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 Life Skills Program of Study was constructed for students in Stage 4, 5 and 6 within a Support Unit. Resources are taken from various websites and the booklet used is a TES resource (thank you!) Some resources can be found on Save Teacher’s Sundays. Teachers within a Support, Special Education or even mainstream setting, can easily adjust this program to suit the needs of your learners. Any reviews would greatly appreciated. Thanks.

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.

This Life Skills Program of Study was constructed for students in Stage 4, 5 and 6 within a Support Unit. Resources are taken from various websites and the booklet used is a TES resource (thank you!) Teachers within a Support, Special Education or even mainstream setting, can easily adjust this program to suit the needs of your learners. Any reviews would greatly appreciated. Thanks.

This Life Skills Program of Study was designed to be delivered to Stage 4, 5 and 6 throughout an Australian Support Unit. The program makes various adjustments to meet the needs of learners who have a mild to moderate intellectual disability. The teaching and learning activities and resources are tailored to meet the age-appropriate needs of Secondary students and adjustments can easily be made to meet the highly personalised needs of your students. Any reviews or feedback would be greatly appreciated. Thanks.

This Life Skills Program of Study was constructed for students in Stage 4, 5 and 6 within a Support Unit. Resources are taken from various websites. Teachers within a Support, Special Education or even mainstream setting, can easily adjust this program to suit the needs of your learners. Any reviews would be greatly appreciated. Thanks.

The unit allows students to become readers, writers and performers of written news. This program follows the otline of the wonderful BBC News Unit of Study on TES. Students will access a variety of news articles so that they can identify the common features and apply these when composing their own recount news article. Students will then extend this understanding into the realm of television, whereby they will learn to write and read a script. Students will work collaboratively as class to create a Falcon News broadcast. Students will: • understand the key features and organisation of a news story • To understand the differences between fact and opinion • To compare written news / TV news • To use language which is appropriate to the task, reader/audience and purpose • To use skills learned in written news and apply them to TV news

This is a simple yet highly effective worksheet in which students who experience challenging behaviours, sit down together (with teacher and SLSO/ Aide support) to share their ‘triggers’. These are noted on the sheet and the group discussed possible strategies for each student. This task encourages empathy and teamwork as the students work to identify their own barriers to their learning and/or communication with others, whilst thinking about their peers and what supports they may need when they are struggling. These sheets (best done in A3) can be displayed in the classroom so as to reinforce the significance and effectiveness of this task.

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.

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.

This Social Skills program utilises outcomes from the Australian Curriculum in English and PDHPE. The program was designed after issues outside the classroom became known via my school’s Welfare team. This program was designed to explicitly teach what IS a healthy relationship and what choices or strategies are available when this is not the case.

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 for a Secondary Support Unit class and uses outcomes from the Australian Curriculum in English and PDHPE. It was created for my weekly Social Skills lessons and investigate what students know about healthy and unhealthy relationships. This is done by examining various forms of behaviours and communication; both inside and outside the school. Students will also explore their highly personalised triggers and how their response to conflict affects how they and others feel. They will learn techniques in identifying if they are feeling overwhelmed or develop strategies such as distancing themselves from stressors or asking for help from an appropriate adult. Resources, data and content have been taken from current evidence-based research in relation to adolescent mental health (e.g. R U OK?) and campaigns that have been released from Australian and U.K. Education Departments in addressing young peoples’ wellbeing. The sources and material used range from KS1-KS4 so that they are age-appropriate for both Primary and Secondary students in a Support Setting.

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 outcomes are from the Australian Curriculum (mainstream) with adjustments made throughout to cater for students’ highly personalised learning and behaviour needs.

This cross-curricula program was designed for students to explore and engage with their local area. It incorporates various excursions and Community Access activities which worked extremely well with students who exhibit challenging behaviours or struggle to engage with the curriculum. This unit was a wonderful experience to deliver and the students thoroughly enjoyed being involved in their learning and incorporating their local knowledge into our learning experiences.

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 outcomes are from the Australian Curriculum (mainstream) with adjustments made throughout to cater for students’ highly personalised learning and behaviour needs.

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.

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 outcomes are from the Australian Curriculum (mainstream) with adjustments made throughout to cater for students’ highly personalised learning and behaviour needs.