objects directly Problem Solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences, to solve unfamiliar problems, and discussing the reasonableness of the answer. Reasoning includes explain comparisons of quantities, creating patterns, and explain processes for indirect comparison of length. Feedback of draft pre-foundation levels for English and MathematicsWhole school scope and sequence with particular focus on General CapabilitiesReview of school report proforma to align with the Australian CurriculumWhere to from here?The content of this presentation is the intellectual property of CHI.L.D. Association and cannot be reproduced or copied in any form without the permission of the author.

UNIT PLANSOSE: Understanding students responsibilities by focusing on classroom and school routines and responsibilities. Students will take on roles and jobs within the classroom and will be responsible for ensuring that these roles and jobs are completed. Students will learn about good and bad consequences for completing and not completing their roles and jobs. The students will briefly look at people close to them responsibilities (i.e. parents, teachers etc.).

Music: Feelings happy / sad / angry

Science: Not applicable.

Mathematics:Group A: Concepts less, small, 1 more, top, bottom, middle, none, lots, how many. Number counting-on, 1st, 2nd, cardinal no. Rote/20

Group B: Concepts - Different, small, top, bottom, middle, next, how many. Number make groups, subitising. 1:1, rote/10 Shapes in the Environment

All: Money match coins, shop Months. Patterns, sorting - extend

English: Students will be involved in: Activities relating to a variety of fairy tales each explored over 2 weeks. Listening to the story and responding to comprehension questions. Representational drawing. Sequencing activities. Role play. Letter-sound awareness. Sight words. Early reading strategies.

Staff Involved: Amanda (teacher) Andrea (OT) Elise (physiotherapist) Emma (teacher) Kerryn (teacher) Luke (psychologist) Nicole (physiotherapist) Rachael (school assistant) Rochelle (school assistant) Sarah-Jane (school assistant) Shaun (SLP) Vanessa (music therapist)

Resources: Games Puzzles Rhymes & songs Paint Masks, puppets and dress ups Books Information texts Computers Internet Art & craft materials Noahs Ark toys

Health & Physical Learning: Physiotherapy Music and movement Obstacle course

Art & Craft: Students will be involved in collage activities relating to the story in English.

Nursery Rhymes and Fairy TalesThis unit will be working towards developing students listening skills and expanding childrens imagination. Fairy Tales and Nursery Rhymes are age and socially appropriate, easy to learn and are an area of interest for children. Nursery Rhymes will support students learning of rhythm and rhyme as well as sequencing. Focusing on Nursery Rhymes as a tool is an effective way of developing auditory memory and auditory sequential memory. Using texts such as these can increase vocabulary, different types of speech patterns and can assist students in learning to construct a sentence. Fairy Tales and Nursery Rhymes are easily linked to other areas of learning therefore can be covered in many different contexts.

School Events: Food of the Week Formal Lunch Fun Food Friday Fathers Day Excursion Concert

Personal & Social Competence: Understand that language can be used to explore ways of expressing needs, likes and dislikes Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students own experiences Respond to texts, identifying favourite stories, authors and illustrators Share feelings and thoughts about the events and characters in texts Identify some features of texts including events and characters and retell events from a text Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact Deliver short oral presentations to peers

Ethical Behaviour: N/AIntercultural Understanding: Identify some features of texts including events and characters and retell events from a text Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact

Critical & Creative Thinking: Share feelings and thoughts about the events and characters in texts Retell familiar literary texts through performance, use of illustrations and images Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations Use comprehension strategies to understand and discuss texts listened to, viewed or read independently Represent practical situations to model addition and sharing

ICT: Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality Retell familiar literary texts through performance, use of illustrations and images Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact Use a range of communication forms (oral, graphic, written, role play) and digital technologies

External Programs: Fathers Day stall Horse Riding

Early ChildhoodTerm 3, 2011Nursery Rhymes and Fairy Talesupdated 22 June 2011