Student Report

Term 2, 2022

Student’s Name: Student

Teacher’s Name: Rosette Zerella and Nadine Hughes

Year Level: 5

Days Absent:
Australian Curriculum

SA School & Services for Vision Impaired uses the Australian Curriculum. Accordingly, your
child’s achievement in the eight learning areas is being assessed and reported on against
Australian Curriculum achievement standards.

The Australian Curriculum achievement standards can be accessed at:

www.australiancurriculum.edu.au. These provide information on the learning area skills and
understandings.

The following table provides descriptions used in reporting on student

achievement.

Student Achievement

 Your child is demonstrating excellent achievement of what is expected at this year level.

 Your child is demonstrating good achievement of what is expected at this year level.

 Your child is demonstrating satisfactory achievement of what is expected at this year level.

 Your child is demonstrating partial achievement of what is expected at this year level.

 Your child is demonstrating minimal achievement of what is expected at this year level.

The following table provides descriptions used in reporting on student

effort.

Student Effort

 Your child is demonstrating excellent effort in their learning in this area.

 Your child is demonstrating very good effort in their learning in this area.

 Your child is demonstrating adequate effort in their learning in this area.

 Your child is demonstrating some effort in their learning in this area.

 Your child is demonstrating minimal effort in their learning in this area.



2 Term 2, 2022
English

Teacher: Rosette Zerella

This semester, the students have engaged with a range of texts when exploring narratives. Through a class novel,
students were given the opportunity to examine and respond to literature before creating narrative texts in term 2.
Student’s passion for reading becomes a real strength within English. While the texts were selected to appeal
directly to Student, he was consistently engaged and focused during the majority of English lessons this semester.

Student’s ability to produce written texts is a real strength of his. He is able to use language features to show
extensions of ideas well. Within the topics from this semester, Student was a contributing member in class
discussions and at times, considered other perspectives. This semester Student has been able to create
imaginative texts to a good standard. He is continuing to develop his understanding of demonstrating proper
grammar, using a variety of sentence types within his writing. What has impressed me most about Student this
semester is his willingness to edit his work through the use of technological aids. This independence of editing his
work will continue to be a great asset for Student and his learning moving forward into high school.

Teacher: Nadine Hughes

Student has progressed through the Words Their Way spelling program, learning a list of ten to twelve words and
completing activities each week using a particular word pattern. He has rarely completed his homework, however
is achieving well in his weekly spelling tests. Student is not able to transfer the knowledge gained from his list of
spelling words to his general writing.

Teacher: Lauren Fountain

In term 1 the students did a study of the text Rowan of Rin by Emily Rodda to coincide with learnings in their
classroom. We looked at the similarities and differences between texts and the writing style of the author. In term
2 we have focused on character development for narrative writing. The students started simply by writing down a
list of things to describe the character and ended with formal templates and paragraph writing.

Student generally participates appropriately in my lessons, however, is easily brought back to task when needed.
He has particularly enjoyed the character development lessons in term 2 and I have seen growth in his ability to
form background stories about the character and make decisions about how the information is used. He likes the
illustration aspect of this topic, which has assisted his engagement in the lesson.

Student achievement: Your student is demonstrating satisfactory achievement of what is expected.

Student effort: Your child is demonstrating very good effort in their learning in this area.

Mathematics

Teacher: Rosette Zerella

This semester Student has engaged with the mathematics strand ‘number and algebra’. Within term 1 and 2 there
has been a focus on increasing Student’s confidence with simple number facts. While Student’s behaviour can
often be a barrier to his learning, this semester we have seen progressions in the areas we have been targeting.
Student is continuing to develop his understanding of subitising and trusting the count. In the later parts of term 2,
Student has demonstrated his ability to use some practical strategies for adding single digit numbers, either
mentally or with manipulatives. Student is able to represent simple addition problems by counting on and
partitioning, yet requires further development in strategies to solve the equations. Student is working towards
exploring the connections between addition and subtraction, becoming fluent with a range of mental strategies.

