1. The following document is a guide for teachers who use the morning circle template. It provides information about teaching strategies, questions for assessment and links to curriculum to focus the activity on the learning outcomes for students. This document contains samples of outcomes taken from the K-6 Syllabus and the Stages 4-5 and Stage 6 Life Skills Syllabuses. Included are samples of appropriate outcomes, however in most cases there may be more than those listed. Outcomes have been selected from random stages, either K-6, 7-10, or 11-12. SWS SSP Technology Initiative 2011 Holroyd School Mary Brooksbank School Chalmers Road School Morning Circle Template Activities: Smart Notebook Teaching Guide Morning Circle Template Activities: Smart Notebook Teaching Guide

2. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. PDHPE: INS2.3 Makes positive contributions in group activities. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. PDHPE: INS2.3 Makes positive contributions in group activities. Teaching Strategies Model selection, movement and turn taking. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Emphasise turn taking. Teaching Strategies Model selection, movement and turn taking. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Emphasise turn taking. Assessment: Can the students recognise the PCS of activities? Are they able to wait their turn? Are they able to recognise when it is their turn? Assessment: Can the students recognise the PCS of activities? Are they able to wait their turn? Are they able to recognise when it is their turn? Opening Page: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.7 Reads and responds to short written texts. PDHPE (Stg 4/5): LS.5 Uses appropriate behaviours in social situations. Life Skills 7-12 ENGLISH (Stg 4/5): LS.7 Reads and responds to short written texts. PDHPE (Stg 4/5): LS.5 Uses appropriate behaviours in social situations. Links to Curriculum

3. K-6 ENGLISH: TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. MUSIC: MUES1.4 Listens to and responds to music. K-6 ENGLISH: TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. MUSIC: MUES1.4 Listens to and responds to music. Teaching Strategies Model appropriate greetings in different contexts. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Emphasise turn taking. Teaching Strategies Model appropriate greetings in different contexts. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Emphasise turn taking. Assessment: Can the students choose and demonstrate appropriate forms of greetings? Can they choose a movie or song to watch or listen to? Can they sit, attend and respond when watching a movie or listening to a song? Assessment: Can the students choose and demonstrate appropriate forms of greetings? Can they choose a movie or song to watch or listen to? Can they sit, attend and respond when watching a movie or listening to a song? Hello: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.1 Responds to auditory cues in a range of contexts. PDHPE (Stg 6): 3.3 Demonstrates communication skills when relating to others. Life Skills 7-12 ENGLISH (Stg 4/5): LS.1 Responds to auditory cues in a range of contexts. PDHPE (Stg 6): 3.3 Demonstrates communication skills when relating to others. Links to Curriculum

4. K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. HSIE: ENS1.6 Demonstrates an understanding of the relationship between environments and people. K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. HSIE: ENS1.6 Demonstrates an understanding of the relationship between environments and people. Teaching Strategies Model selection of appropriate environment and movement of student photos. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teaching Strategies Model selection of appropriate environment and movement of student photos. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Assessment: Can the students select between photographs of different environments? Can they recognise whether their peers are at home or at school? Assessment: Can the students select between photographs of different environments? Can they recognise whether their peers are at home or at school? Who is at School Today?: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 6): 1.6 Gives information, comments, asks questions spontaneously or on request. GEOGRAPHY (Stg 4/5): LS.3 Recognises the features of a range of environments. Life Skills 7-12 ENGLISH (Stg 6): 1.6 Gives information, comments, asks questions spontaneously or on request. GEOGRAPHY (Stg 4/5): LS.3 Recognises the features of a range of environments. Links to Curriculum

