A differentiated exam which was made for QCIA learners who have learning difficulties which prevent them for doing the exam sat by the remainder of the class. The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who are on individualised learning programs. The exam has been tailored to the needs of the learners. It provides a word list of terms encountered in the unit at the front which students can refer to for spelling and prompts when writing their answers. It begins with questions where they are provided the definition and must provide the correct word to label it and add an example. There is one question where they must provide their own definition and example for the term. There are a lot more visual questions for students (e.g. a few where they must respond to advertisements and the stereotypes about men/women within them). There is a list of scenarios which students must read and circle those which count as gender discrimination. There is also a question about sexual harrassmen where studetns are provided a visual infographic which they can use to explain why sexual harassment is bad. Following this they must write a short response to the question: What should someone do if they are being sexually harassed in their workplace? This requires them to make a recommendation and give some reasons why they think what they think. Attached to the exam is a QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed for students on a modified program (called QCIA students in QLD) Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources.

A differentiated exam which was made for QCIA learners who have learning difficulties which prevent them for doing the exam sat by the remainder of the class). The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who are on individualised learning programs. The exam has been tailored to the needs of the learners. It provides a word list of terms encountered in the unit at the front which students can refer to for spelling and prompts when writing their answers. It includes a couple of questions where the students must write their own definitions of key terms and some where they have been provided with the definition and must label the term and provide some examples. It also includes a match the definitions question. Then there is a question type where students are provided a picture of a person and some information about them which they use to respond to questions about what traits they have, what assumptions people might make about the person’s sexuality and whether it is fair to make assumptions about people based on their appearance. To differentiate, QCIA students are provided with sentence starters to help them answer the questions, the length has also been reduced. Where possible the stimulus is the same as the exam being sat by mainstream students. Some of the questions have been modified / simplified. This exam contains more short response questions and a cloze passage in lieu of an extended response. Additionally, questions specific to the students QCIA goals have been incorporated. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources.

Resources designed with QCIA (special needs) students in mind. These students were encouraged to choose The Loaded Dog. The resource includes a QCIA task sheet, and a specific planning booklet with images from the picture book based off of Lawson’s story. The student this was designed for was at a grade 3-4 level. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed A modified task sheet for students on a modified program (called QCIA students in QLD) A modified planning booklet for QCIA students. Many of them chose to make a poster about animal abuse rather than a PPT. A modified writing booklet for QCIA students.

A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed (for QCIA learners who have learning difficulties which prevent them for doing the assessment as it was) A modified task sheet for students on a modified program (called QCIA students in QLD). Depending on the student they can opt to do a speech with a shorter time limit (in front of a smaller audience) or a spoken discussion with the teacher. The modified Inquiry booklet for these QCIA students. Key changes include: for the definitions and explanations section at the front there are grey textboxes which contain information that students can read first and then use to create their response. The graphic organiser for engaging with the legislation has been modified. (I have provided them with the definition for the first two crimes and they have to explain whether it is a good law and how it impacts people living in Queensland. For the remaining 2 they also have to do the definition.)