3 Term 2, 2022
Teacher: Nadine Hughes

Student made models of two-dimensional shapes, and is developing his skills to recognise their features: number
of sides, corners and parallel lines in order to name them. He was then challenged to apply this knowledge to
describing two-dimensional shapes that result from combining and splitting common shapes. Student explored
three-dimensional objects in everyday life and tactile models. He is working towards being able to regularly name
the objects and their key features. Student tried drawing some prisms and pyramids to discover how three-
dimensional objects are represented in two-dimensional form.

Student is beginning to measure, order and compare the volume of a range of rectangular prisms created from
individual cubes. He requires assistance to identify the number of layers and how many cubes in each layer in
order to calculate the volume. Objects were then introduced that could be split into two rectangular prisms.
Student was asked to calculate the volume of each of the prisms and then add them together to find the total
volume. He is able to read marked measurements on a measuring jug but is unable to interpret the graduated
intervals due to his lack of number skills. Therefore he is not yet able to calculate the capacity of a container.

Student’s reluctance to participate in Maths’ lessons hinders his progression through the curriculum. If he was able
to concentrate and apply himself he would achieve much more.

Student achievement: Your student is demonstrating partial achievement of what is expected.

Student effort: Your child is demonstrating some effort in their learning in this area.

Science

Teacher: Nadine Hughes

In term 1 Student investigated the fact that the Earth is part of a system of planets which orbit around a star. He
compared the key features of the different planets and used models to create the relative sizes and distances from
the sun for each planet. Student requires continual redirection to keep him on task. The movement of the Sun,
Earth and Moon was modelled and the resulting effects were discussed, which he is beginning to understand.
Scientific ideas advance as new evidence is acquired and with support Student could describe how scientists from
the past and present have improved our understanding of space exploration; from the flat Earth theory, to the use
of telescopes, to human space travel. Student showed particular interest in the real life experiences of the early
cosmonauts and astronauts of the 1960s. He explored how technologies developed to aid space exploration have
changed the way people live, work and communicate and with assistance is able to convey how Aboriginal and
Torres Strait Islander people used the observation of the night sky to inform their daily lives.

The focus for term 2 was Light; exploring observable phenomena associated with light and beginning to recognise
that phenomena have sets of characteristic behaviours. Student helped to create a tactile labelled ray diagram to
show that light travels in straight lines. With support he collaboratively conducted various experiments and
investigations to explore shadows, classify materials as opaque, translucent or transparent, demonstrate the law of
reflection, and observe the refraction of light through water. Throughout the topic Student was introduced to, and
encouraged to use appropriate scientific language to explain what was observed.

As the themes progressed each term and students were asked to record new learning, Student would generally
repeat the same piece of information, requiring prompting to elicit anything further.

Student achievement: Your student is demonstrating partial achievement of what is expected.

Student effort: Your child is demonstrating some effort in their learning in this area.

4 Term 2, 2022
Humanities and Social Sciences

Teacher: Rosette Zerella

This semester within HASS we have focused on history and have begun to look at geography. Student showed a
particular interest in history within term 1. When exposed to familiar topics, Student was engaged in class
discussion and activities but struggled to sustain attention when discussing new topics. Student has a good
understanding of the impacts of colonization, recognizing the significance of events in bringing about change. A
strength of Student within a HASS context is his ability to link to personal experiences where possible, fostering his
personal understanding. Due to his lack of social awareness, Student struggles to identify and share different
points of view in order to draw conclusions. Student is also developing the skill to pose questions in order to
extend his learning and knowledge of certain topics.

Student achievement: Your student is demonstrating satisfactory achievement of what is expected.

Student effort: Your child is demonstrating adequate effort in their learning in this area.

Health and Physical Education

Teacher: Rosette Zerella

PE

This semester students have had a particular focus on tactical awareness when engaging with striking and fielding
sports and blind soccer. Students have also been engaging with movement challenged which require effective
communication, a skill that’s benefits transfer across all physical activities.

