Assignment 2:

Programming for three fictional children

Kai
Kai is a friendly, female child with a diagnosis of Down syndrome. Kai uses verbal language to
communicate with peers and teachers, however Kais speech is unclear and is often difficult to
understand, which makes it difficult for her to communicate socially with other children. Kai is frequently
absent from class due to hospitalizations and illnesses related to Kais respiratory issues and a heart
problem. She is below the standard in most areas of the Australian Curriculum due to her health issues
and mild Intellectual disabilities. Kai has corrected vision but does not always come to school with
glasses.
River
River recently relocated to the community when his mother re-married. River was described by a previous
teacher as an outsider, in relation to the peer group and struggled with communication despite his good
language skills. River appears to have high anxiety around transitions period and displays obsessive
behaviour in regards to routines. River excels at mathematical tasks, but does not always appear to
understand what is going on in the classroom (e.g. following directions or reading context cues). River gets
very upset when unable to complete a task or when mistakes have been made. River will not persevere
when tasks are perceived to be too difficult and behavioral issues can become a problem.

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Rory
Rorys is an aboriginal boy, relocated from Mimili, located in in remote South Australia; he speaks
Pitjantjatjara, the language of his local community. His family speaks Pitjantjatjara at home. Rory is well
above most of the students in athletic abilities and is also a talented artist. However, Rory has a very short
attention span, especially in a class of English speaking teachers and students, he struggles to understand
the conversation and instruction. He prefers hands on learning activities. Once actively participating in an
activity, Rory demonstrates focused and productive engagement in the task. Rorys academic work is
significantly behind other students in the class due to the language barriers and his absenteeism at his
previous school in Mimili.

After speaking with my mentor teacher, it has been suggested that Kai has an appropriate and individual
Education Adjustment Plan (EAP) due to her intellectual disability and vision impairment from Downs
Syndrome. The purpose of the EAP is to enable educators, families and learners to collaboratively develop
appropriate adjustments to the curriculum by taking into consideration the needs of the learner, in
particular those with a disability (NTGDET, 2012). According to NTGDET (2012), students with disabilities
who require significant education adjustments are related to the specific impairment areas of:

Autism Spectrum Disorder

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Hearing Impairment

Intellectual Disability

Physical Impairment

Speech-Language Impairment

Vision Impairment.

According to NTGDET (2012), developing an EAP is an on going process of Gathering Information, EAP
meetings, Design, Implementation and Evaluation.

Gathering information- Baseline data collection

EAP Meetings- Goal setting, Identify strategies, resources, roles and responsibilities

Design- Learning journey

Implementation- Data collection and monitor progress

Evaluation- review strategies and report

River will have his own EAP if he is found to be Autistic in order to adjust his program in a manner that
ensures his inclusion in the classroom, in aid of achieving the outcomes of the curriculum. The application
to have River assessed was suggested by my mentor teacher, as we agreed his characteristics are similar

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to those displayed in autistic children, for example, social difficulties, obsessiveness with routine, and
difficulties in communication (Hyde, Carpenter, & Conway, 2010).

Managing the behaviours of all children can provide its challenges but those with disabilities, disorders and
other learning problems can certainly prove to be problematic when it is in relation to medical conditions
or other factors such as home life (Hyde et al, 2010). In managing behaviours in it important to recognise
signs of distress and/or agitation, as this will give the teacher the power to interrupt this disruption before
it begins (Hyde et al, 2010). Of course sometimes these behaviours cannot be pre-vetted, to prepare for
such situations, some strategies that may assist in managing challenging behaviours, as discussed by
Hyde et al (2010) and AIS (2010) include:

Collaborate and share strategies with parents- have the same goals

Develop a friendly relationship with the child- Listen and talk to the student

Pair the student with someone who can be their mentor or guide

Ensure the whole school and all staff share the understanding of the management program for
consistency.

Adapt the classroom environment to suit the learner, for example the manner desks are set out- will
particular students disruptive or beneficial to their behaviour and learning.