5. K-6 MATHEMATICS: NES1.2 Combines, separates and compares collections of objects, describes using everyday language and records using informal methods. PDHPE: GDS1.9 Describes the characteristics that make them both similar to others and unique. K-6 MATHEMATICS: NES1.2 Combines, separates and compares collections of objects, describes using everyday language and records using informal methods. PDHPE: GDS1.9 Describes the characteristics that make them both similar to others and unique. Teaching Strategies Model counting with 1:1 correspondence. Model counting-on to combine two groups in addition. Highlight the similarities and differences between boys and girls. Teaching Strategies Model counting with 1:1 correspondence. Model counting-on to combine two groups in addition. Highlight the similarities and differences between boys and girls. Assessment: Can the students count using 1:1 correspondence? Can they combine two groups to get a total? Can they differentiate between boys and girls? Assessment: Can the students count using 1:1 correspondence? Can they combine two groups to get a total? Can they differentiate between boys and girls? How Many People at School?: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 MATHEMATICS (Stg 4/5): PALS.3 Calculates missing values by completing simple number sentences. PDHPE (Stg 4/5): LS.1 Recognises the personal characteristics and needs that make them similar to others yet unique. Life Skills 7-12 MATHEMATICS (Stg 4/5): PALS.3 Calculates missing values by completing simple number sentences. PDHPE (Stg 4/5): LS.1 Recognises the personal characteristics and needs that make them similar to others yet unique. Links to Curriculum

6. K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. PDHPE: INS2.3 Makes positive contributions in group activities. K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. PDHPE: INS2.3 Makes positive contributions in group activities. Teaching Strategies Model selection, movement and turn taking. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Emphasise turn taking. Teaching Strategies Model selection, movement and turn taking. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Emphasise turn taking. Assessment: Are the students able to wait their turn? Are they able to recognise when it is their turn? Assessment: Are the students able to wait their turn? Are they able to recognise when it is their turn? Turn-taking to Write Name : From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.17 Uses individual and collaborative skills in the learning process. PDHPE (Stg 4/5): LS.5 Uses appropriate behaviours in social situations. Life Skills 7-12 ENGLISH (Stg 4/5): LS.17 Uses individual and collaborative skills in the learning process. PDHPE (Stg 4/5): LS.5 Uses appropriate behaviours in social situations. Links to Curriculum

7. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. ENGLISH: RES1.6 Demonstrates developing reading skills and strategies when reading books, dealing with print and comprehending texts. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. ENGLISH: RES1.6 Demonstrates developing reading skills and strategies when reading books, dealing with print and comprehending texts. Teaching Strategies Model selection and movement. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teaching Strategies Model selection and movement. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Assessment: Can the students select their first name from four options? Assessment: Can the students select their first name from four options? Recognising Names: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.6 Uses visual texts in a range of contexts. ENGLISH (Stg 6): 1.6 Gives information, comments, asks questions spontaneously or on request. Life Skills 7-12 ENGLISH (Stg 4/5): LS.6 Uses visual texts in a range of contexts. ENGLISH (Stg 6): 1.6 Gives information, comments, asks questions spontaneously or on request. Links to Curriculum

8. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. ENGLISH: WES1.11 Begins to use letters to represent known words when spelling. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. ENGLISH: WES1.11 Begins to use letters to represent known words when spelling. Teaching Strategies Model selection and movement of letters to appropriate spaces. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teaching Strategies Model selection and movement of letters to appropriate spaces. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Assessment: Can the students spell their name? Can they sequence the letters in their name? Do they recognise that their name starts with a capital letter? Assessment: Can the students spell their name? Can they sequence the letters in their name? Do they recognise that their name starts with a capital letter? Sequencing Letters of Name: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.5 Recognises visual texts in a range of contexts. ENGLISH (Stg 6): 5.1 Copies symbols, pictures, letters or words. Life Skills 7-12 ENGLISH (Stg 4/5): LS.5 Recognises visual texts in a range of contexts. ENGLISH (Stg 6): 5.1 Copies symbols, pictures, letters or words. Links to Curriculum

9. K-6 ENGLISH: RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types. PDHPE: DMS2.2 Makes decisions as an individual and as a group member. K-6 ENGLISH: RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types. PDHPE: DMS2.2 Makes decisions as an individual and as a group member. Teaching Strategies Model selection and movement of words and letters to appropriate spaces. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Model 1:1 correspondence. Teaching Strategies Model selection and movement of words and letters to appropriate spaces. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Model 1:1 correspondence. Assessment: Can the students spell their full name? Can they select the correct letters from a large group of letters ? Can they sequence the letters in their name and order words to make a sentence? Do they recognise their name starts with a capital letter? Assessment: Can the students spell their full name? Can they select the correct letters from a large group of letters ? Can they sequence the letters in their name and order words to make a sentence? Do they recognise their name starts with a capital letter? Sequencing Letters of Name and Creating Sentences: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.10 Composes increasingly complex written texts. ENGLISH (Stg 6): 6.2 Views images and interprets their meaning, information and content. Life Skills 7-12 ENGLISH (Stg 4/5): LS.10 Composes increasingly complex written texts. ENGLISH (Stg 6): 6.2 Views images and interprets their meaning, information and content. Links to Curriculum

