Fletcher's Learning Hub

Every week of every investigation follows this template.

Working toward: N1 · N2 · T1 · L1 · L2 · L6 (codes explained on the Goals page)

Focus (15 to 21 June): Fletcher's name is everywhere. His name is the first and most important word. Every surface, every cup, every door. This week is setup; everything else builds on it.

Learning intentions (opportunities, never expectations). Fletcher will have opportunities to:

• See and hear his name in many forms: spoken, sung, signed, on Proloquo, in print
• Notice the letter F as the start of his name
• Feel his name as rhythm (clapping the syllables: Fletch er)
• See himself reflected in his space: mirror moments, photos of himself and his safe people

Song of the week: personalised name song. Same version, every time, for every adult. ⬜ Pick one and note it here so everyone uses the identical version.

Invitations (set them up, walk away, mean it):

• His name on his door, at his eye level
• The letters of his name in a sensory bin or water tray, F most abundant
• A name card beside the mirror
• Nat writes "Fletcher" in foam, sand or steam on glass while narrating: "There's the F. That's the start of Fletcher."
• First page of the Fletcher Book: his name page, with a photo he likes
• Proloquo modelling of his name and "me" during natural moments

Tips for adults this week:

• Declarative only. "There's the F," never "What letter is this?"
• Count the letters as rhythm, not as a quiz: "F l e t c h e r. Eight letters."
• If he looks, lingers or returns, that is engagement. Receive it quietly.
• Captions on for everything, as always
• Traffic light check before every invitation (see Quick Reference)

We'll notice growth when: he lingers near his name in print, orients to the name song, tolerates the mirror with the name card beside it, or shows anticipation during the clapping rhythm.

Reflection at the end of the week:

• Which form of his name drew the most attention: sung, printed, on screen, on Proloquo?
• Which invitation got a linger or a return? Repeat it next week.
• What was his regulation pattern this week? Did anything land even on a yellow day?
• Anything new for the gestalt wall or the observations log?

What landed this week: ⬜

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Working toward: N1 · N4 · T2 · L4

Focus (22 to 28 June): Body parts, senses, and what his body can do. Body awareness is identity. This week also opens body maths: two eyes, ten fingers, four people in the family.

Learning intentions. Fletcher will have opportunities to:

• Hear body part names paired with real experiences during play and routines
• Explore his senses through touch, scent, sound and movement trays
• Meet his body as a counting place: fingers, toes, eyes, ears

Song of the week: Head Shoulders Knees and Toes. Same version, every time, for every adult.

Invitations:

• Touch tray: smooth, rough, bumpy and soft items to explore freely
• Body tracing on butcher paper, Mum traces an outline near him
• Handprint station: paper and washable paint left on a tray
• Body maths card on the bathroom wall: TWO EYES, TEN FINGERS, TWO LEGS
• A FLETCHER'S BODY homemade book: "These are Fletcher's eyes. Brown eyes."
• Bubble play for visual tracking, mirror play with no instructions

Tips for adults this week:

• Pair words with what is actually happening: "jumping feet", "wet hands"
• Count his body declaratively: "Ten fingers. I see ten," never "how many fingers?"
• Deep pressure gets named as body awareness: "heavy pressure, big squeeze"

We'll notice growth when: he tolerates body part language nearby, shows curiosity toward the mirror or the traced outline, or lingers with the texture tray.

Reflection at the end of the week:

• Which sense drew him in most: touch, sound, scent or movement?
• Did any body part name get a glance, a touch or a repeat visit?
• What body moments belong in the Fletcher Book?

What landed this week: ⬜

Working toward: N1 · N2 · T1 · L1

Focus (29 June to 5 July): Naming feelings as they happen, near him, without expectation. The traffic light becomes visible on the wall this week, and his regulation tools get named as known friends. This week is as much for the adults as for Fletcher: embedding the language.

Learning intentions. Fletcher will have opportunities to:

• Hear simple feeling words named in calm moments, with no expectation
• See his own regulation tools (squeezes, nest, water, music) in print and photos
• Experience calm as something that has colours, textures and sounds

Song of the week: True Colors (the Trolls version), played captioned near him. Same version, every time.

