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 INDIVIDUALISED PLAN 
 
Term 4, 2020 

 
Student Information  School Personnel 
   
Student Name: Student 1  Principal: Mr 
 
Date of Birth:  Classroom Teacher: Miss Jordyn Sheldrick
   
Year Level: 4  Special Needs Education Assistant: Miss
   
Parents:  SWD Coordinator: Mrs
   
SWD Consultant: Ms
 
 
Background 
NCCD (Nationally Consistent Collection of Data on School Students with Disability) 
 
Disability Category (Select 1) Disability: Down Syndrome, Mild intellectual disability 
☐Physical  ☒Cognitive  ☐Social Emotional  ☐Sensory  
 
Level of Adjustment (Select 1) 
☐Support within QDTP ☐Supplementary ☒Substantial ☐Extensive  
 
STUDENT TO BE INCLUDED IN NATIONALLY CONSISTENT COLLECTION OF DATA ON SCHOOL STUDENTS WITH 
DISABILITY. (More information is available at www.nccd.edu.au ) 
Additional Individual Plans  External Support Agencies 
☐Health Care Plan Yes/No  Therapy Agency: Physiotherapy to be confirmed 
☐Individual Behaviour Support Plan - Yes/No  Medical Practitioners:
☒Other   Speech Therapy: Thursdays 11.30-12.15am 
 Independent Goals  Behavioural Therapy: Fortnightly/Monthly -
 Risk Management  (Nb. IEP, Independent Goals, Fine and Gross Motor, and Risk
 Fine and Gross Motor  Management Plans)
  Perceptual Motor Programme 
Canteen 
Assessment Data (To support plan)    Reporting Method 
o Independent Goals Plan 2020  ☐Standard 
o Fine and Gross Motor checklists 2020  ☐Modified subject specific: ABCDE with comments 
o Data checklists from Education Assistant and Teacher  ☒IEP in Some / All Areas: Evaluation comments only 
o Reading data: PM 24 (R) & PM 10 (C)
Strengths and Interests  Issues and Concerns 
o Sense of humour  o Compliance 
o Confidence to speak in front of class  o Supervision 
o Rote learning  o Intellectual understandings 
o Singing and dancing confidence  o Transfer learning (knowledge and understandings) real
o Drama  world applications 
o Positive attitude  o Fine and gross motor skills 
 
 Learning Area  Is the student working at Year Alternate Year Level OR  Person responsible for
Level WA Curriculum?  ABLEWA Curriculum  implementation and
  assessment (if not class
If No   teacher) 
Religious Education  No  PP  Jordyn Sheldrick
English- Speaking and No  ABLEWA B Jordyn Sheldrick
Listening 
HASS  No  PP Jordyn Sheldrick
Mathematics  No  ABLEWA C Jordyn Sheldrick
Technologies  No   1 Jordyn Sheldrick
Health (incl Social & Emotional)  No  ABLEWA C / Puberty (YEAR 5 Jordyn Sheldrick
CURRICULUM)
Physical Education  No  PP
Languages (Italian)  No  PP
Science  No  PP
The Arts  Yes  PP
English – Reading  No  ABLEWA D  Jordyn Sheldrick

English - Writing   No  ABLEWA D  Jordyn Sheldrick

Note: Term 3: 6 hours per week in-class work with teacher, without SNEA (3 hours English, 3 hours Maths).  At all other times, the
Special Needs Education Assistant will implement the IEP with support from the classroom Teacher.
 
ADJUSTMENTS  
Environmental Adjustments  Instructional Adjustments 
o Provide established daily routine  o Advise of upcoming events 
o Provide clear rules and consistent enforcement  o Set explicit intentions and success criteria 
o Preferential seating with peers plus an independent o First/then verbally and written 
work desk  o Delays provided for cognitive processing 
o Use class or personal visual timetable  o Oral prompting for activities 
o A2 size first/then Velcro chart  o Oral corrections for speech patterns and sentence
o Indoor and outdoor environments embraced to enhance structure, e.g. repeat request, question with correct
functional understanding  speech patterns, paraphrase 
o Seesaw account to load school activities
and achievements, provides opportunities for dialogue
at home 
o Using a whiteboard to record two-step written
instructions for independent completion 
 
 
Parent Meeting Notes: 
19/3/2020 

27/5/20 

21/07/2020

06/08/2020

21/10/2020

 
INDIVIDUAL EDUCATION PLAN 
Priority Goals 
 o Protective Behaviours: CEWA Keeping Safe Child Protection Curriculum 
o Compliance- Following instructions, understanding school and classroom rules, behaviours appropriate to environment  
o Independence 
o Academic and concept learning 
o Social integration 
o Independent learning tasks at desk 
o Calculator use 
o iPad as an educational tool 
o Gross and fine motor skills 
 
 
The Curriculum Adjustments below support the achievement of the stated Priority Goals.

