Cyrus’ Daily Program

MONDAY
Time Learning Experience Learning Outcomes &
Targeted Skill Development
8:55 - 9:00 Personal greeting and welcome to school  Modelled greeting of one another between teacher and SSO
Morning Routine  Modelled methods to greet one another
i.e. eye contact, using one another’s name, body language
 Share joy in the arrival of individuals to school
9:00 – 9:10 Daily goal setting and WWW reflection of yesterday Drawing on Berry Street and Play is the Way Pedagogies
 Communal welcome
 Daily goal setting (1 literacy, 1 numeracy and 2 Boxall Profile goals)
 Sharing of daily goals with peers and teacher/SSO. Shared discussion
of strategies for a successful day.
 Reflection and What Went Well yesterday sharing time
 To develop relationships and space for safe dialogue.
 Promotion of turn taking and reciprocal dialogue.
 Interchanging negative mindsets to more positive outlooks, sharing
positive experiences between one another – shared safe joy.
 Modelled sharing time occurring between teacher and SSO initially to
demonstrate the nature of reciprocal conversations.
 Daily Schedule break down and reminder of break choices

Breakdown of daily timetable

 Positive Primer
 A game or quick brain break activity to create a positive learning space
and encourage safe touch between students
 Identifying self-placement on ready to learn scale
9:10 – 9:40 Breakfast Program Students share in a structured and shared breakfast program
Students each have a role to take on to facilitate the breakfast program.
During this time, the students/teacher/SSO share routine and roles. Key
expectations and social skills:
 Turn taking
 Strategic waiting
 Explicit teaching and practise of waiting strategies
 Using people’s names to direct and expect attention
 Modelled narrative between SSO and teacher to support social
interactions between students
 Positive praise
 Explicit teaching of Social skills and manners
9:40 – Targeted literacy intervention Key spelling/reading/grammatical skills
10:00  Guided reading – decoding and comprehension strategies
 Sight words
 Spelling programs- Words their Way (mini lesson, SMART spelling
strategies and kinaesthetic word work activities)
 Jolly Phonics sounds and grammar
 Phonological awareness activities
 Lexia Core 5 reading program and skill builder booklet
10:00- Fruit Sharing, brain break and check in  Fruit sharing- teaching healthy eating habits, manners and sharing
10:05  Short, energizing brain break activity to boost blood flow, send
oxygen to the brain and help Andrew retain information
 Check-in and revisit the ready to learn scale
10:05 – Inquiry project/STEM  Integration of all curriculum areas (particularly HASS)
11:05  Developing research/thinking skills
 Modelled metacognitive strategies and self-talk

11:05 –
11:45
PLAY TIME (supervised)
11:45 – Targeted Maths intervention Key Mathematical skills and understanding
12:20 Individual goal setting and activities  Problematised situations
 Explicit teaching –TooSmart maths
 Numeracy goal setting and targeted tasks
 Maths rotations
 Big ideas in number
 ACARA Essential Assessment
 Prodigy maths learning platform
 12:20 – Mid-day check in and reflection  Using the incredible 5 point scale to reflect on the first half of our
12:30 day
 Sharing strengths and strategies to have a successful end to the
day
 Reminders of rules and revisiting visuals

 Positive affirmation cards to develop self-worth and confidence

12:30 – Lab n Life program  Improving Cyrus’ connection to school, confidence, ability to trust
1:25 and self-control
 Provides Cyrus with a nurturing experience where he can be
affectionate and connect with his dog
 Improving confidence in literacy when reading and writing with his
dog
1:25 – 1:55

PLAY TIME (supervised)

1:55 – 2:45 Targeted Social Skills Program  Group story with social skill focus
 Interoception activities (i.e. body scan)
 Proprioception activities (i.e. targeted rotations)
 Play is the Way- games and lessons
 Explicitly teaching how to play and make friends
 What’s the Buzz
 ‘How does your engine run?’
 Targeted social stories
 Thinkables and unthinkables- Superflex: A social thinking
curriculum
3:00 – 3:15 Final reflection and afternoon circle time  Reflect on participation, listening skills and self-regulation for the
day
 This is a guided process, where Cyrus is provided with
strategies to identify positive points about his day, along with
areas for improvement for the following day
 The timetable for tomorrow is also discussed