10. K-6 ENGLISH: WES1.9 Engages in writing texts with the intention of conveying an idea or message. ENGLISH: WES1.12 Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. K-6 ENGLISH: WES1.9 Engages in writing texts with the intention of conveying an idea or message. ENGLISH: WES1.12 Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. Teaching Strategies Model handwriting, correct pen grip and posture. Model writing from left to right. Support with physical prompts and guidance as needed. Reduce prompting as skills develop. Teaching Strategies Model handwriting, correct pen grip and posture. Model writing from left to right. Support with physical prompts and guidance as needed. Reduce prompting as skills develop. Assessment: Can the students hold a pen or stylus in the correct way? Can they trace within the lines? Do they start writing from the left to the right of the word? Do they shape the letters correctly? Assessment: Can the students hold a pen or stylus in the correct way? Can they trace within the lines? Do they start writing from the left to the right of the word? Do they shape the letters correctly? Tracing Name: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.9 Writes short texts for everyday purposes. ENGLISH (Stg 6): 5.3 Writes and transfers specific information using standard formats. Life Skills 7-12 ENGLISH (Stg 4/5): LS.9 Writes short texts for everyday purposes. ENGLISH (Stg 6): 5.3 Writes and transfers specific information using standard formats. Links to Curriculum

11. K-6 MATHEMATICS: SGES1.2 Manipulates, sorts and describes representations of two-dimensional shapes using everyday language. ENGLISH: WES1.12 Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. K-6 MATHEMATICS: SGES1.2 Manipulates, sorts and describes representations of two-dimensional shapes using everyday language. ENGLISH: WES1.12 Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. Teaching Strategies Model handwriting and correct pen grip. Model writing from left to right. Model matching tall letters to tall boxes/ short letters to short boxes. Support with physical prompts and guidance as needed. Reduce prompting as skills develop. Teaching Strategies Model handwriting and correct pen grip. Model writing from left to right. Model matching tall letters to tall boxes/ short letters to short boxes. Support with physical prompts and guidance as needed. Reduce prompting as skills develop. Assessment: Can the students hold a pen or stylus in the correct way? Can they trace within the lines? Do they start writing from the left of the word? Do they shape the letters correctly? Do they match the letter shape to the correct box size Assessment: Can the students hold a pen or stylus in the correct way? Can they trace within the lines? Do they start writing from the left of the word? Do they shape the letters correctly? Do they match the letter shape to the correct box size Tracing and Writing Name: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 MATHEMATICS (Stg 4/5): SGLS.2 Matches and sorts two-dimensional shapes. ENGLISH (Stg 6): 5.1 Copies symbols, pictures, letters or words. Life Skills 7-12 MATHEMATICS (Stg 4/5): SGLS.2 Matches and sorts two-dimensional shapes. ENGLISH (Stg 6): 5.1 Copies symbols, pictures, letters or words. Links to Curriculum