Use natural consequences and natural rewards whenever possible for behaviour management

Provide a quiet place students can go and calm down as required

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Use visual clues to assist children keep on task

One of the most effective methods for behaviour management is positive behaviour support. This can be
developed through assisting and supporting the child to develop a repertoire of appropriate behaviours
(Hyde et al, 2010). During my last placement I saw a great combination of positive behaviour support and
pairing the child with someone who can be their guide. These strategies worked great for a particular
autistic child, as his mentor was able to show him the expectation of the teacher and talk to him in a
manner with positive peer influence. It was very impressive to see the way the mentor student would
behave so mature, caring and helpful, without even being asked. The autistic child benefited greatly as it
allowed him to join in more activities than what he would be capable of mentally and behaviourally without
the mentors assistance.
Children are encouraged to have a go and participate in each activity, if the student is having difficulties
we have arranged the following program in a manner that will support students in their participation and in
reaching their outcomes.
Programming adjustments:
Lesson Plan 1- Introduction SOSE & Values Ed.
Experience: Introduction to SOSE and Values Unit
Date: 13/09/2013

Kai: Could the book be put onto a Interactive White

Board (IWB) to assist Kais vision? Kai would benefit
from peer modeling for this task to help her
understand the activity; it will give her another means

Child/ren planned for: Whole class discussion

to understand the task rather than just listening to the

teacher (Hyde et al, 2010). Ensure provisions are

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made to assist Kai with her vision impairment such as

Rationale:

a raise-top desk and adequate working space if she

I chose this learning experience to gauge the prior

knowledge of the children and begin the
introduction into the unit topic caring for others.

English literacy: Use interaction skills including understands the drawing task, providing a
turn-taking, recognising the contributions of

demonstration to give a clearer explanation and

others, speaking clearly and using appropriate

opportunity to get a thorough understanding of the

volume and pace (ACELY1788)

Engage in conversations and discussions,

expectation (Hyde et al, 2010).

interest, and contributing ideas, information

family.

discussion. Take extra time to ensure River

using active listening behaviours, showing

may also benefit from using a computer to create her

River: Encourage River to contribute to the group

Learning focus:

needs to get closer to her work (Hyde et al, 2010). Kai

and questions (ACELY1656)

Values education: understanding, tolerance &

Rory: Rory will enjoy this lesson and being given the
opportunity to show his artistic flair, if he understands
the task. Providing a demonstration will also be
beneficial to Rory. This demonstration in conjunction

inclusion, respect, fair go and care &

with shorts instructions such as saying family whilst

compassion.
SA Curriculum early years: Diversity- Children

pointing to the drawing will ensure Rory, River and Kai

develop a respect for, and appreciation of, the

used (Hyde et al, 2010).

do not get confused by the verbal language being

diverse nature of their communities. [In] [KC1]

Notes: Change of lesson can be hard for River, ensure

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Requirements/resources:

he is given prior warning when nearing lesson

A3 paper
Pencils
Parr, T. (2003) The Family Book.

Chime the bell to indicate lesson change. Visual clues

are vital to assist this change smoothly Ensure visual
clues are not culturally loaded, try using a real object

Facilitiation/Implementation:

transition, such as the lesson will end in 5 minutes.

or photograph to assist (Hyde et al, 2010).

Gather children on the floor; begin discussion

about everyone being unique in appearance,
interests and opinion for example. Using
prompting questions and a hand up strategy
for answering, ask children questions such as
because I like strawberries does that mean
everyone likes strawberries to gain prior
knowledge on individualization.

Move discussion towards the childrens own

families, families from other
countries/nationalities and the teachers family.
The book The Family Book is now to be read
to the class.

Allow children time to self reflect and consider

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what makes up their family at home, it is your

mum, dad and sister or your two dads, three
bothers and a cousin? For example.

Children will now be encouraged to draw a

picture of their families and have a go at
writing their family members name if they
require more of a challenge.