Setting Homework

TUESDAY
Time Learning Experience Learning Outcomes &
Targeted Skill Development
8:55 - 9:00 Personal greeting and welcome to school  Modelled greeting of one another between teacher and SSO
Morning Routine  Modelled methods to greet one another
i.e. eye contact, using one another’s name, body language
 Share joy in the arrival of individuals to school
9:00 – 9:10 Daily goal setting and WWW reflection of yesterday Drawing on Berry Street and Play is the Way Pedagogies
 Communal welcome
 Daily goal setting (1 literacy, 1 numeracy and 2 Boxall Profile goals)
 Sharing of daily goals with peers and teacher/SSO. Shared discussion
of strategies for a successful day.
 Reflection and What Went Well yesterday sharing time
 To develop relationships and space for safe dialogue.
 Promotion of turn taking and reciprocal dialogue.
 Interchanging negative mindsets to more positive outlooks, sharing
positive experiences between one another – shared safe joy.
 Modelled sharing time occurring between teacher and SSO initially to
demonstrate the nature of reciprocal conversations.
  Daily Schedule break down and reminder of break choices

Breakdown of daily timetable

 Positive Primer
 A game or quick brain break activity to create a positive learning space
and encourage safe touch between students
 Identifying self-placement on ready to learn scale

9:10 – 9:40 Breakfast Program Students share in a structured and shared breakfast program
Students each have a role to take on to facilitate the breakfast program.
During this time, the students/teacher/SSO share routine and roles. Key
expectations and social skills:
 Turn taking
 Strategic waiting
 Explicit teaching and practise of waiting strategies
 Using people’s names to direct and expect attention
 Modelled narrative between SSO and teacher to support social
interactions between students
 Positive praise
 Explicit teaching of Social skills and manners
9:40 – Targeted literacy intervention Key spelling/reading/grammatical skills
10:00  Guided reading – decoding and comprehension strategies
 Sight words
 Spelling programs- Words their Way (mini lesson, SMART spelling
strategies and kinaesthetic word work activities)
 Jolly Phonics sounds
 Phonological awareness activities
 Lexia Core 5 reading program and skill builder booklet
10:00- Fruit Sharing, brain break and check in  Fruit sharing- teaching healthy eating habits, manners and sharing
10:05  Short, energizing brain break activity to boost blood flow, send
oxygen to the brain and help Andrew retain information
 Check-in and revisit the ready to learn scale
10:05 – Targeted literacy intervention Key spelling/reading/grammatical skills
11:05  Guided reading – decoding and comprehension strategies
 Sight words
 Spelling programs- Words their Way (mini lesson, SMART spelling
strategies and kinaesthetic word work activities)
 Jolly Phonics sounds and grammar
 Phonological awareness activities
 Lexia Core 5 reading program and skill builder booklet
11:05 –
11:45
PLAY TIME (supervised)
11:45 – Targeted Maths intervention Key Mathematical skills and understanding
12:20 Individual goal setting and activities  Problematised situations
 Explicit teaching –TooSmart maths
 Numeracy goal setting and targeted tasks
 Maths rotations
 Big ideas in number
 ACARA Essential Assessment
 Prodigy maths learning platform

12:20 – Mid-day check in and reflection  Using the incredible 5 point scale to reflect on the first half of our
12:30 day
 Sharing strengths and strategies to have a successful end to the
day
 Reminders of rules and revisiting visuals

 Positive affirmation cards to develop self-worth and confidence

12:30 – Hoops 4 Life program  Supporting Cyrus’ social, physical and emotional development
1:25  Building trusting relationships and ability to work in a team
 Developing social maturity while working with a range of students
across all year levels
 Developing skills for self-regulation and resilience
 Working with Coach as a mentor and building capacity to integrate
back into the yard to lunch and recess play
1:25 – 1:55

PLAY TIME (supervised)

1:55 – 2:45 Targeted Social Skills Program  Group story with social skill focus
 Interoception activities (i.e. body scan)
 Proprioception activities (i.e. targeted rotations)
 Play is the Way- games and lessons
 Explicitly teaching how to play and make friends
 What’s the Buzz
 ‘How does your engine run?’
 Targeted social stories
 Thinkables and unthinkables- Superflex: A social thinking
curriculum

3:00 – 3:15 Final reflection and afternoon circle time  Reflect on participation, listening skills and self-regulation for the
day
 This is a guided process, where Cyrus is provided with
strategies to identify positive points about his day, along with
areas for improvement for the following day
 The timetable for tomorrow is also discussed