12. K-6 PDHPE: DMES1.2 Identifies some options available when making simple decisions. ENGLISH: WES1.12 Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. K-6 PDHPE: DMES1.2 Identifies some options available when making simple decisions. ENGLISH: WES1.12 Produces most lower-case and upper-case letters and uses computer technology to begin to construct texts. Teaching Strategies Model handwriting and correct pen grip. Model writing from left to right. Support with physical prompts and guidance as needed. Reduce prompting as skills develop. Teach the days of the week and their order. Teaching Strategies Model handwriting and correct pen grip. Model writing from left to right. Support with physical prompts and guidance as needed. Reduce prompting as skills develop. Teach the days of the week and their order. Assessment: Can the students hold a pen or stylus in the correct way? Can they trace within the lines? Do they start writing from the left of the word? Do they shape the letters correctly? Can they identify the days of the week? Assessment: Can the students hold a pen or stylus in the correct way? Can they trace within the lines? Do they start writing from the left of the word? Do they shape the letters correctly? Can they identify the days of the week? Tracing and Writing Name and Day of the Week: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.10 Composes increasingly complex written texts. MATHEMATICS (Stg 6): 3.4 Demonstrates knowledge and understanding of days of the week, months, seasons and years. Life Skills 7-12 ENGLISH (Stg 4/5): LS.10 Composes increasingly complex written texts. MATHEMATICS (Stg 6): 3.4 Demonstrates knowledge and understanding of days of the week, months, seasons and years. Links to Curriculum

13. K-6 ENGLISH: TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. HSIE: CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families. K-6 ENGLISH: TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. HSIE: CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families. Teaching Strategies Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach that the address is where they live (home). Teach students the read and recognise their own address. Teaching Strategies Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach that the address is where they live (home). Teach students the read and recognise their own address. Assessment: Can the students recognise or read the PCS of activities? Can they identify their own address? Assessment: Can the students recognise or read the PCS of activities? Can they identify their own address? My Address Is (1): From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.11 Views and responds to a range of visual texts, media and multimedia. HSIE (Stg 4/5): LS.11 Uses a variety of strategies to locate and select information. Life Skills 7-12 ENGLISH (Stg 4/5): LS.11 Views and responds to a range of visual texts, media and multimedia. HSIE (Stg 4/5): LS.11 Uses a variety of strategies to locate and select information. Links to Curriculum

14. K-6 HSIE: ENS1.6 Demonstrates an understanding of the relationship between environments and people. PDHPE: COS2.1 Uses a variety of ways to communicate with and within groups. K-6 HSIE: ENS1.6 Demonstrates an understanding of the relationship between environments and people. PDHPE: COS2.1 Uses a variety of ways to communicate with and within groups. Teaching Strategies Model correct pen grip and tracing of text. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach that the address is where they live (home). Teaching Strategies Model correct pen grip and tracing of text. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach that the address is where they live (home). Assessment: Can the students recognise or read the PCS of activities? Can they correctly hold the stylus or pen? Can they trace text? Can they follow the protocols of writing an address? Assessment: Can the students recognise or read the PCS of activities? Can they correctly hold the stylus or pen? Can they trace text? Can they follow the protocols of writing an address? My Address is (2): From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 6): 1.3 Makes a request to satisfy needs and wants and to obtain services or assistance. LANGUAGE (Stg 4/5): LS.MLC.4 Explores ways in which meaning is conveyed by written language. Life Skills 7-12 ENGLISH (Stg 6): 1.3 Makes a request to satisfy needs and wants and to obtain services or assistance. LANGUAGE (Stg 4/5): LS.MLC.4 Explores ways in which meaning is conveyed by written language. Links to Curriculum

15. K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. MATHEMATICS: MES1.5 Sequences events and uses everyday language to describe the duration of activities. K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. MATHEMATICS: MES1.5 Sequences events and uses everyday language to describe the duration of activities. Teaching Strategies Model selection, movement of text to correct locations. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach skills in sequencing and reading days of the week. Teaching Strategies Model selection, movement of text to correct locations. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach skills in sequencing and reading days of the week. Assessment: Can the students recognise the PCS of activities? Can they read and/or understand the days of the week? Are they able to select and sequence days of the week? Assessment: Can the students recognise the PCS of activities? Can they read and/or understand the days of the week? Are they able to select and sequence days of the week? What Day is it?: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 TAS (Stg 6): 1.2 Uses a range of both customised and widely available technology to facilitate learning and enhance daily living. PDHPE (Stg 4/5): LS.26 Uses problem solving strategies in a variety of contexts. Life Skills 7-12 TAS (Stg 6): 1.2 Uses a range of both customised and widely available technology to facilitate learning and enhance daily living. PDHPE (Stg 4/5): LS.26 Uses problem solving strategies in a variety of contexts. Links to Curriculum