Student has been consistently engaged within PE lesson and often participates well. With the physical component
of the lessons, there is often the opportunity to go off task but Student seems to regulate well. Student can
demonstrate fundamental movement skills and sequences and is developing the skill to practice and apply
specialised movements unprompted. Student is developing the understanding of concepts and strategies to
support his involvement in movement challenges.

Health

This semester the students have participated in The Keeping Safe: Child Protection Curriculum. The topics covered
within the semester have been The Right to be Safe and Relationships. Within the topics, students have developed
their understanding in areas such as the physical and psychological response to our body and personal
emergencies and risk taking. Students have also engaged in topics surrounding what influences decision making.

Student generally participates well in health lessons, and if off topic he is easy to bring back in. He has a good
understanding of relationships and how to keep himself safe. Student can recognise the influence of public
identities and how important people in the community impact the health, beliefs, decisions and behaviours of
others in familiar contexts.

Student achievement: Your student is demonstrating satisfactory achievement of what is expected.

Student effort: Your child is demonstrating adequate effort in their learning in this area.

5 Term 2, 2022
The Arts – Music

Teacher: Lily Gower

Student has developed his understanding of how and why people create music. Student has developed his aural
skills by exploring, imitating, and recognising elements of music including dynamics, pitch and rhythm.

When working with a small group Student contributed to a range of different compositions. Over the course of the
week Student’s confidence grew and he became more forthcoming with his own creative ideas. Student sometimes
needs reminding to be respectful of the creative ideas of others. Student played the piano, percussion and also
adlibbed his own rap lyrics and beat boxing. These compositions were developed, rehearsed, and then performed
as a part of ‘The Nest’. As well as performing his original music, Student also learned to play a number of melodies
on the piano written by professional composer Rachel Brueville. During “The Nest” performance Student was able
to regulate his emotions and maintain his focus. Following the performance, upon self-reflection, Student reported
feeling strong feelings of achievement and was proud that he was able to persist even though at times he found
the learning difficult. Very well-done Student.

Instrumental Music

Student has continued with individual music lessons this year. The lessons are guided by Student but facilitated by
the teacher. Student has been working on his singing has joined the SASSVI Rock Band as a vocalist this year.
Student has also enjoyed learning some beginner piano. Student can now consistently locate the note C
independently. Student is working on playing notes C, D, E, F and G using corresponding fingers. It is hard for
Student to isolate individual fingers but this is a really good activity to help him build that dexterity. Student has
been practicing reading and writing notes on a large print stave. He enjoys musical play on the piano and drum kit
and using the looping pedal. He is demonstrating more engagement and persistence with music than I have ever
seen before, well done Student.

Student achievement: Your student is demonstrating satisfactory achievement of what is expected.

Student effort: Your child is demonstrating very good effort in their learning in this area.

The Arts – Media Arts

Teacher: Lily Gower

Student has explored the use of media arts technologies including the Flippa Clip, Stop Motion and iMovie apps on
the iPad. Student has learned to create frame by frame 2D animations inspired by Dog Man and Captain
Underpants books. He has learned how to use a green screen and how to layer sound effects and voice over onto
a film. He has practiced drawing stick figures and developed his ability to represent movement using simple line
drawings. Student has always been an excellent drawer, but he has been able to practice and develop new
techniques which he is now applying to his own illustrations. Student created his own media artworks inspired by
the story “The Nest”. This artwork was exhibited during “The Nest” performance. Student has learned about the
history of animation including the work of pioneering cartoonist Windsor McCay and the evolution of stop motion
animation. Student has engaged very well in the media arts. It has been wonderful seeing him take pride in his
work and take time to refine and develop his artwork and respond to feedback.

Student achievement: Your student is demonstrating good achievement of what is expected.

Student effort: Your child is demonstrating excellent effort in their learning in this area.

6 Term 2, 2022
Japanese

Teacher: Hannah O’Brien

During Semester 1, students have learnt about the Zodiac (Year of the Tiger), animals, counting in different ways
(age, month, positional numbers), self-introductions and begun exploring geographical and general knowledge
about Japan through informational texts and videos. Students have explored these topics through oral language
tasks, stories, videos, games, flashcards, songs, and art-based tasks.

