Case study: Kim

Collaborative curriculum planning for Kim

Kim is a Year 11 student who has speech and language delay. This affects their learning in Mathematics Standard 11–12 in the following ways:

• understanding and using mathematical vocabulary
• following oral instructions and explanations
• comprehending complex and multi-step problems.

Kim has strengths in visual spatial tasks. These strengths may help with areas of mathematics, such as the understanding of:

• geometry
• graph reading
• spreadsheets.

Through collaborative curriculum planning, Kim's learning support team identifies that they require supplementary adjustments in Mathematics. The adjustments will support Kim’s learning across all aspects of Mathematics Standard.

Adjustments for Kim

Through collaborative curriculum planning, it’s decided that Kim would benefit from the adjustments outlined below. 

Understanding and using mathematical vocabulary

To support Kim in understanding and using mathematical vocabulary, teachers can:

• Review each sentence of a worded problem.
• Use vocabulary clines, such as terms to describe magnitude. For example, tiny to small to medium to large to huge to gigantic.
• Use terms to describe probability or likelihood. For example, impossible to unlikely to even chance to likely to certain.
• Use sentence frames, such as ‘To find the volume of a ＿, I multiply ＿ by ＿ ’ or ‘The variable ＿ represents ＿ ’.
• Model the use of technical language.
• Explicitly pre-teach vocabulary and subject-specific terminology.
• Support them to develop and maintain a word bank or glossary for each area of study. This can include visuals such as diagrams and digital resources.
• Refer to NESA resources, such as Supporting language and vocabulary in Mathematics 7–10.
• Use manipulatives and real-life objects.

Following oral instructions and explanations

To support Kim in following oral instructions and explanations, teachers can:

• adjust the pace of oral explanations
• use repetition of explanations and instructions
• provide visual support, such as flash cards and coloured mind maps
• provide written worked examples and written copies of notes, including notes from the board
• encourage use of assistive technologies such as speech-to-text or text-to-speech programs
• record explanations so that Kim can replay them to consolidate understanding.

Comprehending complex and multi-step problems

Kim requires support in comprehending complex and multi-step problems. For example, converting the language of word problems into mathematical equations. To support Kim in this learning aspect, teachers can:

• organise problems and task instructions into clear sequential steps
• use procedural prompts such as ‘make a list of relevant numerical information’ or ‘what is the question asking you to find out?’
• clarify with Kim how they plan to approach solving the problem
• simplify the mathematical language in word problem questions
• scaffold the steps needed to solve mathematical problems using visuals
• use lined graph paper to help scaffold methods of setting work out clearly
• check for understanding before assigning individual work or homework.