 
CURRICULUM ADJUSTMENTS  
(refer to scsa.wa.edu.au)  
Learning Area and Objectives  Strategies  Assessment Method  Evaluation  
Descriptor  Achieved  
Continuing 
Deferred 
ENGLISH (READING AND WRITING)
ABLEWA Stage D: Academic and concept  Extension: Blank Level 3 & Data checklist for blank  These
Reading and learning. Questioning. level two questioning:  objectives are
Writing   Respond to and   Continuing
understand blank  Describe the scene: What’s Practical experience to through
Know that words can be spoken, written,
signed and represented using symbols and level two happened?  include identifying formative
communication devices (ACELA1430d)
questions. object. E.g. when assessment.
Understand how to make a statement or
ask a question (ACELA1435d)  Remembering information: Who, collecting eggs - 
 Read levelled what, where, when. “Show me what you Blank level 2
Recognise how a group of words can
represent an object or reading books for found.” Correct questions
image (ACELA1434d)
questioning.   Finishing sentence e.g. finish this: response - ability to have been
Explore connection between words, “The boy kicked the ball over…(the hold out the egg.  achieved,
objects and images in stories and
informative texts (ACELA1786d)  Alternate reading fence).    continue to
with oral Anecdotal responses consolidate
conversational Starting sentence: Start this: “…. for blank level two and focus on
Identify some of the features of text such
as digital /screen layout or the features of 
a book cover (ACELA1433d)
questioning (e.g. kicked the ball over the fence.”  questioning – level 3 & 4.
Knowing that a letter can be the same but weekend recount, recording Student  
look different, for example capital and
predictions of 1 responses (unedited) Focusing on
lower-case letters (ACELA1440d)
 Complete sentence: What did the
Know some characteristics and features of school day, Complex scenes  specific
literary texts, such as characters, boy do? “The boy … over the
beginning and ending in stories and rhyme
observing roles of   ordering of
in poetry (ACELT1785d) fence.” 
others within Sequencing cards in subject, verb,
Identify topic and key events in texts that
school grounds). logical order.  object.
reflect personal and familiar  Identify and describe
experiences (ACELT1575d) Sequencing simple
characteristics of objects: What
 Utilise and stories  Begin to
Identify the characters, events and setting size is it? What shape is it? What
in a literary text (ACELT1578d)
understand correct First-me  introduce
colour is it? How many are
Identify some familiar texts and their use in
sentencing; Middle- Student 1   complex
the community (ACELY1645d)
there? How does it
subject/verb/object End-me  analysis.
taste/smell/feel? What sound can it
Identify familiar informative and imaginary
…  
texts (ACELY1648d)
make? Where is it? 
Verbalising sequence Student 1  to
Read a simple sentence or pictorial
of cards in logical begin putting
Identify object functions: Show me order. 
representation of
a sentence (ACELY1649d)  sentences
the one we use for… (telling the   together and
time if it’s a clock in the story).
Use images to retell or comment on a
familiar text listened to and
viewed (ACELY1650d) Ability to relate to self-
Understand that language can be object in sequence i.e. correcting.
represented as written text (ACELA1431d)
 Identifying similarities: How are kicking a ball “I like
Use, communicate or articulate high
frequency words and reproduce familiar these the same? (Compare two sport”. 
sounds (ACELA1758d)
within text and/or also real life Base stories. 
Copy own name and recognise some of
the letters within it. Understand that
pausing is presented in written text as a
version)   
1/2 good sentences
full stop (ACELA1432d)

Identify the beginning sounds of familiar

words and some words that sound the  Identifying differences: How are (grammar and
same (ACELA1438d)
Retell familiar text or event by sequencing these different? (Compare two structure) independentl
images and simple
statements (ACELT1580d) within text and/or also real life y. 
Use symbols, letters and words to create a
simple statement about an idea or
version).
event (ACELY1651d)

Review own text and make changes during

shared editing (ACELY1652d)  Naming object from category: Tell
me something that’s a type of…
Copy and write letters, symbols and
numbers (ACELY1653d)

 Identifying the category: Given a

Use software or application by selecting
images and suggesting simple sentences
to accompany the image (ACELY1654d)
group of items, state the category,
e.g. toys, items of a same colour.