Student’s attention in Japanese lessons has wavered throughout this semester. Student has worked hard to recall
the numbers 1-12 though movement, songs, flashcards and animations. Student is encouraged to practice his
number recall in a variety of ways in order to develop some automaticity. Hamis has begun practicing using
“hontondo” to say how old he will be. Student continues to need support for writing tasks and it has been great to
see Student utilising his ipad and voice to text as a strategy to complete work. I look forward to seeing Student
more focussed and apply himself next semester. Great effort Student よくがんばったね！ (yoku ganbattane
Student-san!)

Student achievement: Your student is demonstrating partial achievement of what is expected.

Student effort: Your child is demonstrating adequate effort in their learning in this area.

Technologies

Teacher: Rosette Zerella

Design and Technologies

This semester, design and technologies was imbedded within the geography unit. Through engaging within the
geography curriculum, student were asked to design a plastic free event. Student was able to successfully identify
and describe how design and technologies contribute to meeting the present and future needs of society to a
satisfactory standard. Student demonstrate a sound understanding of the features of technologies impact in
creating a sustainable future. Student was challenged when required to produce planning and justification for
design. Student was able to draw connections between content and real-life scenarios showing a good
understanding of sustainability.

Design and Technologies/STEM (Science, Technology, Engineering and Maths)

Teacher: Nadine Hughes

Student was tasked with designing a new kit. To accomplish this he learnt about the history of Lego and how it is
produced. He identified the elements of a kit; namely bricks, instructions and box. Student worked with a partner
to produce a plan, outlining the steps involved, which could be referred back to as they worked through the
process. Together they designed a kit entitled ‘McGregor and O’Reilly Laundry Shop’. Student did not always accept
input from his partner as he wanted to do everything his way. The instructions and box were created using the
camera and Pages applications on an iPad. They then had to calculate the cost of goods and a profit margin to
finalise a cost for the kit. Student had to rely heavily on his partner to complete this task. A video advertisement
for the product was produced with Student adding beatbox sounds to the background music and providing the
artwork for the video. Finally, the kit and advertisement were presented to the manager of the Lego Store, who
appreciated all the work involved.

Student achievement: Your student is demonstrating satisfactory achievement of what is expected.

Student effort: Your child is demonstrating adequate effort in their learning in this area.

7 Term 2, 2022
Access Technology (Expanded Core Curriculum)

Teacher: Ross Sims

Student has focused well during our 1:1 technology sessions. Student has a large monitor with USB keyboard and
mouse set up on his desk to allow easier visual access to his digital tasks. We trialled using Fusion magnification
software as a part of our sessions, working on keyboard shortcuts to control the magnification style and level, then
using the mouse to control viewing the screen. While this was successful, Student preferred using the zoom option
built-in to Google Chrome when working on our main task – the development of touch-typing skills using the
Typing Club online platform. Additionally, when using Typing Club, Student was happy to have the VoiceOver
option turned on to allow him to hear the next key to press as well as see the next key. Student has moved
through the first 30+ levels of typing club, initially working on the home row keys (a, s, d, f, g, h, j, k, l, ;) and
now moving on to the top row keys such as ‘r’ and ‘u’. Student has shown that he is able to achieve a very high
accuracy level (between 95-98%) and achieve between 7-10 words per minute. At this stage, accuracy is our
biggest focus, and this result is most pleasing. It is now important to start seeing Student using the touch-typing
skills he is developing in all areas of his typing work. The magnification of the task, along with the large monitor
are both very important for Student as he tends to lean into towards the screen, meaning his posture is
compromised. We will continue to remind Student of using magnification to help reduce the need to move away
from his good posture.

