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1. Away with traditional punishments, no detentions, no pod-lines. Instead give them a damn good thrashing.

2. Every second lunch time I will hide in the girls bathroom in my usual spot, to check if anyone is vaping/smoking.

3. All female students will be required to meet with me once a week in order to ensure that they are staying safe online, and have adequate knowledge on how to have safe sex.

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1. Break tasks down into numbered steps so that the students are able to follow the process.

2. Allow the students in support/essential to present the task in different models and use online programs such as mathsonline which reduce the processing steps.

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1. Clear individual goals and objectives for the each lesson - give students realistic goals and objectives to have completed by the end of a session (don't always need to necessarily be about work completion, could possibly be about showing an understanding of a concept).

2. Clear scaffolds, with annotations; available to all students in google classroom after we've discussed a particular concept in class. This helps with breaking big tasks into smaller ones.

3. Tactically placing students in groups for group work - feel it works well as the weaker student requiring support can receive some of that support/peer teaching from their peers. Always important to make sure though that they are able to contribute to the group and do their share without the group carrying them.

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[1] Allowing students extra time during tests and the option to complete during their POD lines.

[2] Additional support materials (slideshows, exemplars and scaffolds) to assist with folio tasks.

[3] Using checkpoints within folio tasks to chunk into smaller sections.

[4] 1-on-1 support during tests to explain worded questions. Sometimes they are removed or reworded.

[5] Printed worksheets rather than MathsOnline/Cambridge

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1. Student who struggles with written work and showing working out in Maths:
I assign online activities to be completed to test for fluency and understanding (Mathsonline or Cambridge). Once the student is successful with these I can see that they have learnt the content and are able to apply it in familiar contexts (without having to do written work). From there I will challenge them to complete more complex problems (in a different context) and show working out in these problems as the problem solving process requires multiple steps (will be unlikely solvable in students head without working out).
2. Student who is unable to get started or successfully complete problems in Maths:
Break down a typical problem into numbered steps. Provide an example that follows the steps. Ask student to follow the steps through a number of problems to try, then refer the student to these steps when needed.

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1. For a student with significant dyslexia, when additional time was not working, I allowed the LSO to help with writing what the student was saying. The student still had to explain all their working out, but had the opportunity to get the thinking out in test time. This support was reduced through the semester as the student became more confident and wanted to be more independent.

2. Offered alternative options for assessment to class with a student who has selective mutism and struggles to talk through things. Other students benefited from the ability to record their ideas and this student benefited from having the option to write.

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Allow students to voice record reflections or recorded interview as rather than write a reflection. Students might be provided extra scaffolded questions or probing questions to be able to reflect at the necessary level.

More in-depth scaffolds, break down tasks or instructions including recipes to support independent learning.

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Provided printed WS. Allowed use of calculators and online tools. Assessment was adjusted to meet their abilities. Repetition of instruction. Help notes allowed. Extra time provided.

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1. Ability's groupings for coding based (beginner/int/advanced).

2. Modifying how they might present their work- i.e. use 3D modelling to design rather than hand draw to communicate more complex shapes/ideas. Also use model making using carboard or plasticine to represent design ideas and photograph.

3. Chunking tasks.

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For students unable to use hand machinery and tools able to complete the same task using the laser cutter.
Breaking tasks down into smaller chunks/milestones and providing further scaffolding

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1. Allow dyslexic students to use voice-to-text or other platforms to complete written tasks. I also try to give students the opportunity to present work in other ways.

2. Chunking work into smaller steps to allow students to manage their time better and to focus on small parts of the task instead of one big assessment

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1. Environmental adjustments. Make sure he is doing the same curriculum as others to engage him in the content. Also ensuring elbows are off the table so he cannot go to sleep.
2. For students with struggle with the content I will teach the content but that check - in individually with that student and "walk through" an example with the student  to help them understand what to do

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1. Providing students with visual aides that provide students with the physical exemplar of the task at hand.

2. Using voice-to-text where necessary to allow them complete and submit tasks in different modes depending on students needs.

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1. Development of assessment scaffolds for all students to use to chunk long form/planning assignments into smaller parts. This adjustment helps all students in the class to achieve higher outcomes. Questions and steps are taken from the Task Sheet and collated into a Google Doc for students to fill out over the assessment period.
2. Moved a student from the Y8 Materials course and into a custom Digital course due to significant motor skills issues.

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1. Extra scaffolding for formative and summative work with examples
2. Chunking of longer assessments into smaller, more manageable tasks
3. Offer alternative presentation of evidence of learning (slides/ powerpoint/ verbal) instead of essay format (modified)

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1. Made sure to use black whiteboard markers to assist a student with eyesight difficulties.
2. Shared documents with student where they were able to alter the font size as well as making sure that recipes were printed in a bigger font size.

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1. I have discussed with students on ELP whether they would like to make use of additional time to complete summative tests that they are entitled to.
2. I provide digital notes to my classes to include students that are unable to write notes quick enough and/or listen at the same time.