Setting Homework
 WEDNESDAY
Time Learning Experience Learning Outcomes &
Targeted Skill Development
8:55 - 9:00 Personal greeting and welcome to school  Modelled greeting of one another between teacher and SSO
Morning Routine  Modelled methods to greet one another
i.e. eye contact, using one another’s name, body language
 Share joy in the arrival of individuals to school
9:00 – 9:10 Daily goal setting and WWW reflection of yesterday Drawing on Berry Street and Play is the Way Pedagogies
 Communal welcome
 Daily goal setting (1 literacy, 1 numeracy and 2 Boxall Profile goals)
 Sharing of daily goals with peers and teacher/SSO. Shared discussion
of strategies for a successful day.
 Reflection and What Went Well yesterday sharing time
 To develop relationships and space for safe dialogue.
 Promotion of turn taking and reciprocal dialogue.
 Interchanging negative mindsets to more positive outlooks, sharing
positive experiences between one another – shared safe joy.
 Modelled sharing time occurring between teacher and SSO initially to
demonstrate the nature of reciprocal conversations.
 Daily Schedule break down and reminder of break choices

Breakdown of daily timetable

 Positive Primer
 A game or quick brain break activity to create a positive learning space
and encourage safe touch between students
 Identifying self-placement on ready to learn scale
9:10 – 9:40 Breakfast Program Students share in a structured and shared breakfast program
Students each have a role to take on to facilitate the breakfast program.
During this time, the students/teacher/SSO share routine and roles. Key
expectations and social skills:
 Turn taking
 Strategic waiting
 Explicit teaching and practise of waiting strategies
 Using people’s names to direct and expect attention
 Modelled narrative between SSO and teacher to support social
interactions between students
 Positive praise
 Explicit teaching of social skills and manners
9:40 – Targeted literacy intervention Key spelling/reading/grammatical skills
10:00  Guided reading – decoding and comprehension strategies
 Sight words
 Spelling programs- Words their Way (mini lesson, SMART spelling
strategies and kinaesthetic word work activities)
 Jolly Phonics sounds and grammar
 Phonological awareness activities
 Lexia Core 5 reading program and skill builder booklet
10:00- Fruit Sharing, brain break and check in  Fruit sharing- teaching healthy eating habits, manners and sharing
10:05  Short, energizing brain break activity to boost blood flow, send
oxygen to the brain and help Andrew retain information
 Check-in and revisit the ready to learn scale
10:05 – Writers Workshop  Student choice
11:05 Cyrus’ goal cards  Explicit teaching of writing skills through workshops
 Publishing of writing to enjoy and read to others
 Sense of achievement and acknowledgment
 Developing love of literature with mentor texts
 1:1 Writing conference
 Goal setting and peer feedback/feedforward
 Teach how to be a brave writer
11:05 –
11:45
PLAY TIME (supervised)
11:45 – Targeted Maths intervention Key Mathematical skills and understanding
12:35 Individual goal setting and activities  Problematised situations
 Explicit teaching –TooSmart maths
 Numeracy goal setting and targeted tasks
 Maths rotations
 Big ideas in number
 ACARA Essential Assessment
 Prodigy maths learning platform
 12:40 – Mid-day check in and reflection  Using the incredible 5 point scale to reflect on the first half of our
12:50 day
 Sharing strengths and strategies to have a successful end to the
day
 Reminders of rules and revisiting visuals

 Positive affirmation cards to develop self-worth and confidence

12:50 – Paint ‘n’ Chat  Providing opportunity for Cyrus to celebrate his cultural
1:25 background, develop pride and a strong sense of belonging
 Building connection to other Indigenous students in our
community/school
 Creating artworks to proudly display around our school and
deepening Cyrus’ connection to school/place/counrty
 Learning traditional dreaming stories and writing his own stories
1:25 – 1:55

PLAY TIME (supervised)

1:55 – 2:45 Targeted Social Skills Program  Group story with social skill focus
 Interoception activities (i.e. body scan)
 Proprioception activities (i.e. targeted rotations)
 Play is the Way- games and lessons
 Explicitly teaching how to play and make friends
 What’s the Buzz
 ‘How does your engine run?’
 Targeted social stories
 Thinkables and unthinkables- Superflex: A social thinking
curriculum
3:00 – 3:15 Final reflection and afternoon circle time  Reflect on participation, listening skills and self-regulation for the
day
 This is a guided process, where Cyrus is provided with
strategies to identify positive points about his day, along with
areas for improvement for the following day
 The timetable for tomorrow is also discussed

