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Week 6

Special Education·Levels A–B · C–D · F-3

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Overview

Overview

Week 6 blends rhythm, reflection, and expressive play. You’ll open with One, Two, Three, a partner sequence that swaps numbers for actions (clap, nod, arms up) to sharpen coordination, timing, and shared focus. Expect quick practice rounds, lots of laughter, and easy scaffolds for Levels A–D and F–3 (visual cue cards, slower pacing, or two-action versions), with wheelchair-friendly swaps (upper-body movements, shoulder shrugs, overhead claps). Then shift into Happy Thoughts Journal, where students capture a positive moment from today and set a simple intention for tomorrow using words, drawings, symbols, or AAC, building gratitude language, confidence, and calm.

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Re-energise with Shape Stretch, moving from teacher-led poses to pair/group creations so students explore balance, body awareness, and creativity (with seated/upper-body options and visual shape prompts for easy access). Close with Feelings Card Sort, a playful card-prompt activity that links common emotions to stories, actions, or drawings and celebrates every contribution. Educators can expect minimal setup, non-eliminating play, multiple response modes, and clear visual supports. Look for growth in rhythm and coordination, turn-taking, expressive vocabulary, self-regulation, perspective-taking, and warm peer encouragement, setting a steady platform for Week 7.

Play
One, Two, Three
Written
Happy Thoughts Journal
Exercise
Shape Stretch
Gratitude
Feelings Card Sort
Special Education

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VICVictorian Curriculum v2.0 (PSC + HPE) · planning codes by activity

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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.

HPEHealth & Physical Education
Play
  • 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.
Written
  • VCHPEP029Level C: Communicate about own feelings and needs; demonstrate intentional social behaviours in familiar situations.
  • VCHPEP043Level D: Identify and describe own feelings; demonstrate understanding of social expectations and simple self-management strategies.
Exercise
  • 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.
Gratitude
  • 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.
View official curriculum →Victorian Curriculum F–10 v2.0
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