Core Skills Analysis
English
Arrie practised oral language by asking questions, playing guessing games, sharing ideas during imaginary play, and requesting that three books be read aloud. She used language to create roles and scenarios in the police game, fort-building activity, and outfit creation, showing how storytelling can organise play. Arrie also listened to approximately 45 minutes of reading, strengthening attention, vocabulary, comprehension, and enjoyment of texts. Her requests and changing decisions gave her practice expressing preferences and communicating needs clearly.
Mathematics
Arrie engaged with mathematical thinking when she asked how many people were at the university, where they would park, and how tall the building was. These questions involved quantity, location, and measurement concepts in a real-world setting. Choosing colours and helping create a calendar also introduced sequencing, organisation, and representing information across days or people. The Jenga game encouraged careful visual judgment, balance, turn-taking, and informal problem-solving.
Science
Arrie learned about her body and energy when she identified feeling tired and hungry after active play and discussed the need for rest and food. She experienced how movement, outdoor games, dancing, and building activities affected her energy levels. Constructing a bed and a fort involved observing materials, stability, space, and how objects could be arranged for a purpose. These experiences supported basic investigation through noticing, testing, and adjusting physical arrangements.
Health and Wellbeing
Arrie identified physical needs by telling the support worker that she was tired and hungry, then accepted a platter and a quiet half-hour of rest. She practised self-expression, choice-making, social interaction, and negotiating play with the support workers. Her changing decisions about visiting her mother showed that she was able to communicate uncertainty and ultimately express that she did not want to leave home. The session also included movement through outdoor play and dance routines, balanced with screen time, reading, food, and downtime.
Humanities and Social Sciences
Arrie explored community and workplace ideas when she considered visiting her mother at a university and asked questions about the people, parking, and building. She connected a familiar person with a larger community place and used practical questions to understand what the visit might involve. The calendar activity supported awareness of people, schedules, and organising information. Her pretend police game also allowed her to explore roles, rules, authority, and social relationships through imaginative play.
Tips
Tips: Build on Arrie’s interests by creating a simple illustrated calendar together and adding planned activities, rest times, and flexible choices. During a future outing discussion, make a small map or planning sheet showing people, transport, parking, building height, and what to pack. Extend Jenga into a STEM challenge by testing which block arrangements are most stable and recording predictions. Continue shared reading with pauses for Arrie to predict what might happen, describe characters’ feelings, and retell the story using drawings or puppets.
Book Recommendations
- The Very Hungry Caterpillar by Eric Carle: A colourful counting and life-cycle story that connects food, days of the week, and change.
- The Gruffalo by Julia Donaldson: A lively read-aloud supporting imaginative storytelling, listening, rhyme, and problem-solving.
- The Paper Bag Princess by Robert Munsch: A humorous story about imaginative roles, choices, independence, and flexible thinking.
Learning Standards
- English — AC9E3L01: Arrie used imaginative roles, dialogue, and story scenarios, supporting understanding of how language and text ideas affect an audience.
- English — AC9E3LY01: She communicated preferences, asked questions, listened to books, and participated in imaginative language activities.
- Mathematics — AC9M3M01: Her questions about building height and parking connected to measurement, location, and comparison.
- Science — AC9SPS01: Fort-building, bed-making, and Jenga involved observing objects, stability, movement, and changes caused by arranging materials.
- WACAO Health and Wellbeing: The activity supported recognising hunger and tiredness, balancing activity with rest, and making informed personal choices.
- HASS — WAHASS31: Discussing a university workplace and its people connected Arrie’s experience to community places, roles, and how shared environments are organised.
Try This Next
- Create a colour-coded weekly calendar worksheet with spaces for activities, food, rest, and flexible choices.
- Jenga science challenge: predict which tower will be strongest, test it, and draw the result.
- Write or draw a three-part story about Arrie’s police-and-criminal pretend game.
- Make a university visit quiz using questions about people, parking, location, height, and what to pack.