Core Skills Analysis
English
Arrie practised oral communication by clearly expressing her choices, needs and ideas throughout the session. She asked the support worker to join her in Roblox, requested a park visit and explained that she was cold and wanted to return home. While playing ice cream shop and later pretending to be a chef, Arrie used imaginative language, role-play and conversation to communicate with others. She also proudly shared her cooking with Sarah, building confidence in speaking and explaining her work.
Mathematics
Arrie used practical mathematical thinking while independently gathering ingredients and preparing batter. She followed a sequence of actions and handled quantities involved in making food, although the exact measurements were not recorded. At the park, running races and timed movement games gave her opportunities to compare duration, speed and position informally. The session also helped Arrie practise planning and sequencing activities across different times and locations.
Science
Arrie explored physical wellbeing and environmental conditions when she noticed that she was becoming cold at the park and communicated that she wanted to go home. Her body-movement activities, races and active games provided experience of how exercise affected her body and energy. Preparing batter also involved observing how separate ingredients were combined to create a mixture. These experiences encouraged Arrie to notice changes and respond appropriately.
Health and Physical Education
Arrie participated in body movement, running races and several active playground games, developing movement, coordination and physical confidence. She made an independent decision to visit the park and stayed actively involved for approximately 30 minutes. Arrie also recognised discomfort caused by the cold and communicated her need for a change of environment, demonstrating awareness of her wellbeing. Her transitions between learning, recreation, community access and home activities were positive.
Humanities and Social Sciences
Arrie practised community participation by independently choosing to visit the park and engaging appropriately in shared games in a public setting. She communicated with the support worker about transport, activities and when she wished to leave. Her role-play as a chef also reflected participation in family life and contributing to others, as she prepared food and tea for Sarah. Sharing her creation and discussing upcoming events supported her sense of connection and belonging.
Tips
Tips: Extend Arrie's learning by creating a simple visual session plan that she can help arrange, including class time, recreation, park activities and cooking. During cooking, invite her to measure ingredients, predict what will happen when they are mixed, and describe the changes using sensory words. At the park, try making a movement challenge chart that records different games, times or distances. Afterward, encourage Arrie to draw or verbally retell her favourite part of the session and identify how she noticed and communicated her feelings.
Book Recommendations
- The Very Hungry Caterpillar by Eric Carle: A colourful story that connects food, sequencing and changes over time.
- We're Going on a Bear Hunt by Michael Rosen: An energetic read-aloud that encourages movement, repetition and imaginative participation.
- The Feelings Book by Todd Parr: A supportive book for discussing feelings, noticing body signals and communicating needs.
Learning Standards
- English – AC9E6LY01: Arrie used interaction skills and spoken language to express choices, needs and ideas, including communicating that she was cold and wanted to return home.
- Mathematics – AC9M6N05: The cooking and activity sequence provided practical opportunities for following steps, organising actions and working with quantities, although specific calculations were not recorded.
- Science – AC9SPS01: Arrie observed a change in her physical comfort caused by the cold and responded by changing location; movement activities also supported observation of how her body responded to activity.
- HASS – WAHASS31: Arrie practised community participation by independently choosing to access the local park and engaging in activities within that community setting.
Try This Next
- Create a visual timetable worksheet for Arrie to sequence the session activities.
- Cooking investigation: draw the ingredients, measure them, and record how the batter changed.
- Park games quiz: compare which game involved running, waiting, pretending or listening.
- Writing prompt: “I felt proud when I…”