Setting Homework

THURSDAY
Time Learning Experience Learning Outcomes &
Targeted Skill Development
8:55 - 9:00 Personal greeting and welcome to school  Modelled greeting of one another between teacher and SSO
Morning Routine  Modelled methods to greet one another
i.e. eye contact, using one another’s name, body language
 Share joy in the arrival of individuals to school
9:00 – 9:15 Daily goal setting and WWW reflection of yesterday Drawing on Berry Street and Play is the Way Pedagogies
 Communal welcome
 Daily goal setting (1 literacy, 1 numeracy and 2 Boxall Profile goals)
 Sharing of daily goals with peers and teacher/SSO. Shared discussion
of strategies for a successful day.
 Reflection and What Went Well yesterday sharing time
 To develop relationships and space for safe dialogue.
 Promotion of turn taking and reciprocal dialogue.
 Interchanging negative mindsets to more positive outlooks, sharing
positive experiences between one another – shared safe joy.
 Modelled sharing time occurring between teacher and SSO initially to
demonstrate the nature of reciprocal conversations.
  Daily Schedule break down and reminder of break choices

Breakdown of daily timetable

 Positive Primer
 A game or quick brain break activity to create a positive learning space
and encourage safe touch between students
 Identifying self-placement on ready to learn scale

9:15 – Kitchen/Garden- cooking Program Students are cooking with produce that they have planted and grown in the
11:00 school garden. There is always a literacy or maths focus at the beginning
of each session (e.g. recipe writing, double the recipe, measuring out
ingredients, etc.)
 Turn taking
 Developing healthy eating habits and good hygiene
 Building resilience and being brave to try new things
 Using people’s names to direct and expect attention
 Modelled narrative between SSO and teacher to support social
interactions between students
 Positive praise and self-esteem development
 Explicit teaching of Social skills and manners
11:00 – Fruit Sharing, brain break and check in  Fruit sharing- teaching healthy eating habits, manners and sharing
11:05  Short, energizing brain break activity to boost blood flow, send
oxygen to the brain and help Cyrus retain information
 Check-in and revisit the ready to learn scale
 11:05 –
11:45
PLAY TIME (supervised)
11:45 – Targeted Maths intervention Key Mathematical skills and understanding
12:20 Individual goal setting and activities  Problematised situations
 Explicit teaching –TooSmart maths
 Numeracy goal setting and targeted tasks
 Maths rotations
 Big ideas in number
 ACARA Essential Assessment
 Prodigy maths learning platform

12:20 – Mid-day check in and reflection  Using the incredible 5 point scale to reflect on the first half of our
12:30 day
 Sharing strengths and strategies to have a successful end to the
day
 Reminders of rules and revisiting visuals

 Positive affirmation cards to develop self-worth and confidence

12:50 – Kickstart for Kids mentor program  Building trusting and respectful relationships with adults
1:25  Arts and crafts projects
 Fine motor activities
 Mindfulness activities
 Developing interpersonal skills
 Interest based
 Nurturing Cyrus’ self-esteem and encouraging him to achieve his
goals
1:25 – 1:55

PLAY TIME (supervised)

1:55 – 2:45 Targeted Social Skills Program  Group story with social skill focus
 Interoception activities (i.e. body scan)
 Proprioception activities (i.e. targeted rotations)
 Play is the Way- games and lessons
 Explicitly teaching how to play and make friends
 What’s the Buzz
 ‘How does your engine run?’
 Targeted social stories
 Thinkables and unthinkables- Superflex: A social thinking
curriculum

3:00 – 3:15 Final reflection and afternoon circle time  Reflect on participation, listening skills and self-regulation for the
day
 This is a guided process, where Cyrus is provided with
strategies to identify positive points about his day, along with
areas for improvement for the following day
 The timetable for tomorrow is also discussed

