Week 20
Special Education·Levels A–B · C–D · F-3
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Overview
Week 20 layers quick-fire partner reactions, strength-focused reflection, memory and movement, and brave sharing. Open with Big Body Snap: pairs jump through five stances on a 2-second beat (“jump!”)…when both land the same way, first to call “snap” tags for a point; rotate at 5, keep cues loud/clear, and model each stance first (offer fitness add-ons or outdoor space for bigger energy; swap to five arm shapes for seated/wheelchair play). Shift to My Strengths & Challenges: Students draw/write one strength and one challenge, then link how the strength helps address the challenge (superpower framing works great). Share in pairs or keep private to anchor a growth mindset. Turn the dial up with Card Memory Lane: teams sprint/wheel to a card table and collect one suit in order, from Ace to King, relying on memory plus quick relays (optional static holds are available for those waiting; scale to Ace, 5 for juniors; emphasise calm communication and strategy). Close with Vulnerability Wall of Failures: roll a die to pick a prompt, write/draw a short story of a setback + learning, share, and post to a class “Wall of Learning.”
Preparation is minimal (open space, deck of cards, cones/spots, sticky notes, pencils). Accessibility stays front and centre: visual stance cards, AAC/gesture options, upper-body or rolling alternatives, clear lanes and eye-level displays, buddy support, extra processing time, and a safe “pass” anytime. Expect gains in coordination/reaction and partner communication; self-awareness and resilient self-talk; working memory, strategy, and stamina; and a healthier class culture around mistakes and growth.
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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.
- VCHPEP043Level D: Identify and describe own feelings; demonstrate understanding of social expectations and simple self-management strategies.
- 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.