This is a wonderful introductory lesson on students thinking about what makes them unique and wonderful. They use the Collage pictures to create a cubist -style collage and compose a Cinquain Poem that is highly scaffolded to then publish their work. The collage and poem can be pasted onto some coloured A3 paper or card and put on display in your classroom. A fantastic activity that creates truly unique representations of your student’s interests and qualities. Any reviews would be appreciated.

This activity is highly scaffolded in introducing students to their first impressions of the Australian film ‘Red Dog’. Students will need to have some understanding of basic film techniques prior to completing the grid as they watch the film or the grid component could be used in a second viewing. This activity could be used with either ‘Red Dog’ films.

This resource was designed to reinforce student understanding of Purpose, Audience and Form when composing texts. The assessment clearly states three criteria which students have to reflect upon after receiving their teacher’s comment and target. Students then evaluate on how they believe they went in this task and provide a response to the teacher’s feedback. I have found this form of assessment invaluable in setting clear and achievable goals that are personalised to my students needs, both in a mainstream and Special Education/ Support setting. I hope you find the same.

This mind-map demonstrates how a Thematic Unit of Study can be designed using key questions as Learning Intentions for your students. Cross-Curricular Thematic Units of Study work incredibly well when working with students who experience challenging behaviours and barriers to their learning.

Students are provided with a modelled descriptive task where students are required to manually or electronically highlight the figurative techniques used. Students are then required to create their own descriptive passage using these techniques.

A useful and memorable grid for students in drawing on their five senses using the W analogy.

This lesson was used to engage learners in writing with expression, basic grammar and visual literacy. Students at every level of ability can access this text and get something out of it. This text and activities work well with students who are usually disengaged from their learning.

This is a highly scaffolded worksheet which supports students in composing short Cinquain poems about themselves and fellow classmates. Great as ‘getting to know you’ or Social Skills activity.

The unit engages students in a close study of Michael Morpurgo’s novel ‘Kensuke’s Kingdom’. Students will explore the themes, characters and techniques developed by the author and illustrate their understanding of these via a combination of creative and analytical tasks. Students will: • understand the features of a characterisation, narrative and themes and identify these throughout a close reading of the novel • develop their ability to infer meaning from the novel and consider their own interpretation of the concepts covered. • be introduced to analytical writing via the PEE formula and use quotations to support their points of view in their writing • recognise some basic narrative techniques and explain their use and effect on the viewer • adopt these narrative techniques in their own creative writing • use multimedia to compose an engaging Book Trailer. Any reviews or feedback would be greatly appreciated. Thanks.

These resources were designed for a high ability Year 7 class and led to creation of a Personal Narrative Folio consisting of 3 pieces of descriptive writing. Task 1: A description of a student’s first day of school Task 2: A description of a person a student admires Task 3: A recount of a student’s experience at school camp with an emphasis on using sensory imagery A marking rubric is included.

This resource was developed to meet the needs of an IO class within a Secondary Support Unit (SEN). It has been constructed for a Year 9-11 class who experience an intellectual disability and adjustments can easily be made to meet the needs of your learners. Any reviews or feedback would be greatly appreciated.

These differentiated resources introduce students to Haiku, Tanka and Renga Japanese poetry by examining the form, use of syllables and environmental themes. The PowerPoints and accompanying worksheets are highly scaffolded and would work well in both a mainstream and Support classroom setting.

Students will will be forming your their tourism company, which specialises in the fabulous country of their choice. The following TWO PARTS will need to be designed and completed for your project: Part 1: • Company name, logo, business card etc. • An itinerary of where students will take their customers and for how many days • Types of transport that will be using throughout certain parts • A TRAVEL BROUCHURE including FIVE different destinations and tourist attractions to be explored. • A cost package PART 2: Students then sell to the class their ULTIMATE JOURNEY TRAVEL PACKAGE in a 1-2 minute speech to the class.

This program was designed for a multicategorical class in an Australian Support Unit (SEN) in which all of the students were diagnosed with ASD. The program worked on a small group or pair rotational basis and the students thoroughly enjoyed the transition between different Literacy areas of focus. This program would work well in any small group setting in which students are grouped on their areas of strength and areas for improvement.