Setting Homework
 FRIDAY
Time Learning Experience Learning Outcomes &
Targeted Skill Development
8:55 - 9:00 Personal greeting and welcome to school  Modelled greeting of one another between teacher and SSO
Morning Routine  Modelled methods to greet one another
i.e. eye contact, using one another’s name, body language
 Share joy in the arrival of individuals to school
9:00 – 9:10 Daily goal setting and WWW reflection of yesterday Drawing on Berry Street and Play is the Way Pedagogies
 Communal welcome
 Daily goal setting (1 literacy, 1 numeracy and 2 Boxall Profile goals)
 Sharing of daily goals with peers and teacher/SSO. Shared discussion
of strategies for a successful day.
 Reflection and What Went Well yesterday sharing time
 To develop relationships and space for safe dialogue.
 Promotion of turn taking and reciprocal dialogue.
 Interchanging negative mindsets to more positive outlooks, sharing
positive experiences between one another – shared safe joy.
 Modelled sharing time occurring between teacher and SSO initially to
demonstrate the nature of reciprocal conversations.
 Daily Schedule break down and reminder of break choices

Breakdown of daily timetable

 Positive Primer
 A game or quick brain break activity to create a positive learning space
and encourage safe touch between students
 Identifying self-placement on ready to learn scale
9:10 – 9:40 Breakfast Program Students share in a structured and shared breakfast program
Students each have a role to take on to facilitate the breakfast program.
During this time, the students/teacher/SSO share routine and roles. Key
expectations and social skills:
 Turn taking
 Strategic waiting
 Explicit teaching and practise of waiting strategies
 Using people’s names to direct and expect attention
 Modelled narrative between SSO and teacher to support social
interactions between students
 Positive praise
 Explicit teaching of Social skills and manners
9:40 – Targeted literacy intervention Key spelling/reading/grammatical skills
10:00  Guided reading – decoding and comprehension strategies
 Sight words
 Spelling programs- Words their Way (mini lesson, SMART spelling
strategies and kinaesthetic word work activities)
 Jolly Phonics sounds and grammar
 Phonological awareness activities
 Lexia Core 5 reading program and skill builder booklet
10:00- Fruit Sharing, brain break and check in  Fruit sharing- teaching healthy eating habits, manners and sharing
10:05  Short, energizing brain break activity to boost blood flow, send
oxygen to the brain and help Cyrus retain information
 Check-in and revisit the ready to learn scale
10:05 – Writers Workshop  Student choice
11:05 Cyrus’ goal cards  Explicit teaching of writing skills through workshops
 Publishing of writing to enjoy and read to others
 Sense of achievement and acknowledgment
 Developing love of literature with mentor texts
 1:1 Writing conference
 Goal setting and peer feedback/feedforward
 Teach how to be a brave writer
11:05 –
11:45
PLAY TIME (supervised)
 11:45 – Meditation/Relaxation Time  Meditation and relaxation to calm from play time activities
12:00  Positive affirmation cards to develop self-worth and confidence

12:00 – Mid-day check in and reflection  Using the incredible 5 point scale to reflect on the first half of our
12:10 day
 Sharing strengths and strategies to have a successful end to the
day
 Reminders of rules and revisiting visuals

12:10 – STEM  Design Thinking process

1:25  Working with resident builder to enhance school and develop
deeper connection to school
 Hands-on learning opportunities
 Enhancing creativity, curiosity, resilience and powerful thinking
 Science and technologies curriculum
1:25 – 1:55

PLAY TIME (supervised)

1:55 – 2:45 Targeted Social Skills Program  Group story with social skill focus
 Interoception activities (i.e. body scan)
 Proprioception activities (i.e. targeted rotations)
 Play is the Way- games and lessons
 Explicitly teaching how to play and make friends
 What’s the Buzz
 ‘How does your engine run?’
 Targeted social stories
 Thinkables and unthinkables- Superflex: A social thinking
curriculum

3:00 – 3:15 Final reflection and afternoon circle time  Reflect on participation, listening skills and self-regulation for the
day
 This is a guided process, where Cyrus is provided with
strategies to identify positive points about his day, along with
areas for improvement for the following day
 The timetable for tomorrow is also discussed

Setting Homework
 Supervised play programs include:
 Dramatic play in the reception yard
 Board games and other social games
 Organised games in the courtyard – learning to abide by the rules of an organised
games, sharing and socialisation
 Caring for classroom pets
 Play is the Way games
 Digital technologies skill development (Minecraft, Lego WeDo, coding etc.)
 Lego and other play equipment to explicitly teach play skills
 Basketball
 Maths games on the iPad