 Given a group of items with

1 to more abnormalities, sort and
name the category, identify the
items that do not fit the given
category.

 Use Student 1interests to guide

choices of materials, medias,
topics or themes. 

 Provide wide range of age and

interest relevant reading
materials (e.g. comics, recipes,
posters). 

 Use ICT resources to engage

Student 1  interest, e.g.
audio/talking books, iPads.

 Support Student 1 understanding

of text by engaging in
dramatization and role-plays of
texts. 

 Complex scene analysis: Put a

sentence together using Student
1 responses 

 Encourage conversational
language. E.g. “That boy is holding
the flowers. I like flowers. Do you
like flowers?” 

 Extension: Give Student 1  a photo

and ask her for a sentence. Record
the sentence
(grammatically correct structure)
for Student 1 to read back again. 

 Use multisensory cues to support

the Student 1 attempts to read
words (e.g. photos, concrete aids,
pictures) and to prompt and
support the Student 1  attempts to
express and recount experiences. 

 Check Student 1  comprehension

by reading stories or other
 materials of interest to Student 1 
then asking questions and
prompting Student 1  to retell the
information just heard. 

 Use sequencing activities that

encourage Student 1  to order
three of four pictures to create a
story or retell an event. Encourage
Student 1  to sequence familiar
words to form short sentences. 

 Student 1  provides a sentence for

each of her spelling words. Record
these sentences exactly as given;
assessment for sentence structure.
Modify for Student 1 to write.
Focus more on the structure not
the spelling.  

 Reinforce letter and number

recognition using alphabet and
number games, flash cards,
matching games, stamps, songs,
and interactive programs. 
 
 Use simple cloze activities (cut and
paste) to encourage use of
strategies (predicting words) 
ENGLISH (SPEAKING AND LISTENING)
ABLEWA Stage B Academic and concept  Utilise prepositions: Behind, Check for These
– English: learning; between, in front, in/inside, under, understanding: Use objectives are
Speaking and over, on top, off, around, next to, prepositional dialogue continuing
Listening   Use prepositions or near, through. to relate to real world. through
prepositional phras formative
Use real objects to place and ask, Ability to perform tasks assessment.
Understand that people communicate in
different ways (ACELA1426d) es (e.g. behind, 
between, in front, “Where is the bin?” (in front of the unassisted. 
Know how to greet and maintain a short
interaction with others (ACELA1428d) in/inside, under, desk) 
over, on top, off) to Ability to recognise Utilise more
Use different ways to express needs, likes
and dislikes (ACELA1429d) show  Instructions in natural environment, emotions within a text. real life
relationships (e.g. e.g. Can you go get the blue tub objects and
Use vocabulary in the form of short
phrases for a variety of purposes such as
to request an object, communicate a need,
location) between under the bench?  Name a cause of this scenarios.
recount information, or express a
feeling (ACELA1437d)
nouns and emotion: 
pronouns.   Go to another environment and - from the text, and  When
Identify the sounds within familiar
words (ACELA1439d) find something that is in front of, - for herself in real life.  distractions
Identify favourite texts topic and  Follow three step e.g. students lined up.  Teacher: Why is the are minimised
character (ACELT1577d)
instructions without girl happy?  G Student
Express likes or dislikes about characters delay and 2-step  Hide and Seek: Once you locate Substantiate from text: 1 demonstrat
and events in a text (ACELT1783d)
instruction with the child or they locate you, get The girl is es this.
Identify and copy the rhythms and sound delays. them to say where they were happy because she
patterns in stories, rhymes and songs from
a range of cultures (ACELT1579d) hiding (e.g. In the has an ice cream.  Incorporate
Listen and respond to communication of
others in classroom situations and
 Use and recognise cupboard, under the table, behind t Teacher: When are into morning
routines (ACELY1646d)
emotions/facial he tree).  you happy?  jobs. E.g. 2
Use turn taking, simple questions and
expressions  Relate to personal step tasks to
other behaviours related to class
discussions (ACELY1784d)  Scavenger Hunt. experience:  follow
I am happy when I instructions.
Deliver short oral presentation about an
object or event of interest that identifies  Draw on favourite activities or have vegemite. 
experiences as sources of topic for   Student
some of its key
characteristics (ACELY1647d)