16. K-6 ENGLISH: RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. MATHEMATICS: DES1.1 Represents and interprets data displays made from objects and pictures. K-6 ENGLISH: RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. MATHEMATICS: DES1.1 Represents and interprets data displays made from objects and pictures. Teaching Strategies Model selection, movement of text to correct locations. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach skills in sequencing and reading months of the year. Teaching Strategies Model selection, movement of text to correct locations. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach skills in sequencing and reading months of the year. Assessment: Can the students recognise the PCS of activities? Can they read and/or understand the months of the year? Are they able to select and sequence months of the year? Assessment: Can the students recognise the PCS of activities? Can they read and/or understand the months of the year? Are they able to select and sequence months of the year? What Month is it?: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 6): 4.5 Comprehends and responds to a variety of text in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment. MATHEMATICS (Stg 6): 3.4 Demonstrates knowledge and understanding of days of the week, months, seasons and years. Life Skills 7-12 ENGLISH (Stg 6): 4.5 Comprehends and responds to a variety of text in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment. MATHEMATICS (Stg 6): 3.4 Demonstrates knowledge and understanding of days of the week, months, seasons and years. Links to Curriculum

17. K-6 ENGLISH: RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. MATHEMATICS: DES1.1 Represents and interprets data displays made from objects and pictures. K-6 ENGLISH: RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. MATHEMATICS: DES1.1 Represents and interprets data displays made from objects and pictures. Teaching Strategies Model selection, movement of text to correct locations. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach skills in sequencing and reading months of the year. Teaching Strategies Model selection, movement of text to correct locations. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach skills in sequencing and reading months of the year. Assessment: Can the students recognise the PCS of activities? Can they read and/or understand the months of the year? Are they able to select and sequence months of the year? Assessment: Can the students recognise the PCS of activities? Can they read and/or understand the months of the year? Are they able to select and sequence months of the year? Months of the Year: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 6): 4.5 A student comprehends and responds to a variety of text in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment. MATHEMATICS (Stg 6): 3.4 A student demonstrates knowledge and understanding of days of the week, months, seasons and years. Life Skills 7-12 ENGLISH (Stg 6): 4.5 A student comprehends and responds to a variety of text in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment. MATHEMATICS (Stg 6): 3.4 A student demonstrates knowledge and understanding of days of the week, months, seasons and years. Links to Curriculum

18. K-6 ENGLISH: WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. MATHEMATICS: WMS2.3 Uses appropriate terminology to describe, and symbols to represent, mathematical ideas. K-6 ENGLISH: WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. MATHEMATICS: WMS2.3 Uses appropriate terminology to describe, and symbols to represent, mathematical ideas. Teaching Strategies Model correct pen grip and tracing of text. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to a calendar. Teaching Strategies Model correct pen grip and tracing of text. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to a calendar. Assessment: Can the students recognise or read the PCS of activities? Can they correctly hold the stylus or pen? Can they trace text? Can they read and/or understand the concept of time passing and being recorded? Assessment: Can the students recognise or read the PCS of activities? Can they correctly hold the stylus or pen? Can they trace text? Can they read and/or understand the concept of time passing and being recorded? Today’s Date: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.9 Writes short text for everyday purposes. MATHEMATICS (Stg 4/5): MLS.6 Uses the language of measurement in everyday contexts. Life Skills 7-12 ENGLISH (Stg 4/5): LS.9 Writes short text for everyday purposes. MATHEMATICS (Stg 4/5): MLS.6 Uses the language of measurement in everyday contexts. Links to Curriculum

