Downloadable reference materials
Length of Lesson
Prior knowledge (what should the teacher have already covered)
- IWB or print outs for optional activities.
- Pre–cut and laminated icons for chart with Velcro backing.
- Large class schedule chart – laminated.
- Not everybody communicates their thoughts and feelings the same way.
- It is important to find a variety of ways to communicate with the people around us so that everyone can feel included.
LO1: Students recognise the value of using pictures and signs to communicate.
LO2: Students can arrange simple pictures on a chart to communicate information.
PSC: Personal and Social Capability EU: Ethical Understanding L: Literacy CCT: Critical and Creative Thinking N: Numeracy
By the end of Foundation year (level 1)L: Understand learning area vocabulary: use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts
L: Interpret and analyse learning area texts: interpret simple texts using comprehension strategies
CCT: Organise and process information: gather similar information or depictions from given sources.
Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier:
LO (insert number)
|Format||Lesson Plan: Suggested sequence of learning experiences|
Welcoming activity: see lesson 1
State the learning intention: Last lesson we discussed how everyone benefits from being able to communicate, or send and receive messages to and from the people we are with. Sometimes, we need to find different ways to communicate so that we can make new friends and include everyone in daily activities. Not everybody communicates by using words. Some people prefer to use other ways to communicate and may like to use pictures, or sounds, or colours. Remember, everyone wants to communicate their thoughts and feelings, and can do this in many different ways. Today, we are going to communicate using pictures. Firstly, we will communicate our daily schedule without using words.
Follow up from previous lesson: Revise activity from previous lesson relating to examples from the school environment to show different types of communication that uses words, signs, pictures, sounds (school bell) and colour – eg. your classroom, library, toilets, car park, school hall etc.
Teacher’s notes: the following activities can be used to show how we can communicate using pictures. There are 3 activities – the first activity is compulsory, the next 2 activities are optional depending on time constraints. All activities can be used electronically on an IWB or used in print form.
Activity 1: Our daily schedule!
Teacher’s notes: for this activity, you will be making a visual resource showing your classes’ daily schedule (you may already have a daily schedule chart that you can use). If required, refer to the template and icons for this activity and adapt and enlarge as desired. The communication tool for this activity is visual and kinesthetic, as children are encouraged to physically attach icons to the chart (ie velco attachments). A variety of charts can be used to help with communication – for example, completing tasks chart, behaviour charts, weather charts, daily schedule charts etc.
Establish context: When you first started school, one of the first things we established and practiced was our class routine. Each day of the week we have activities that are organised to take place at a certain time. We have a bell that rings to tell us when school begins and finishes, and also when it is time for breaks during the day (recess and lunchtime).
Today we are going to make our class daily schedule using pictures that we can refer to each day so that we are organised and prepared. This makes us feel confident and reassured.
Show daily schedule blank template and go through the structure of the table.
Class brainstorm: let’s think about the type of information we can include on our chart.
LO1, LO2 Can you give me any examples of what we can include? Think about activities we do each week. What type of picture could we use to represent these? (Have icon pictures prepared beforehand).
Complete schedule: Students take turns to move the icons to the schedule where appropriate.
Option 2 Activity: Healthy Habits chart!
LO1, LO2 Task: The purpose of this activity is to show how you can communicate using pictures. Use the electronic Healthy Habits chart to identify 8 healthy habits and move icons into correct squares. Get students to use the mouse to move the icons if practical.
Option 3 Activity: Washing Hands Poster!
LO1, LO2 Task: The purpose of this activity is to show how you can communicate using pictures. Place the correct illustration into the poster that shows steps in washing hands. Get students to use the mouse to move the icons if practical.
Main points to highlight:
Conclusion and reflection
LO1 Class discussion.
What have you learnt? What questions do you have?