Special Education Expo Wednesday 10 July 2013

1. Bringing the Australian Curriculum to life in my classroomLorna FenechDeputy PrincipalAdelaide West Special Education Centre Special Education Expo Wednesday 10 July 2013

2. Introduction to the students • Considerations for the term 2 program • Using Learning Design • A possible planning pro-forma • What happened? • What will term 3 bring? • Discussion

3. Introduction to the class Molly Emma Dennis Tim Jenny Milly Bella

4. The Students

5. Personal and Social Self Awareness • Recognising emotions, identifying likes/dislikes, needs and wants, self understanding Self Management • Self discipline, goal setting, following routines, resilience Social Awareness • Diversity of perspectives, exploring relationships Social Management • Communication, collaboration, negotiation, responsibility

6. The ‘what’ – curriculum What do we want them to learn? How will we know if they got it? So how will we get there? The ‘how’ – pedagogy 6

7. Learning Design Think deeply about the intended learning for students as well as drawing on what they already bring. Find ways to connect the curriculum with the learners so they are truly engaged in their learning. Design learning experiences that are rich in assessment processes which both inform the teaching and students’progress. Doing this thinking together 7

9. What do they bring? They all have homes – ask for photos Some of them have moved home recently They all eat – discuss preferences in food They all have families – again ask for photos

10. What could the intended learning look like? Demonstrating an understanding of who is old and who is young Interest in animals and their needs Ability to distinguish between different animals/places/people by using a range of citieria

11. How will I know if they’ve got it? Students can: • Match pics of themselves with their families • Match photos with their names/homes • Match pictures of animals with food/habitats/babies • Use communication methods to indicate same/different for homes – theirs and animals • Indicate old and new for photos of • people and/or homes

12. How do we support/challenge/engage the learners? Four blocks work re literacy Lots of repetition Lots of sorting/matching Physical activity to support learning Excursions to local community to discuss importance of place

13. What is the intended learning and why is it important?Living things have homes (habitats) that meet their needsDistinguishing between old and youngPeople all need similar things from their homes and families but there will be some differences.Understanding of ATSI culture – importance of placeWe can learn about places and people by using pictures

14. Design the learning plan Four Blocks - Use of texts to help focus on Learning Areas Use of General Capabilities to link to NEP goals for individual students Pro-forma

16. Guided Reading Purposes Read to see which of Sid's owners you like best Read to see how many actions Sid does Read to see how many children are in the story Read to see what animals there are in the story Read to sequence the story

17. Writing Tasks Write about the cats name you like best Write about a picture of yourself Write a group book about cats Write about your favourite animal Write about what cats like to eat

20. Putting the planning into practice – what happened in the classroom?

22. Guided Reading Purposes Read to see which is your favourite person in the book Read to see which action that uncle Tobias does that you like best Read to see what animals there are in the story Read to see what is your favourite picture in the story Read to see what you think is the best thing to do at the beach Writing tasks All week – write about pictures of yourself in different places at school

24. Contact me: Lorna Fenech Deputy Principal Adelaide West Special Education Centre Tel: 8248 9104 Email: lorna.fenech297@schools.sa.edu.au Blog: lfenech.edublogs.org