Implementing Record all evidence on the checklist provided as Appendix A. Section 1. Giving directions and describing pathways SR 1 ii Suggested implementation Source of evidence Use positional language to Explain to the children that they will be delivering mail to a familiar location Children: describe: within the school, e.g. tuckshop. give oral directions to get from the the position of an object in two Say: classroom to the suggested location different ways using shapes/objects along the way is mail to be delivered to/collected from (familiar location in the “There as a guide two different pathways to get school, e.g. tuckshop). Can you use position words to tell me the way to get to a familiar location there from our classroom? It will be easy for me if you can think of some describe a second set of oral special shapes or objects I can look for along the way”. directions to return to the classroom using a different route Note: The child may refer to objects such as the big tree”, the “around “near gate”. Resource Say: resources to track pathways, e.g. you tell me how to get from (the familiar location) back to our “Can electronic devices classroom using a different pathway? Can you think of some special shapes or objects I can look for along the way?” Suggested time Note: The child could record directions electronically or on a voice recorder 5 minutes for others to follow. Suggestion: If the child is not describing position and location, record what they do say as a starting point for future teaching and learning. Section 2. Measuring M 1 i Suggested implementation Source of evidence Place three different-sized envelopes Children: in front of the child.
Implementing Record all evidence on the checklist provided as Appendix A. Section 1. Giving directions and describing pathways SR 1 ii Suggested implementation Source of evidence Use positional language to describe: the position of an object in two different ways two different pathways to get to a familiar location Explain to the children that they will be delivering mail to a familiar location within the school, e.g. tuckshop. Say: “There is mail to be delivered to/collected from (familiar location in the school, e.g. tuckshop). Can you use position words to tell me the way to get there from our classroom? It will be easy for me if you can think of some special shapes or objects I can look for along the way”. Note: The child may refer to objects such as “around the big tree”, “near the gate”. Say: “Can you tell me how to get from (the familiar location) back to our classroom using a different pathway? Can you think of some special shapes or objects I can look for along the way?” Note: The child could record directions electronically or on a voice recorder for others to follow. Suggestion: If the child is not describing position and location, record what they do say as a starting point for future teaching and learning. Children: give oral directions to get from the classroom to the suggested location using shapes/objects along the way as a guide describe a second set of oral directions to return to the classroom using a different route Resource resources to track pathways, e.g. electronic devices Suggested time 5 minutes Section 2. Measuring M 1 i Suggested implementation Source of evidence Place three different-sized envelopes in front of the child. Children:
yr1_jun_num_check_po_space_meas.docx