Invitations:

• Calm tray: blue water beads in a clear tub
• Lavender rice tray with small stones hidden inside
• His own regulation box: squeeze ball, smooth stone, fidget, soft cloth, his name on it
• Traffic light chart on the wall with Fletcher's own photos at each state
• A regulation tools book: one page per tool, SQUEEZE, NEST, WATER, MUSIC
• The Colour Monster read nearby, no expectation

Tips for adults this week:

• Model feelings language constantly, near him, not at him: "I feel calm." "I feel excited."
• Name his tools as they work: "Squeezes. That helped. Body soft now."
• All feelings are okay. The wall says it, the adults live it.

We'll notice growth when: he reaches for a named tool, settles faster after a named feeling, or shows interest in the traffic light photos of himself.

Reflection at the end of the week:

• Which regulation tool did he choose most, and was it named when he did?
• Did any feeling word land: a pause, a look, a softening?
• What did the adults learn about their own state this week?

What landed this week: ⬜

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Working toward: N1 · N3 · T1 · L3

Focus (6 to 12 July): Family is his belonging. Mum, Jett and Talan: names in print, faces in photos. The family wall comes alive this week. Family is also numeracy: four people, two brothers, one mum.

Learning intentions. Fletcher will have opportunities to:

• See and hear his people's names in print, song and photos
• Experience belonging as something visible on his walls
• Meet the family as a countable set: four people, four dots

Song of the week: You Are My Sunshine, sung by Mum. Same version, every time.

Invitations:

• Family photo dig: laminated family photos buried in sand or rice
• Family wall at his eye level: each person's photo, name and one word ("MUM: safe")
• "Fletcher's family has 4 people" dot card in the kitchen (subitising and family count together)
• Adapted Brown Bear book: "Fletcher, Fletcher, who do you see? I see MUM looking at me"
• A small physical photo album of family photos to flip through freely
• Koala Lou read nearby: I will always love you, no matter what

Tips for adults this week:

• Comment on faces and names warmly, no quizzing: "There's Talan. Talan's home today."
• Count the family declaratively: "Four people home today."
• Looking at photos together side by side, never face to face

We'll notice growth when: he lingers at the family wall, returns to the photo album, or orients when a family name is sung or spoken.

Reflection at the end of the week:

• Which face or name drew the most attention?
• Did the family count card get any notice?
• Any new gestalts about his people for the wall?

What landed this week: ⬜

Working toward: N2 · N5 · T2 · L1 · L5

Focus (13 to 19 July): The rooms, the nest, the bath, the yard. His specific home in Alex Hills. Safe places as identity, because home is regulation. The zooming world map starts on his wall this week: just ME and OUR HOME for now.

Learning intentions. Fletcher will have opportunities to:

• See his own home named and mapped: room labels, a simple floor plan, photos
• Hear spatial language in real moments: in the nest, under the blanket, near the window
• Build and shape safe spaces with his own hands

Song of the week: the home chant: "This is my house, this is my home, I live here, this is where I belong." Same melody, every time.

Invitations:

• Nest building tray: soft fabrics, cotton wool, feathers, small sticks
• Den building: blankets, cushions and a laundry basket left out, whatever he creates gets photographed
• A FLETCHER'S HOME photo book: every room with a simple label
• Simple floor plan on the wall with his room marked with his name
• Inside-outside bucket: a leaf, a stone, a stick brought in from the yard
• Start the zooming map: ME → OUR HOME circles on his wall

Tips for adults this week:

• Narrate rooms declaratively on a slow tour: "This is the kitchen. This is where we make nuggets."
• Spatial words live in real moments: "You're IN the nest. Cosy."
• His den designs are documentation: photograph before tidying, never rearrange

We'll notice growth when: he builds or returns to a nest, pauses at the floor plan or room photos, or tolerates the yard for longer stretches.