19. K-6 SCIENCE: INVES1.7 Investigates their surroundings by observing, questioning, exploring and reporting. ENGLISH: RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. K-6 SCIENCE: INVES1.7 Investigates their surroundings by observing, questioning, exploring and reporting. ENGLISH: RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. Teaching Strategies Model selection, movement of text/PCS to correct locations. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach skills in identifying correct weather conditions. Teaching Strategies Model selection, movement of text/PCS to correct locations. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach skills in identifying correct weather conditions. Assessment: Can the students recognise the PCS for the weather? Can they read and/or understand the text? Are they able to select to correct PCS/text that corresponds with the weather? Assessment: Can the students recognise the PCS for the weather? Can they read and/or understand the text? Are they able to select to correct PCS/text that corresponds with the weather? The Weather Today is?: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 ENGLISH (Stg 4/5): LS.3 Uses technology and aides to communicate with a range of audiences MATHEMATICS (Stg 4/5): WMLS.5 Links their mathematical experiences to everyday life. Life Skills 7-12 ENGLISH (Stg 4/5): LS.3 Uses technology and aides to communicate with a range of audiences MATHEMATICS (Stg 4/5): WMLS.5 Links their mathematical experiences to everyday life. Links to Curriculum

20. K-6 MATHEMATICS: NS1.1 Counts, orders, reads and represents two- and three-digit numbers. SCIENCE: UTES1.9 Identifies and uses a limited range of equipment, computer-based technology, materials and other resources when undertaking exploration and production. K-6 MATHEMATICS: NS1.1 Counts, orders, reads and represents two- and three-digit numbers. SCIENCE: UTES1.9 Identifies and uses a limited range of equipment, computer-based technology, materials and other resources when undertaking exploration and production. Teaching Strategies Model correct transfer of information to thermometer. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach concepts of temperature using concrete materials e.g. ice pack. Teaching Strategies Model correct transfer of information to thermometer. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach concepts of temperature using concrete materials e.g. ice pack. Assessment: Can the students recognise or read the PCS or text? Can they transfer information from weather page to the thermometer? Can they read and/or understand the concept of temperature? Assessment: Can the students recognise or read the PCS or text? Can they transfer information from weather page to the thermometer? Can they read and/or understand the concept of temperature? Today the Temperature is?: From Morning Circle Template 2011 Template Activities: Notebook Life Skills 7-12 MATHEMATICS (Stg 4/5): MLS.7 Estimates and measures temperature. TAS (Stg 6): 1.2 Uses a range of both customised and widely available technology to facilitate learning and enhance daily living. Life Skills 7-12 MATHEMATICS (Stg 4/5): MLS.7 Estimates and measures temperature. TAS (Stg 6): 1.2 Uses a range of both customised and widely available technology to facilitate learning and enhance daily living. Links to Curriculum

21. K-6 SCIENCE: ESES1.6 Explores and identifies ways the environment influences their daily lives. PDHPE: PHES1.2 Displays basic positive health practices. K-6 SCIENCE: ESES1.6 Explores and identifies ways the environment influences their daily lives. PDHPE: PHES1.2 Displays basic positive health practices. Teaching Strategies Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach how the weather affects our daily lives. Teach students the. relationship between weather and clothing. Teaching Strategies Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Teach how the weather affects our daily lives. Teach students the. relationship between weather and clothing. Assessment: Can the students recognise or read the PCS for gender and weather? Can they read and/or relate to concepts? Can they identify their own gender? Can they select appropriate clothes for the current weather. Assessment: Can the students recognise or read the PCS for gender and weather? Can they read and/or relate to concepts? Can they identify their own gender? Can they select appropriate clothes for the current weather. Template Activities: Notebook Life Skills 7-12 PDHPE (Stg 6): 1.3 Selects appropriate clothing for specific occasions. TAS (Stg 4/5): LS2.1 Evaluates the design of clothing and household items in terms of function and aesthetics. Life Skills 7-12 PDHPE (Stg 6): 1.3 Selects appropriate clothing for specific occasions. TAS (Stg 4/5): LS2.1 Evaluates the design of clothing and household items in terms of function and aesthetics. Links to Curriculum What are we Wearing Today?: From Morning Circle Template 2011