Ask children to read out loud what their family

consists of. Use this time to point out
similarities as they are seen and also
differences in a positive and encouraging
manner. This would also be a good time to
encourage the children to support one another
when speaking in front of the class and the
difference this can make to the speakers
confidence.

These pages will now come together to make

the childrens own Family book. This book will
share the link to The family book by T. Parr.
By sharing the link with the children they will

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be able to see the diversity in their families

and use this books as a reminder of our
diversities.

To complete the lesson, discuss with the class

their findings. Use prompting questing to
ensure the lesson outcomes have been meet
and the curriculum outcomes are beginning to
be addressed. Questions such as, do you think
mum from Steves family still likes people
to be nice to her like you do? Ask children
other questions such as what else do you like
which you think other people might like too?
This will give the children time to reflect upon
their lives and the lives of others to see we all
share the same basic needs.

Lesson Plan 2- SOSE & Values Ed.

Programming adjustments:

Sharp_E_s228720_ECL228_Assignment 2

Experience: Informing children of the unit

absenteeism, reflecting on prior lessons is important

Date: 14/09/2013

for any information she may have missed, it also gives

Child/ren planned for: Whole class

the other children the opportunity to show what they

Rationale:

have retained from the prior lesson and then teach

I chose this lesson as a linking lesson to

discuss with the children the ideas behind this
unit, such as the final day where we will bring
a family member to school and how that links
to what we are learning about.

her.
River: Rivers potential autism could see him struggle
with this discussion of feelings and emotions even
towards his family. The social behaviours of this
disorder make it difficult for him to imagine or
empathize with the way people feel (Hyde et al, 2010).

Learning focus:

Kai: Due to Kais issue with forgetting her glasses and

SA Curriculum: the thinking and

communicating self- In partnership with

River is still encouraged to participate in this group

discussion but will be supported heavily with the
interaction.

educators, in language-rich and thoughtful

environments, children accept challenges to

Rory: Rory may struggle with such a language rich

wonder and find answers in their natural and

discussion, feelings are difficult to discuss, as we

socially constructed environments. [F] [T] [C]

cannot use a physical item as visual aid. I think a

[KC6]
Values education: understanding, tolerance &

demonstration would be best in this instance, for

example giving a hug and showing the change in

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inclusion, respect, fair go and care &

facial expression from before and after the hug. This

compassion.

will ensure the visual aid is not culturally loaded

(ACARA, 2014).

Requirements/resources:

Notes: Environmental considerations are always made

Workbooks
Butchers paper
Textas

for Kai in particular, these considerations can be seen

in lighting thoughtfulness, announcing presence and
departure, ensuring doors and drawers etc. are fully

Facilitiation/Implementation:

opened/closed as required. (Hyde et al, 2010)

The lesson is to be informative. It will be short

to ensure the attention of the children.
Children are to be seated at their desks.

To begin we will be revisiting the family book

we constructed as a class last lesson.

Using a hands-up approach, asking questions

such as who can tell me a bit about this
special book we made? will also assist in
ensuring the children understand what
information we are revisiting.

This discussion will again mention the similar

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needs of all people such as love, care, shelter

and food regardless of their age, sex, race etc.
On a large piece of butchers paper children
will now work together and brain storm what
they feel their needs are, this can be done by
asking questions such as- what do your
parents do for you which makes you feel,
happy, safe, loved etc. These ideas will be
written down by the teacher, this page can be
displayed in the classroom for easy reference
and a reminder to the children about the basic
needs.
Facilitiation/Implementation:

To encourage children to demonstrate

providing a basic need for others around
them, we will be cooking for classroom guests
such as family members in the last lesson of
this unit. We can show love and care by
providing a basic need such as food, due to
the high importance food is to our bodies. This
lesson will also be beneficial to those children
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who do not get the opportunity at home to

work with food and cook with their families.