Student 1 communication.   Why are they feeling 1 recognises

that way?  emotions and
   has achieved
 Use picture symbols, sentence Ask and video this skill.
stops or social scripts to teach staff/students in school However,
expected sequence of words in a saying why they Student
request or comment. feel e.g. angry.  1 needs to
connect
 “When I say ‘go,’ you need to get emotion to
me a red pencil” - delay 5 to10 reason.
seconds (no repeating) then
say ‘go.’ If unachieved, reduce
delay. 

 Using whiteboard to write two

simple instructions to complete
independently.

 Establish routines for interactions

(e.g. first x and then y where y is a
rewarding activity. 

 Use key word signs both

expressively and receptively with
Student 1 

 Mimic facial expressions. Find

examples from students/teachers
(take photos to use in social
stories). 

 Practice emotions in the mirror.

 Find things that cause these

emotions, e.g. disgusting. 

 Find an example of something,

e.g. disgusting.

 Using texts to identify facial

expressions and comparing the
faces we make i.e. happy surprised
vs sad shocked. 

 Use all interactions with Student 1 

as opportunities to model the use
of language, natural gestures and
facial expressions in everyday
communication. 

 Use emotion boards for Student 1 

to indicate the best match to their
feelings. 

 Use songs and games to teach

turn taking behaviour. 

 Read age relevant stories and

watch video footage with Student
1  that models expected forms of
communication in different social
 interactions or contexts. 
MATHEMATICS (NUMBER & ALGEBRA), (MEASUREMENT & GEOMETRY) AND (STATISTICS & PROBABILITY)
ABLEWA Stage Academic and concept  Incorporate number values Clock – to hour and  These
C – Number and learning; throughout the day, e.g. counting half an hour. objectives are
Geometry  students in a line, handing Continuing
 Understand the out items to a set number of Skip counting by 5s through
Use number names in sequence to count
in everyday situations, initially from one to value students, collecting a certain and 10s using clock. formative
five (ACMNA001c)
of numbers 100+  amount of items, measuring to assessment.
Know and match number name, numerals a given amount. Use analogue and
and quantities to three (ACMNA002c)
 Recognise circle, digital clock.
Identify groups as being ‘one’, ‘more’ or triangle, square,  Clock – to hour and half an hour. Incorporate
‘less’ (ACMNA003c)
rectangle, star, Identifying what number as
Compare and order two collections heart.  Skip counting by 5s and 10s using shape a two- necessary.
according to their quantity (ACMNA289c)
clock. dimensional and three-
Demonstrate in practical situations, ‘adding
one more to’ and ‘taking one away from’ in  Use a calculator. dimensional object is.  Continue to
everyday situations (ACMNA004c)
 Use mathematical key words and   use real world
vocabulary for numeracy and positi Providing name of application of
Pair identical objects from a small  Identify coins and
collection. Recognise simple repeated
patterns (ACMNA005c) notes and using on in everyday activities given basic shapes.  money.
Compare two objects based on them to add and (e.g. talking about under/over,  
measurement attributes of
length (ACMMG006c) subtract using bigger/smaller, one/two, Comparing objects of
whole dollars. lots/more).  same shape. 
Identify familiar events that occur at
different stages of a day (morning,  
afternoon, evening, night) (ACMMG007c)

 Add money using a  Model the practical use of counting Using calculator
Identify the familiar events within the day
calculator.   in everyday situations - pointing functions and
using a visual schedule (ACMMG008c)

Match familiar two dimensional shapes and counting out loud. recognising common
and three dimensional
objects (ACMMG009c)
symbols of +, -, =  
 Use concrete materials and visual  
Locate familiar three-dimensional objects
in the classroom when they are supports. Clearing a sum to start
named (ACMMG010c)
again. 
 Use Student 1  interests.  
Calculate
addition/subtraction. 
 Use puzzles, books and posters to
practise recognition of number
Use real money.
symbols, number words, etc.…
Only whole dollars to
 Use age relevant and engaging
begin with.
interactive ICT programs and
applications.

 Recognise objects that are certain

shapes: What shape is? (e.g. a
clock).

