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.

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 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.

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.

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.

This unit has been designed to introduce students to the function of the brain and its development from early childhood to adulthood. Particular attention is paid to adolescence as it is a time of significant brain development and obviously most relevant to our students. By adolescence, the part of the brain associated with emotions, impulses, aggression and instinctive behaviour – the amygdala (groups of neurons in the brain) – is well developed. However, the part of the brain that controls higher-order or executive functioning – the prefrontal cortex – matures last and isn’t fully developed until we reach our 20s. The prefrontal cortex takes care of decision making and manages our ability to plan and think about the consequences of our actions, solve problems and control impulses. This explains why young people can’t always make complex rational decisions or understand the consequences of actions in the way adults can. This study is intended to teach students these features and stages so that they can acknowledge in their future reactions and emotions that they are still learning and growing. Students are encouraged to form a growth mindset and seek out a learning opportunity in any mistakes or setbacks.

This is a comprehensive study of William Shakespeare’s ‘Romeo and Juliet’ broken down into 30 lessons in which key scenes from each of the five acts, are analysed by students using the original text. Students will annotate their understanding of the bard’s words and in some lessons, modernise these to enhance understanding. Students will explore not only language devices such as juxta positioning and dramatic irony, they will also work with the concepts of the themes love, hate and fate. Students will learn to express their interpretation of the play via a PEEL (Point, Evidence, Explanation and Link) formula and this will be used as part of their Summative Assessment. Various scaffolds and prompts are available consistently throughout this close study of the tragic text.

This unit of work is 10-weeks of planning and addresses the broad textual focus of informative writing. Teachers are encouraged to select a specific informative text type to focus on throughout the unit e.g. information report, factual description, explanation. In addition to this, learning is consistently personalised to each students’ interests and ability level as there are various content topics for students to write about e.g. objects, animals, phenomena and numerous scaffolds and differentiated resources throughout. The topic of Informative Texts is again reinforced throughout pair and small group reinforcement tasks that take place with the class SLSO. Students complete these tasks with 1:3 (maximum) support on a rotational basis throughout each 2-week learning cycle. Alongside this, the class teacher will be conducting the 1:1 Reinforced Reading component of the MultiLit Program. Levelled Informative Texts are read by the students at least once per 2-week learning cycle. The Pause, Prompt, Praise delivery of the program will allow the teacher to gauge reading fluency, accuracy and comprehension (verbally discussed after each 15 min reading session). The teacher will select 5 words of difficulty from the session and these are recorded by student in the back of their English book. Throughout the plenary of each lesson, the student will use each word in a written sentence in their books. Assessment of student goals, strengths and areas for improvement are consistently assessed via teacher questioning and discussion. The core key questions of the unit will be informally discussed and assessed using a student friendly Assessment Rubric throughout Weeks 9 and 10. Students will: • Complete a series of Literacy assessments which will benchmark their ability and areas for progress • Complete MultiLit’s 1:1 Reinforced Reading Program twice per week and have their progress assessed and charted fortnightly • Work in pair and individual settings as they complete levelled work on Informative Texts.

This unit of work addresses the text type of non-chronological report writing. Students are exposed to the various language and structural features that make up this type of text and are encouraged consistently to think about Purpose, Audience and Form. Students are introduced to this text type before working with the class teacher in modelling non-chronological texts before they go on to compose their own. Secondly, small groups will be working with the SLSO throughout each of these lessons in completing Literacy Tasks which focus on particular skills such a grammar and sentence structure. Students complete these tasks with 1:3 (maximum) support on a rotational basis throughout each 2-week learning cycle. Alongside this, the class teacher will be conducting the 1:1 Reinforced Reading component of the MultiLit Program. Levelled Informative Texts are read by the students at least once per 2-week learning cycle. The Pause, Prompt, Praise delivery of the program will allow the teacher to gauge reading fluency, accuracy and comprehension (verbally discussed after each 15 min reading session). The teacher will select 5 words of difficulty from the session and these are recorded by student in the back of their English book. Throughout the plenary of each lesson, the student will use each word in a written sentence in their books. Assessment of student goals, strengths and areas for improvement are consistently assessed via teacher questioning and discussion. The core key questions of the unit will be informally discussed and assessed using a student friendly Assessment Rubric throughout Weeks 9 and 10. Students will: • Complete a series of Literacy assessments which will benchmark their ability and areas for progress • Complete MultiLit’s 1:1 Reinforced Reading Program twice per week and have their progress assessed and charted fortnightly • Work in pair and individual settings with the class SLSO as they complete differentiated work on Literacy skills.

This unit is designed to have students think critically and use the strategies taught to form a balanced argument and counter-argument. The theme of Sustainability and Climate Change runs throughout the entirety with students producing a visual letter to someone in power asking them to think about an issue they feel powerfully about. Via this citizenship approach, students are encouraged to recognise not only the persuasive powers of others, but also acknowledge and empower their own persuasive thinking and reasoning.

The focus of the Unit of Study is to demonstrate to students the major importance of online safety. As C21st learners, students are susceptible to a variety of dangers when using the internet, communicating electronically and being active followers on numerous social media sites. The main intention of this unit is to outline potential risks and dangers to their privacy and safety via their digital footprint and to understand that there are many precautions they can take in ensuring their digital safety. Our students are particularly vulnerable to many features in this space and they requite explicit instruction in understanding, interpreting and evaluating how much and what sort of information they post online. This Semester-based program covers different areas of learning such as: • Internet Safety • Cyber Bullying • Emailing and Messaging • Online Gaming • Social Media • Your Digital Footprint • Being Cyber Smart • Digital Citizenship