As we need ingredients to cook for our

families I will be inviting along the local fruit
and vegetable grocer, Cathy. Cathy will be
able to discuss with the children the fact that
she likes yummy, healthy food; this will
provide a link with the children to see the
similarities with themselves and Cathy. Cathy
will also be able to discuss where a lot of the
fruit and vegetables come from and how they
get here. Cathy will also give the children the
opportunity to ask any questions they may
have.

Lesson Plan 3- Introduction SOSE & Values Ed.

Experience: Learning about procedures/recipes
Date: 17/09/2013
Child/ren planned for: Whole class

Programming adjustments:
Kai: Kai may find the words to be confusing if she has
forgotten her glasses. If Kai is given a demonstration
through role-play of the procedure how to wash your
hands it will assist her disability. Kai would find the

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Rationale:

computer of benefit during this task for the purpose of

I chose this lesson to introduce children to

procedures and being their learning of how to read
recipes to assist with cooking for our families.

possible, not only to assist her in achieving the lesson

outcomes but also to assist her in social interactions

River: River may need assistance with the task of

Year 1- English, language, text structure and
organization: Understand that the purposes
texts serve shape their structure in
predictable ways.

Kai is also encouraged to work with others as much as

for speech.

Learning focus:

aiding her intellectual disability and visual impairment.

creating his own recipes using cut out pictures.

Explicitly communicated instructions and expectation
could assist River during this task (SGVDET, 2015).
Check his understanding with what/where/ how

Values education- Care & Compassion, Doing

questions (Hyde et al, 2010). If the task becomes too

your best.

difficult behavioural issue can occur, ensure responses

to behaviour are consistent and reward appropriate

Physical development: fine motor skills

behaviour immediately to ensure students understand

which behaviour is being rewarded (Hyde et al, 2010).

Resources:

How to wash your hands document

Year 1 quiche recipe document

Workbooks

Rory: The procedure of how to wash your hands may

involve too may words and pictures have the potential
to be too culturally bias. Ensure a demonstration is
provided on each step; allow Rory the opportunity to
give it a go as a role-play with the assistance of

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Pencils

another classmate (Hyde et al, 2010).

Whiteboard

Notes: Although Rivers behaviour is a concern; it is not

at an extreme level to require an individually

Old food magazines

Scissors

Glue sticks

Computers

Cardboard food boxes

Paper

developed behavioural plan (Hyde et al, 2010).

Facilitiation/Implementation:

Children will be seated at their desks.

Introduce the topic of procedures and explain

what they are, why we use them and how we
use them. Use the how to wash your hands
work sheet to show the different sections of a
procedure and how the steps need to be
followed in order to ensure each step is
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completed.

Children will now be able to have a go at using

the how to wash your hands procedure while
the teacher reads the steps in order.

Children will now be introduced to the quiche

recipe that will be used in the next lesson.
The similarities will be discussed and
questions asked such as who can tell me
where I start? & where does it show me
what I need for the task? By asking questions
such as these it will ensure the
lesson/curriculum outcomes are being
addressed.

Using a large piece of paper, students will now

be encouraged make their own recipes using
pictures cut out from old magazines, old food
boxes, pictures from the internet etc. They will
be able to put on the page what they might
like to cook for their families, and what they
think the ingredients might be for that recipe.

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This activity will allow children to practice

their fine motor skills as they cut around the
shapes and use their imagination when
decorating the page. This activity will also be
used as a time for children to reflect upon
their families and how them providing some
yummy food might make them feel. These
pages made by the children could also be
collated into a class recipe book.

Lesson Plan 4- Introduction SOSE & Values Ed.