22. K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. ENGLISH: TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable attentiveness. K-6 ENGLISH: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. ENGLISH: TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable attentiveness. Teaching Strategies Model selecting the correct photo. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to ordinal numbers. Teaching Strategies Model selecting the correct photo. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to ordinal numbers. Assessment: Can the students select their own photo to place on the turn grid? Can the students recognise when it is their turn by looking at the grid? Can the students wait their turn? Assessment: Can the students select their own photo to place on the turn grid? Can the students recognise when it is their turn by looking at the grid? Can the students wait their turn? Template Activities: Notebook Life Skills 7-12 MATHEMATICS (Stg 4/5): NLS.3 Recognises and responds to ordinal terms. PDHPE (Stg 6): 1.8 Recognises inappropriate behaviour and responds assertively. Life Skills 7-12 MATHEMATICS (Stg 4/5): NLS.3 Recognises and responds to ordinal terms. PDHPE (Stg 6): 1.8 Recognises inappropriate behaviour and responds assertively. Links to Curriculum Turn-taking to Describe Feelings: From Morning Circle Template 2011

23. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. PDHPE: COES1.1 Expresses feelings, needs and wants in appropriate ways. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. PDHPE: COES1.1 Expresses feelings, needs and wants in appropriate ways. Teaching Strategies Model selecting the correct an appropriate feeling. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to facial expression and body language. Teaching Strategies Model selecting the correct an appropriate feeling. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to facial expression and body language. Assessment: Can the students select an appropriate feeling that represents themselves? Can they select the appropriate PCS? Can they read the words for each feeling? Assessment: Can the students select an appropriate feeling that represents themselves? Can they select the appropriate PCS? Can they read the words for each feeling? Template Activities: Notebook Life Skills 7-12 PDHPE (Stg 4/5): LS.3 Recognises the feelings and emotions associated with adolescence. PDHPE (Stg 6): 3.6 Demonstrates awareness and understanding of, and respect for, the feelings of others. Life Skills 7-12 PDHPE (Stg 4/5): LS.3 Recognises the feelings and emotions associated with adolescence. PDHPE (Stg 6): 3.6 Demonstrates awareness and understanding of, and respect for, the feelings of others. Links to Curriculum Today I Feel?: From Morning Circle Template 2011

24. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. MATHEMATICS: MES1.5 Sequences events and uses everyday language to describe the duration of activities. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. MATHEMATICS: MES1.5 Sequences events and uses everyday language to describe the duration of activities. Teaching Strategies Model selecting the correct day. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to a calendar. Teaching Strategies Model selecting the correct day. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to a calendar. Assessment: Can the students identify the correct day of the week? Can they recognise the correct order of the days of the week? Assessment: Can the students identify the correct day of the week? Can they recognise the correct order of the days of the week? Template Activities: Notebook Life Skills 7-12 MATHEMATICS (Stg 4/5): MLS.4 Organises personal time and manages scheduled activities. MATHEMATICS (Stg 6): 3.2 Demonstrates an understanding of the sequence of events and the time of day in a range of environments. Life Skills 7-12 MATHEMATICS (Stg 4/5): MLS.4 Organises personal time and manages scheduled activities. MATHEMATICS (Stg 6): 3.2 Demonstrates an understanding of the sequence of events and the time of day in a range of environments. Links to Curriculum What are we Doing Today?: From Morning Circle Template 2011

25. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. MATHEMATICS: MES1.5 Sequences events and uses everyday language to describe the duration of activities. K-6 ENGLISH: RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. MATHEMATICS: MES1.5 Sequences events and uses everyday language to describe the duration of activities. Teaching Strategies Model selecting the correct day. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to a calendar. Teaching Strategies Model selecting the correct day. Support with physical, verbal and gestural prompts as needed from least to most. Reduce prompting as skills develop. Make a connection to a calendar. Assessment: Can the students identify the activities that occur on a specific day? Can the students match the activities to the correct time frame? Assessment: Can the students identify the activities that occur on a specific day? Can the students match the activities to the correct time frame? Template Activities: Notebook Life Skills 7-12 MATHEMATICS (Stg 4/5): MLS.1 Matches familiar activities with time frames. MATHEMATICS (Stg 6): 3.1 Matches familiar activities with basic time-frames including day, night, morning, afternoon. Life Skills 7-12 MATHEMATICS (Stg 4/5): MLS.1 Matches familiar activities with time frames. MATHEMATICS (Stg 6): 3.1 Matches familiar activities with basic time-frames including day, night, morning, afternoon. Links to Curriculum Todays Is: From Morning Circle Template 2011