Reflection at the end of the week:

• Which space did he choose most this week, and did it get named?
• Did any spatial word (in, under, near) land in a real moment?
• What does his ideal safe space look like, based on what he built?

What landed this week: ⬜

Working toward: N1 · N3 · T1 · L2 · L6

Focus (20 to 26 July): His passions are his identity. Balls, water, music, food, movement: these are not distractions from learning, they are the learning. This week names what he loves and treats it as worthy of print.

Learning intentions. Fletcher will have opportunities to:

• See his interests celebrated in print and on his walls
• Hear his loves named and counted in real, wanted moments
• Notice which songs and activities are becoming his

Song of the week: whichever song he has responded to most in weeks 1 to 5. His demonstrated preference leads.

Invitations:

• FLETCHER LOVES wall collage: photos of all his favourite things
• Ball discovery tray: different balls hidden in cloud dough or kinetic sand
• A FLETCHER LOVES homemade book: one page per favourite thing, his photo with it
• Favourite food counting book with real photos: nuggets one to five
• His playlist written out as environmental print
• One of his own object arrangements photographed, printed and displayed as art

Tips for adults this week:

• Count real wanted things at real moments: "Three nuggets on your plate"
• Narrate your own enjoyment of his things in parallel play, never invite him in
• This week's observation focus: what he moves toward. Document it carefully.

We'll notice growth when: he notices his interests on the wall, returns to the favourite things box, or shows anticipation when his playlist starts.

Reflection at the end of the week:

• What did he move toward most, and was it on our list or new information?
• Which song is the strongest contender for "his song"?
• What new favourite belongs in the Fletcher Book?

What landed this week: ⬜

Working toward: N2 · N3 · T2 · L5 · L6

Focus (27 July to 2 August): His specific local world: Alex Hills, the letterbox, the bush behind the house, the kookaburra he might hear. Real and local beats abstract and generic every time. The neighbourhood layer joins the zooming map.

Learning intentions. Fletcher will have opportunities to:

• Touch, smell and arrange nature from his own garden and street
• Experience the letterbox walk as a predictable, sung ritual
• Hear local bird and plant names attached to real things

Song of the week: the letterbox walk song: "Walking to the letterbox, walking walking walking." Same words, every walk.

Invitations:

• Nature collection tray gathered from their own garden: bark, leaves, soil, rocks
• The letterbox walk with the First-Then visual: WALK → LETTERBOX → HOME
• Bark rubbings of local trees
• Local bird chart: kookaburra, magpie, lorikeet, with what they sound like
• Alex Hills marked on a Queensland map, neighbourhood layer added to the zooming map
• Nature loose parts on an outside table: leaves, sticks, pebbles to arrange freely

Tips for adults this week:

• Keep outings short, predictable and success-focused; home is always the end of the song
• Count the walk declaratively: "Seven steps to the gate. Almost there."
• Possum Magic read nearby: the Australian book for this investigation

We'll notice growth when: reduced resistance to the letterbox walk, returning home settled, lingering with the nature tray, or orienting to bird sounds.

Reflection at the end of the week:

• How did the letterbox walk go, and what would make it feel safer next time?
• Which natural material held his attention?
• Any patterns in his nature arrangements worth photographing for the portfolio?

What landed this week: ⬜

Working toward: N3 · T1 · L3

Focus (3 to 9 August): The wider circle of safety: Tahlia, Aoife, the people who help. His team in print means his team as safe and known. This week also has immediate practical value: preparation visuals for real visits.

Learning intentions. Fletcher will have opportunities to:

• See his team's faces and names as part of his environment
• Experience visits as predictable: who comes, what happens, then they go home
• Build trust with adults beyond Mum at his own pace

Song of the week: Count on Me (Bruno Mars), captioned, played near him. If Tahlia has a song she already sings, that becomes the song instead.

