Lucas Gardens School - text explanation of sample

This is a page from the Evidence Set submitted by Lucas Gardens School. It shows two photographs, both of a student and teacher. The first photograph shows a girl reading and the teacher sitting beside her assisting her with visual cue cards. The second photograph shows a boy and a teacher giving a hi-5 and both are smiling. These have been used to show evidence of students receiving feedback during learning activities.

They are accompanied by a short, handwritten paragraph, scanned from an exercise book. It is an excerpt from a communication book used between parents and teachers.



Lily has worked well today - I have really pushed the use of her communication quite good at finding the finished button. She really wanted music today and had done all her work. She pressed "chewy" so I gave it to her knowing she really wanted music. She came back to me to take my hand to show me - I redirected her to her ipad and with an OP she pressed "I want music". She was so pleased with herself!

Wendy and Vicki

In another set of handwriting with an arrow pointing to the previous paragraph is written:

I love hearing these kind of stories from school. She's improving with her communication slowly but surely.

This was written by the parent.

School staff have written an annotation for the photographs which is included here:

Annotation Set 1.1

Staff regularly provide feedback to students and families about progress made and identify next steps for learning. Students with moderate or severe intellectual disabilities can find it difficult to understand their own learning journey, so staff work hard to provide instant, relatable feedback.

Feedback is given immediately to students through verbal praise, visuals and the use of Key Word signs or gestures. Staff use the Positive Behaviour Learning (PBL) visuals to reinforce good work, or instant high fives after achieving a goal. (1.1.6)

Staff regularly communicate with families to provide feedback on learning and progress made towards specific learning goals. (1.1.7)

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