Orientation and Mobility (Expanded Core Curriculum)

Teacher: Adrian Riessen

Student has demonstrated an improved attitude towards orientation and mobility so far this year. He has been
enthusiastic about accessing new areas in the local community which allows us to pursue many skill areas in O&M.
The aim this year is for Student to continue to build his awareness of his surroundings using visual and auditory
information as he walks along residential footpath in the local area near SASSVI. He will work on maintaining
concentration to his orientation and landmarks to learn routes between locations in the community, including
playgrounds, shops, bus stops and train stations. He will also build on road crossing experiences and skills in the
quiet residential areas near SASSVI and gain experiences to learn and apply skills to access public transport
including bus and train.

Career Education (Expanded Core Curriculum)

Teacher: Nadine Hughes

Career Education explores different aspects of working life. Student was introduced to the concept that individuals
can, and need, to have self-control and direction in their lives. He learnt about controlling thoughts and actions,
using different parts of the brain’s memory functions, and mental flexibility in order to make effective decisions in
life.

Student participated in planning a fictious party to illustrate that achieving a goal requires effort but will often
provide a reward. Careers require energy and provide an income. The class were given a variety of careers about
which they could gain further information. Student chose a police officer and with assistance created a simple but
appropriate questionnaire. He received a response, which included a few bonus gifts.

The importance of chores/helping at home was highlighted as this teaches responsibility and life skills.

8 Term 2, 2022
Social Skills (Expanded Core Curriculum)

Teacher: Rosette Zerella and Nadine Hughes

As discussed throughout the semester, Student’s social awareness is a significant challenge for him at school.
Student struggles to demonstrate appropriate social behaviour on a daily basis. When dysregulated, Student seeks
reactions from those around him which results in poor behaviours. Student’s challenges within a social setting are
most evident at break times, always requiring prompting to behave in an appropriate manner. Left unprompted,
Student would not be able to self-identify appropriate social behaviours and this is a skill which will be worked on
with his several therapists in conjunction with the school. At times, we see glimpses of Student’s caring and
nurturing side which is great to see. While he still displays daily challenging behaviours, we have seen
improvements to Student’s social awareness as he has matured. We will continue to foster Student’s self-
awareness of his social environment with the help of his weekly therapists’ sessions and continual collaboration
with his team.

Independent Living Skills (Expanded Core Curriculum)

Teacher: Rosette Zerella and Nadine Hughes

Student enjoys cooking at school but can be selective in which tasks he will complete. Most lessons have
comprised of both a savoury and sweet recipe with Student involved in preparing one of the two. Term 1 recipes
were scrolls, using puff pastry, and biscuits, scones or savoury patties. For term 2 the students were asked what
they would like to cook, which were mostly pasta or rice based dishes. Student suggested macaroni and cheese.

This semester Student has assisted with measuring and mixing dry ingredients, peeling and chopping vegetables,
grating and opening tins. When it is time to clean up the kitchen Student will try avoidance tactics. He requires
very specific instructions, such as dry this bowl, or put this cutlery in the drawer.

Student does exhibit hesitancy in eating the foods that the class has prepared. He will sometimes try a small
amount but rarely eats more than that. When the class cooked spaghetti bolognaise Student was not keen to have
the meat sauce but kept coming back for more of the plain spaghetti. As his first serving included the sauce some
of it was eaten with the spaghetti.

Student is not organised with his belongings at school. Reminders are required in the mornings or he does not
unpack his bag. His bag is rarely put in his locker, instead he places it on the bench next to the lockers. When it is
time to pack his bag he will not often remember to collect his lunch box independently.

General Comments

Class teacher: Rosette Zerella and Nadine Hughes

While this semester has been a challenging one for Student, we are happy to see he is heading in the right
direction in both educationally and socially. Through immense collaboration, taking a holistic view to Student and
his needs, we are confident we will be able to support Student in being a contributing member of the class across
all subject and schooling areas. As the semester has progressed, we have seen glimpses of Student reaching out to
other students, showing his caring and nurturing side. It is great to see this side of Student as he further develops
and matures. We hope semester 2 bring further collaboration and small steps towards Student and the family’s
goals for his education.

9 Term 2, 2022
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Deputy Principal: Sharon Rattray

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Principal: Peter Haskell

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10 Term 2, 2022