This program was designed using the Australian Curriculum Life Skills Outcomes and is designed to cater for the highly personalised needs of students in a Secondary Support Class. This unit is divided into four parts and is closely linked to the Literacy Progressions. Students will be assessed on their abilities and areas for progress in the skills of Sight Words, Phonological Awareness, Phonics, Reading Accuracy and Fluency. The results from a combination of diagnostic assessments will allow students to be placed on the Literacy Progressions in the three areas of Phonological Awareness, Phonics and Reading. Student achievement and progress will be on display in the classroom via a Bump It Up wall in the area of Reading. This is to encourage students throughout their completion of the MultiLit Reinforced Reading Program. Students will also be completing a highly personalised Sight Words program followed by a Phonemic- based Spelling Program. These three skill-based areas will continue throughout the first semester of the school year. Finally, as a reading and writing component, students will complete a series of reading and writing tasks based on the genre of Personal Narratives. These will be modelled with an emphasis on planning, proof-reading and editing published work. Students will: • Complete a series of Literacy assessments which will benchmark their ability and areas for progress • Participate in a 1:1 Sight Words program with accompanying spelling and reinforcement activities • Learn vital phonemic spelling rules and strategies as they complete the Sound Wave Phonemic Spelling Program whilst working at their personalised level • Complete MultiLit’s 1:1 Reinforced Reading Program twice per week and have their progress assessed and charted fortnightly • Learn the purpose, audience and form used in Personal Narratives • Appreciate the significance of planning, proof-reading and publishing pieces of written work. *** This is only the program***

This program was designed to cater to the needs of an Australian SSP (School for Specific Purposes) class for students who exhibit challenging behaviours. The program was written for an Australian Stage 4 class (Years 7 and 8) but could easily be adapted for younger or older students. The Key Learning Areas addressed throughout this 10 week program include: English Science Maths HSIE (Geography) PDHPE The outcomes are from the Australian Curriculum (mainstream) with adjustments made throughout to cater for students’ highly personalised learning and behaviour needs.

This Australian thematic unit of work engages students in the study of three key areas of the concept of a journey; physical; inner and imaginative. It uses the film ‘Lion’ as a core text and other comparative material is studied including the Robert Frost’s poem ‘The Road Not Taken’; an overview of the autobiography ‘Tracks’ and the film ‘Big Fish’ by Tim Burton. Students will see the similarities and differences in these concepts and become familiar with the concept of the journey being the essential aspect, not necessarily the destination. The structure of this unit of work is based on the Stage 6 Area of Study studied in mainstream Standard English and modified to meet students’ needs.

The unit engages students in the study of two films, ‘Despicable Me’ and ‘Megamind’ as the Anti-Hero and what that entails. Students will learn the Visual and Film techniques both use in depicting their central characters and will then start using their knowledge in annotating key scenes from this. Students will again be reintroduced to the PEEL formula whereby, they will compare and analyse both films for their similarities and differences. Students will be looking at; the process of character development; narrative structure and indicators (especially quotes); film techniques and their impact on the audience. Students analytical skills will all come into play by the end of the unit, where they compose a complete 5 paragraph modelled analysis of the films and the themes and techniques used to show their character development.

This unit is designed to have students think critically about the advertisements they are exposed to in daily life. Students will learn a combination of persuasive devices used to persuade a target audience alongside the skills of visual literacy. Student will work with print, online, radio and television advertising material and learn to annotate these in detail. Students will be assessed on their ability to both analyse and create advertisements in these various forms with the unit concluding with students developing, planning and presenting a detailed advertising campaign on a new brand of bottled water.

This unit teaches students the importance of empathy and compassion whilst engaging students with David Walliam’s humour. Students have previously studied the work the work of Roald Dahl, so they are familiar with this genre and language. This unit is designed to have students’ write in various forms throughout the term and variate their language and structure according the Purpose, Audience and Form. These writing tasks will be marked by the teacher as part of their Summative Assessment with the final task of creating a digital review of the novel in weeks 9 and 10. Students will be continuing the Reinforced Reading component of the MultiLit program with the class SLSO 1:1 as they are selected on a rotational basis to re-read the chapter that has been modelled to the class followed by the completion of a vocabulary and comprehension worksheet for the corresponding chapter. Student accuracy and fluency will continue to be assessed on a fortnightly basis using the MultiLit WARP assessment tool.