 Two comparative identical

shapes: “Which one is
smaller/bigger?” 

 What shape are these objects? Are

they the same or different shapes?
How are they same/different? 

 Finding objects within the

room that correspond to the shape:
Categorise into hoops - little
circles, big circles.

 Simple matching and memory

games, activities and songs.
  Given a worksheet with addition
and subtraction sums with counters
and check answers with
calculator. 

 Use real world activities

(e.g. shopping, cooking) to teach
concepts and vocabulary.

 Use real money to compare value

using everyday terminology e.g.
more or less.
SCIENCE
PP Academic and concept  Find real examples to sort both livingLiving/non-living as  
learning; and non-living. Discuss how they can extension tasks.  
 ACSSU004  be both.   
 ACSSU002   Develop the skill of Solids/liquids 
 ACSIS011  categorising.  Scavenger hunt: Go on a scavenger Seasons/months 
hunt and find items that are all a Understanding the 5
 Recognising and particular colour/shape (e.g. find a senses.
understand the bucket of red items – apple, toy car,  
senses.  and crayon).  Can make
observations using the
 Making guided investigations and make senses.
observations using the senses.  
HASS (HISTORY & GEOGRAPHY)
PP Academic and concept  Personal details. Understands the  These
learning; dynamics of family and objectives are
The globe as a representation of the Earth
on which Australia and other familiar  Create  Using a map of school showing how they are related   Continuing
  through
countries can be located (ACHASSK014)

The representation of familiar places, such

representations of where certain areas are.
as schools, parks and lakes on a pictorial
map (ACHASSK014)
familiar places Can look at basic formative
The places people live in and belong to
(schools, parks on  Drawing a map for a hunt for maps and identify assessment.
(e.g. neighbourhood, suburb, town, rural
locality), the familiar features in a map). friends. where she is. 
the local area and why places are
important to people (e.g. provides
basic needs) (ACHASSK015)
 Understand and  Drawing a map of her house, e.g. Focus on
The reasons some places are special to
people and how they can be looked after,
including Aboriginal and Torres Strait identify who where do I live? (world, Australia, family tree.
Islander Peoples' places
of significance (ACHASSK017) people in their Mandurah – community map).
(ACHASSK016)

Who the people in their family are, where

family are, where
they were born and raised and showing
how they are related to each other, using
they were born,  Making a family tree- using photos
simple family trees (ACHASSK011)
showing how of family members- using ICT and
The different structures of families and
family groups today (e.g. nuclear, only related-family posters.  
child, large, single parent, extended,
blended, adoptive parent, grandparent) trees.
and what they have in common
(ACHASSK011)

How they, their family and friends

commemorate past events that are
important to them (e.g. birthdays, religious
festivals, family
reunions, community commemorations)
(ACHASSK012)

How the stories of families and the past

can be communicated and passed down
from generation to generation (e.g.
photographs, artefacts, books, oral
histories, digital media, museums) and
how the stories may differ, depending on
who is telling them (ACHASSK013)

RELIGIOUS EDUCATION
PP  Academic and concept  Jesus was born in Bethlehem. Can identify  These
learning; Mary and Joseph parents. Mary, Joseph and objectives are
Jesus.   Continuing
 Recognise that  Draw Jesus as baby in manger as through
Jesus grew and a child then as an adult. formative
changed. assessment.
 At the Last Supper before Jesus
  Read and died, he broke bread and drank Focus on
recognise the story wine - body and blood. communion
of the Last Supper. for Term 4.
 Draw picture of Jesus at Last
Supper.
HEALTH
ABLE WA STAGE Academic and concept  Naming objects presented in pictorial Prediction/realisation  These
C & Keeping Safe learning; form. Finding real examples, of changes before and objectives are
Curriculum understanding after procedures  Continuing
Identify their personal  Understand and purpose/function. E.g. Ice picture,   through
characteristics (VCHPEP029)
recognise health in retrieve from freezer, store outside and Working with different formative
Identify major body parts and stages of nutrition.   realise it melts. Make jelly, store outside people in the school:  assessment.
life (VCHPEP030)
and in another in fridge, realise the Canteen (unpacking,
Identify and name members of immediate  Understand and identify fridge makes it cold/set.  Eggs; collect Woolworths delivery,
family and demonstrate safety
awareness, respond to safety instructions
and identify safe and unsafe places and
parts of the human them, crack them, cook with them with tick off 6 items off the Continue with
items in the environment (VCHPEP031)
body. fried, pancakes, changing texture list);  a focus on
Practise personal hygiene, independence
skills and social skills including taking (e.g. cook cake with and without egg to Library - Scanning safety and
turns (VCHPEP032)
 Utilise iPad technology taste/see difference), compare egg books;  puberty.
Explore their feelings and practice and use and apply shells, composting egg shells with the Office; 
expressing their needs, likes and dislikes
using simple communication cyber safety protocols. worm farm etc. Garden; 
tools (VCHPEP033)
Assembly set up; 
Practise a variety of health, safety
and wellbeing actions (VCHPEP034)
 Identify safe and unsafe  Use community access activities to And any other practical
Participate in structured play in various locations within the provide opportunities for Student 1 to tasks that may arise
settings (VCHPEP035)
school grounds, practise development of social  
Practise simple whole-body movements
and gross motor movement community, home. competencies.   Ability to name all body
patterns (VCHPEM036)
parts on both male and
Participate in a variety of physical  Clothing, body parts, places; female dolls. 
education experiences and games with
simple rules with equipment in a range of categorising cartoon  
environments (VCHPEM037)
bodies males/female. Indicating public and
private places on a
Engage in regular physical activities and
explore the development of their ability and
health (VCHPEM038)

