Week 16
Special Education·Levels A–B · C–D · F-3
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Overview
Week 16 combines fast-paced, non-verbal number play, pride-building celebrations, high-energy team tag, and kindness reflections. Open with Legs 11: trios count down “3–2–1 show!” and flash 0–5 fingers (no repeats, no pre-talk) to hit 11, then erupt in 10 seconds of joyful celebration; for Levels F–3, allow a quick strategising pause after misses to build number sense. Shift to Proud Star Wall: Students write/draw one proud moment on a star and add it to a shared display. Then, do brief share-outs to normalise effort, growth, and peer praise. Fire up the room with Head Butt Tag: split into Heads (hand on head) and Butts/Tails (hand on bottom); tag gently with the free hand and switch teams when tagged, keep movement safe (walk/jog indoors), rotate durations, and spotlight teamwork over winning. Close with Well-being Skittles: each colour prompts a short kindness story; finish with a one-thing commitment.
Preparation is minimal (paper stars + pens, a deck of cards or colour chart for Skittles/tokens, cones only if outdoors). Accessibility stays central: offer number cards/AAC or tapping for Legs 11; mirror adapted celebrations; ensure wide paths and seated/upper-body options for Tag; place the Star Wall at eye level for all; use non-food coloured tokens if allergies; provide visuals/sentence starters and extra processing time throughout; “pass” is always okay. Expect gains in non-verbal teamwork and mental maths, pride in language and classroom belonging, safe spatial awareness and cooperation, plus practical empathy, wrapped in cheers, choice, and inclusive participation.
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Curriculum codes matched to this week's specific activities for Special Education. Switch frameworks below and copy exactly what you need.
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Personal & Social Capability and HPE Version 2.0, VCAA, used by Victorian schools.
- VCHPEM008Level A: Respond to sensory input through movement; demonstrate emerging whole-body control in supported situations.
- VCHPEM022Level B: Practise purposeful movement sequences in familiar, supported contexts.
- VCHPEM036Level C: Demonstrate emerging fundamental movement skills in structured, supported situations.
- VCHPEM050Level D: Practise fundamental movement skills in simple game and activity contexts with support.
No specific codes for this activity in this framework section.
- VCHPEM008Level A: Respond to sensory input through movement; demonstrate emerging whole-body control in supported situations.
- VCHPEM022Level B: Practise purposeful movement sequences in familiar, supported contexts.
- VCHPEM036Level C: Demonstrate emerging fundamental movement skills in structured, supported situations.
- VCHPEM050Level D: Practise fundamental movement skills in simple game and activity contexts with support.
- VCHPEP001Level A: Respond to familiar people, objects and environments; demonstrate emerging awareness of own body and emotions.
- VCHPEP015Level B: Respond to emotional cues and signals; demonstrate intentional communication about own needs and feelings.
- VCHPEP043Level D: Identify and describe own feelings; demonstrate understanding of social expectations and simple self-management strategies.