FORWARD PLANNING DOCUMENT

TERM/WEEKS: 9 YEAR LEVEL: Ed LEARNING AREA/TOPIC: TEACCH

Support
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
WEEK/ ASSESSMENT TEACHING & LEARNING RESOURCES COMMENTS
LESSON (what & how) EXPERIENCES
(include learner diversity)

2 Student will write - Student is to order and form the -Letter Templates -Student incorrectly ordered
his first name on a letters of his first name using - Playdough the letters of his name,
mini whiteboard playdough and a letter template. - Mini whiteboard however, made a sound attempt
between the lines, - Student will write his first name on and marker at letter formation with
using correct - Number Boxes set playdough.
a mini whiteboard between the lines,
letter formation -The playdough was a little
using correct letter formation.
(Photograph) messy and hard to pack away-
- Student is to sort items into the
perhaps not ideal for TEACCH
correct box using one to one
on reflection.
correspondence for numbers up to 5.
-Student was able to write his
name in between the lines using
correct letter formation. He is
ready to be extended to his
surname.
-Student is competent with
number recognition and one to
 one correspondence up to 5 and
can be extended.

3 Student is to cut, -Student is to paste and correctly -Mini whiteboard -Student struggled to order
paste and correctly order numbers 1-15 on an open number and magnetic the numbers and the end
order numbers 1-15 line. He will read the numbers aloud letters and a few product required such extensive
on an open number to Miss B. assorted letters modification that I did not
line. He will read -Student is to correctly order the -Numbers 1-15 assess him counting aloud. I
the numbers aloud letters of his first and last name using (pre-cut) and A3 have recorded his ordering on
to Miss B. magnetic letters and a mini- open number line his checklist.
(Checklist) whiteboard. -Glue stick -I am of the opinion that
-Student is to sort pieces of coloured -Coloured paper Student has rote learned
paper into their corresponding coloured (cut into small numbers 1-12 orally, however,
envelope (colour recognition and fine pieces) and he does not have the required
motor) coloured envelopes number recognition skills to
identify and order numbers.
-As his number recognition is
hindering the achievement of
his IEP goals, I need to
separate the skills and modify
my program so that he can
demonstrate his ability to
orally sequence numbers to 15
and separately focus on number
recognition.
-For his name activity, Student
removed the letters from the
 magnetic board so I was unable
to collect data.

4 Student is to - Student is to match the activities -Mini-whiteboard -Student was able to correctly
match the he completes on a given day to each and marker order and form his first name;
activities he day of the week on a chart. -Days of the however, with the introduction
completes on a - Student is to write his first and Week/Activities of ‘k’ this week, he has begun
given day to each last name in between the lines on a Chart to confuse his ‘k’ and ‘Y’ to
day of the week mini-whiteboard. -Police Car puzzle form some hybrid between the
on a chart. -Student is to complete a puzzle two letters. He also replaced
(Photograph) depicting a Police car (fine motor) the ‘r’ with a ‘h’ for some
unknown reason. More explicit
Student is to instruction is required for his
write his first and surname.
last name in -Student was able to correctly
between the lines match the activities to the
on a mini- days of the week and achieved
whiteboard. an IEP goal! Yay!
(Photograph) -He seemed to enjoy the Police
puzzle and said it was easy.
5 -Student is to - Student will be presented with a -A3 number sheet -Student is able to match
record himself number line and record himself (laminated) and numbers 1-15 independently
counting aloud to counting to 15 using an iPad with matching numbers with relative ease.
15 aided by a Guided Access enabled. (laminated) -He only counted up to 12 on
number line using -Student is to trace his first and last -Number line and the recording- unsure as to
the iPad camera. name on a template. iPad (with Guided whether he misunderstood the
(Video Recording) -Student will be presented with an A3 Access enabled!) task or did not know the next
sheet with numbers ordered 1-15. He -Name template number.
will be given Velcro numbers and have and marker -Student was able to trace his
to match them to the sheet (number full name with relative
recognition) precision.

6 -Student is to - Student is to match the activities -Mr Potato Head -Student was able to match his
match the he completes on a given day to each template activities to days of the week
activities he day of the week on a chart. -Lead Pencil with ease.
completes on a -Student is to write his full name -Mr Potato Head - Student drew a recognisable
given day to each between the lines on a mini- print out face in the template; however,
day of the week whiteboard. -Mini-whiteboard required verbal prompting to
on a chart. -Student is to copy a face with eyes, and marker include ears, arms and a nose.
(Photograph) ears, mouth, nose and arms, legs and -Days of the -Student made a sound
-Student is to a body. Week/Activity attempt at writing his name;
write his full name Chart however, is still struggling with
between the lines his surname. Further practice is
on a mini- required.
whiteboard.
(Photograph)
-Student is to
copy a face with
 eyes, ears, mouth,
nose and arms,
legs and a body.
(Work sample)

7 -Student will read -Student will form his name using dot -Name template
aloud numbers 1-15 stickers. -Dot stickers
aided by a number -Student will read aloud numbers 1-15 -Number line
line. aided by a number line. -iPad
(iPad recording) -Student will pack a customer order -Laminated donuts
visually displayed on a card using one -Brown paper bag
to one correspondence -Visual order
(mathematics/work skills)

8 -Student is to -Student will cut and paste the -Scissors and Glue
match the letters of his full name in the correct -Letters and ruled
activities he order on to a new piece of paper in paper
completes on a between the lines. -Days of the
given day to each -Student is to match the activities he Week/Activities
day of the week completes on a given day to each day Chart
on a chart. of the week on a chart. -Laminated Ice
(Photograph) -Student will pack a customer order Creams
 visually displayed on a card using one -Visual Order
to one correspondence. -Brown Paper Bag

9 -Student is to -Student is to write his full name -Mini-whiteboard

write his full name between the lines on a mini- and marker
between the lines whiteboard. -Number line
on a mini- -Student is to count aloud from 1-15 -iPad
whiteboard. aided by a number line. -Colouring Picture
(Photograph) -Student is to colour in a picture within -Coloured Pencils
- Student is to the border.
count aloud from 1-
15 aided by a
number line.
(iPad Recording)
-Student is to
colour in a picture
within the border.
(Work Sample)