 Sticking body parts onto body doll. 

Identify how their body moves and relate to
space and objects (VCHPEM039) (public) Sticking green (public) and red  
Take turns with a partner or in small (private) sticker dots onto body parts of Naming public and
groups when participating in physical
activities (VCHPEM040) doll. private places,
clothing and body
Test possible solutions to movement
challenges through trial and error to  Sticking words onto body parts parts.
maintain balance and coordination as they
move over and through a range of (naming).
surfaces and grasp and manipulate objects
(VCHPEM041) Ability to: 
Take a photo; 
 Conversational skills with clothing items
Follow simple movement instructions and
Locate that photo; and
safety rules when participating in
to protect private body parts,
Send the photo
structured physical
activities (VCHPEM042)
e.g. Where is it acceptable to be nude? 
to SeeSaw. 
 Naming private body parts and
Stop each time to
understanding male/female anatomy
check there are no
(using dolls). 
other faces or people
within that photo
 Verbalising nicknames for vagina and (teaching consent). 
penis but recognising these as
  inappropriate names, e.g. willy, gina. 
Recognising
safe/unsafe areas
 Practising the ‘Stop I don’t like it” in a within the school. 
strong voice and rehearsing this when  
attempting to touch doll’s private parts.  Understand why it
is unsafe/safe (secrets
 Feel heart beating faster when place and language).
hands on chest: Jump and hop to  
increase heart rate. Reassure that the Safe and Unsafe: 
increased heart rate is not dangerous. Verbal,  
Places, 
 Explain that the heart gets stronger with Identify the difference
exercise because it is a muscle. Then between them.
share the book “Hear Your Heart,” by
Paul Showers.  Identify healthy and
unhealthy foods.
 Safe and unsafe secrets.
  Use an iPad on a daily basis to take,
save and send photos. Understanding
‘safe’ photos. 

 Communicate with other
teachers/parents about school day
(Seesaw App). 

 Discuss the use of photos for public

and private reasons, purposes and
appropriateness.

 Understanding boundaries and

recognising unsafe areas within the
school. 

 Role play persuasive language to

practise coping skills related to
decision-making within safe
boundaries. 

 Use visual aids and discussion about

emotions and situations that induce
emotional reactions to allow to express
feelings in safe and non-threatening
environment.

 Healthy and unhealthy food in lunch

box – identifies and differentiates.
Identify meal and  These
 Healthy and unhealthy:
snack times  objectives are
Catalogues, posters.
  Continuing
  through
 Photos from food in staffroom and kids’   formative
lunchboxes. Recognise food assessment.
suitable to consume
 Meal times – identify suitable times to for breakfast, lunch or
eat breakfast, lunch, dinner and dinner 
snacks. 

 Recognise which foods are suitable for

meals, e.g. match real/pictorial food
items to meals at appropriate times of
the day – cereal for breakfast, sandwich
for lunch, steak for dinner, muffin for a
snack. 

Signatures: 
Teacher/s  Parent/s: 
 
 
Last Reviewed: Term 3
Next Review: Term 4