Programming adjustments:
Kai, River and Rory will need to work in pre-selected

Experience: Class cooking and family meal

Date: 17/09/2013

groups for this task. It will allow other students to

assist the less able students in a safe manner and
follow the recipe/procedure correctly. The strategy of
this type of grouping can be beneficial to the social

Child/ren planned for: whole class

relationships and allow the use and hearing of the

SAE. Students will still need teacher support during

Rationale:

these interactions in order for them to work

I chose this lesson to give the children the

opportunity to learn new skill in the kitchen and

successfully (Hyde et al, 2010). This is due to any

communication and behavioural issues which may be

Sharp_E_s228720_ECL228_Assignment 2

show the values they have learned such as care &

apparent.

compassion, understanding, tolerance & inclusion,

responsibility and doing your best. The children
will prepare a meal for all the diverse families and
everyone will be able to come together as one,
share the food the children made and see what the
children have been learning about for this unit.
Learning focus:

Year 1- English, language, text structure and

organization: Understand that the purposes
texts serve shape their structure in
predictable ways.

Values Educations: care & compassion,

understanding, tolerance & inclusion,
responsibility & doing your best

SA Curriculum early years: Diversity- Children

develop a respect for, and appreciation of, the
diverse nature of their communities. [In] [KC1]

Resources:

Sharp_E_s228720_ECL228_Assignment 2

Oven

Quiche dish

Bowls

Whisks

Metric cups

Metric spoons

Eggs

Spring Onion

Bacon

Milk

Cheese

Safety requirements:

Check children records to ensure all dietary

Sharp_E_s228720_ECL228_Assignment 2

requirements and allergies are considered.

Children are not to go near the oven this is

strictly only to be used by the teacher.

Check with guests to ensure all dietary
requirements have been carefully considered.

Facilitiation/Implementation:

Food that needs to be sliced such as bacon &

onion will be sliced prior to the lesson and
kept in the fridge to ensure time is not being
taken up by such tasks. This will allow the
teacher to assist the children with the
preparation of there food.

The lesson will begin by the children clearing

their desks and placing newspaper down to
assist will spillage and clean up.

All ingredients will be placed on one table,

opened and prepared in piles, where possible,
to assist the children when they are filling
their metric cups and spoons.

Children will each be given a fresh copy of the

Sharp_E_s228720_ECL228_Assignment 2

recipe; these will later be used in their home

folders.

Children will be able to follow the recipe with

teacher guidance. Teacher to assist with tasks
such as pouring the milk and placing quiches
into oven.

Once all the quiches are prepared and ready

to be placed into the oven children will then
be given time to tidy the classroom in
preparation of the family members arriving.

Once the family members have all arrived two

children will formally welcome the family
members and give a brief overview of the
unit, its purpose and the purpose of the
gathering (previously written by the teacher).
The class made family book will now be
shared with the class and their families to
demonstrate our diverse families.

Assessment of the unit outcomes will be seen

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throughout the sequence of lessons and within

this lesson as the children put love and care
into the food they are preparing for the
families to the best of their ability. Seeing the
children and families come together really
reinforces the equality we share and the
acceptance of our diverse cultures.

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References:
Association of Independent Schools (AIS). (2010). Behaviour Management Strategies: Children
with Disabilities. Retrieved from: http://www.ais.sa.edu.au/__files/f/45378/behaviour
Australian Curriculum, Assessment, Reporting and Authority (ACARA). (2014) English as an
Additional Language or Dialect: Teacher Resource. Retrieved from:
http://www.acara.edu.au/verve/_resources/EALD_Overview_and_Advice_revised_February_20
14.pdf
Hyde, M., Carpenter, L., & Conway, R. (2010) Diversity and Inclusion in Australian Schools.
Melbourne, VIC: Oxford University Press
Northern Territory Government Department of Education and Training (NTGDET). (2012).
Education Adjustment Plans Information Package. Retrieved from:
http://www.education.nt.gov.au/__data/assets/pdf_file/0017/9062/EducationAdjustmentPlans
Information.pdf
State Government Victoria Department of Education and Training (SGVDET). (2015) Teaching and
Learning Strategies. Retrieved from:
http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/Pages/teachle
arnstrats.aspx

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Sharp_E_s228720_ECL228_Assignment 2