N&A5.1a Respond to repeated patterns of sound and actions.
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Teaching Strategies
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Levels Of Support
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Assessment Record
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Early Stage 1 Outcome 2012 NES 1.3 Groups, shares and counts collections of objects, describing using everyday language and records using informal methods WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content (Reflecting) |
Early Stage 1 Outcome 2015 MAe-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings. Mae-2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems. Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions MAe-8NA: Recognises, describes and continues repeating patterns.
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HSC Life Skills 11-12 Outcomes 2007
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Framework Indicators
- Turns head in the direction of a sound and action pattern or a visual pattern.
- Moves in response to a sound and action pattern or a visual pattern.
- Makes vocalisations in response to a sound and action pattern or a visual pattern.
- WM Responds to a pattern on the computer screen or IWB.
Teacher Language
Give an instruction
‘Listen to the pattern in the sound’.
‘Look at the pattern’.
Make a Statement
‘You are listening to the pattern in the sound’.
‘You are looking at the pattern’.
When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.
There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.
In this activity, we are looking for a response from the student to a pattern. Therefore, when beginning this goal, teachers would need to give the student time to respond independently to the pattern before any instructions are given. If no response is given after a period of time, teacher states ‘SN, listen to the pattern in the sound’. ‘SN, look at the pattern’.
Please note that the sounds the teacher creates in this activity need to be simple repeated patterns.
Turns head, moves and vocalises in the direction of a sound and action pattern.
Teachers are to give a student the opportunity to respond to repeated patterns of sounds and actions. This could involve clapping hands, using a musical instrument such as a drum or using technology to make repeated patterns of sound and action. Teacher would observe if the student has responded to the pattern by observing if the student has turned towards the sound, made eye contact, body movement or vocalisation. Once the student has made a response, teacher states ‘SN, you are listening to the pattern in the sound.’
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