Invitations:

• Fletcher's team wall: photos of his actual people with names and what they do
• Prepare-for-visit visual near the front door: "Tahlia is coming. Tahlia helps. Then she goes home."
• A People Who Help Fletcher homemade book with real photos
• Delivery play: small envelopes, stamps and parcels to post and discover
• A 30 second hello video from Tahlia he can watch before she arrives
• Bluey episodes with community members, captioned

Tips for adults this week:

• Brief Tahlia on the theme in three lines: focus, song, say this
• Narrate visits declaratively before and after: "Aoife came. Aoife helped with words. Aoife went home."
• The team chart doubles as NDIS documentation. Photograph it.

We'll notice growth when: he checks the prepare-for-visit visual, tolerates a visit with less lead-in, or shows recognition at team photos or names.

Reflection at the end of the week:

• Did the preparation visual change how a visit started?
• Which team member's photo or name got the most notice?
• What should each team member know about what worked?

What landed this week: ⬜

Working toward: N1 · N3 · L2 · L6

Focus (10 to 16 August): Zooming out to Queensland and Australia. Australian animals, the coast, his country. Queensland and Australia layers join the zooming map. This week quietly seeds Investigation 5 (Living Things).

Learning intentions. Fletcher will have opportunities to:

• Meet Australian animals through figures, photos, books and real backyard sightings
• See his place on a map: Alex Hills, inside Queensland, inside Australia
• Hear Australian songs and rhythms as part of his week

Song of the week: I Am Australian (The Seekers). Same version, every time.

Invitations:

• Outback tray: red kinetic sand with Australian animal figures hidden inside
• Gum leaf sensory bag: fresh leaves in a ziplock, squeeze for the eucalyptus scent
• Australian animal photo card set: six to eight animals, laminated, his to handle
• Australia map on the wall with Queensland highlighted and a star on Alex Hills
• An "I live in AUSTRALIA. I live in QUEENSLAND. I live in ALEX HILLS." zooming photo book
• Animal habitat play: water creatures near the water bin, bush animals in the dirt

Tips for adults this week:

• Real beats abstract: the kookaburra he hears outside is worth ten flashcards
• Sort and count animals declaratively: "Three bush animals. One water animal."
• Australian food tastes offered with zero expectation: a lamington crumb counts

We'll notice growth when: he handles the animal cards, orients to bird sounds outside, or pauses at the map with his place marked on it.

Reflection at the end of the week:

• Which animal earned his attention, and is it a thread for Investigation 5?
• Did the zooming map layers get any notice?
• What Australian song response should carry forward?

What landed this week: ⬜

Working toward: N1 · N2 · L2 · L6

Focus (17 to 23 August): The biggest zoom out: Me, Home, Neighbourhood, Country, Earth. The zooming map is completed, the Fletcher Book investigation closes, and one simple water moment seeds Investigation 2.

Learning intentions. Fletcher will have opportunities to:

• See the whole journey of the investigation laid out in one place
• Meet Earth as colours, textures and images: blue and green in his hands
• Hear that he belongs, in song and in print

Song of the week: What a Wonderful World (Louis Armstrong), captioned. Twinkle Twinkle begins quietly, seeding Investigation 6.

Invitations:

• Earth tray: blue water beads over brown sand, the planet in layers
• Earth colours playdough: blue and green, mixed and separated
• A globe to handle, spin and look at freely
• The completed zooming map: ME → HOME → NEIGHBOURHOOD → QLD → AUSTRALIA → EARTH
• The gestalt harvest: every phrase from ten weeks displayed together
• The full Fletcher Book laid out, Mum reads the whole thing back near him

Tips for adults this week:

• The celebration is quiet warmth, not performance: "We did this together."
• Order the printed Fletcher Book; it is his first authored work and NDIS evidence
• Write the one-page investigation summary: what was offered, what was noticed, what surprised you

We'll notice growth when: he engages with the globe or Earth colours, lingers over the Fletcher Book read-back, or shows recognition at his own gestalt wall.

Reflection at the end of the investigation:

• Review every strand's "we'll notice growth when" markers against ten weeks of observations
• What does the evidence say about where Investigation 2 should start?
• What worked so well it becomes permanent practice?

What landed this week: ⬜

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