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1. Student can show working in many different forms. For a time paper was a sensory issue so he would use laptop, mini whiteboard to show answers or thinking.
2. Assessment can be scaffolded in different ways for different students. Different levels of scaffold provided at specific times during task to not overwhelm student and to support them through to the next step.

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Allow some to listen to music.
Allow some to use help notes in tests.
Some complete tests in the POD.
Others are given extra time to complete tests.

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1. One prompt/question per slide. This scaffolded each part of the task and was less overwhelming for the student to complete.
2. I reworded questions for a research task. Suggested search terms included. Reduced the word count for the task.

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1. Visual aids - ensure seating arrangements so that students with visual impairments have clear access to the front of the classroom. I also have online access to One Note for students to also follow along with my classroom notes at the same time that I am using the smart-board.

2. Dyscalculia and numeracy difficulties - providing with students the option to use calculator and notes throughout testing. Modified Maths Online tasks for different readiness levels

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I let G....... use her times tables and addition tables in class and assessments.

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For a student with global dyspraxia and low social skills:
Support given to develop the social skills required to work in small groups to achieve an outcome. Support to develop positive interactions with others and recognise what is not appropriate which may lead to unwanted attention from others.
Carefully selected groups.
Support given to initiate work during class time and for work completion - utilise scaffolds and checklists available on task sheets.
Individual explanation of the task requirements following whole class explanations. Seeking understanding through questioning.
Extensions for tasks if necessary.

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1 Allowing student options for presentation of work. Oral instead of written or parts of.
2 Extra scaffolding
3 Check lists provided
4 Check in with students to find out what they need but also do this with others in the class.
5 Seating positions in class.
6 Having attention of student before instruction and later checking in.
5

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1. Use of scaffolding documents to break down course concepts, requirements of assessment tasks, unpacking of achievement standards (SACE) - providing examples of what these standards look like, glossaries of key terminology. These documents aim to assist students with structure in their responses.

2. Provide various methods/modes of presenting work. For example, opportunities for students to present video clips demonstrating their understanding of the course concepts. In the past I have used formal conversations with students with dyslexia to express their learning. Also using the speech-to-text functions online.

3. During practical sessions, structuring activities with various entry points for students of varying ability, skill, engagement levels. For example, low-level 2 square handball, 4 square handball, Throw & Catch over net, Newcombe Ball, Peteca (high-level).

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1. differentiating by readiness - assessing prior knowledge, interest, and experiences. I use classroom discussion, word clouds, and key vocab tests to draw out this information

2. Flexible grouping by readiness not ability  (PE). - In PE, some students can be apprehensive or anxious about performing in front of their peers. We use grouping by readiness to group students into small sided games by 'having a go' and 'Olympics'. This does not reference their ability and allows them to engage in learning with others at a similar readiness level.

3. Create multiple chances to succeed.  Creating assessments that are in a portfolio style. This allows the students to tick off assignments throughout the unit, whist using the early parts of their assessment as formative information.

4. Multiple ways to capture learning. For literacy heavy assessments, allowing students to do an interview if they struggle with literacy skills.

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1. Assessment scaffold - when presenting a new task to the class I share the task sheet and a scaffold which highlights the key aspects of the task using specific terminology. I also create examples and attach them to the scaffold so students can view what the task is.
2. When explaining a skill based drill during practical sessions, I explain the rules first allowing the auditory learners to understand the movements required. Then I get several students to demonstrate the drill allowing the visual learners to understand the movements required.

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1. Using check lists to scaffold the assessment tasks as they can be a bit overwhelming for some students. This gives them a simple step by step guide.

2. Give students options of how they would like to present their work (multimodal, voice over, written texts, teacher asking questions and voice recording student answers).

3. Allow students extra time if required, and creating timed check in points to help meet deadlines.

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1. Providing opportunity for personalised assessment type and submission.

2. Scaffolds and exemplars

3. Chunking and or breaking down instruction and task requirements - Break down achievement standard (annotations)

4. Contact with POD and families to support, keep everyone in the loop.

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1. Providing extended scaffolding for written tasks.

2. Adjusting tasks from written to oral to support students and allow them to use their strengths.

3. Adjusting the time frame of when tasks are due (Extending due dates)

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1. Providing additional scaffolding to support the ability to complete a task.
2. Changing the requirements of the task such as not having to complete the oral presentation but rather just providing me with the work that would have been presented.
3. Having students answer the questions of a task in an oral/ interview type format instead of the written/ multi modal format.

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1. Provide multimodal instructions during lessons to help students learn new words, characters and grammar.

2. Provide checklists of tasks/ assessments to help students check their progress.

3. Provide Pinyin for Chinese character texts to help students read.

4. More scaffolding when doing oral and written tasks.

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1. Provide students with clear instructions. I would also walk around the classroom, give additional step by step instructions for students who may need further explanation.

2. Give students choices of oral presentations. For example, students can choose to present to me individually or record a podcast.

3. Show students videos with subtitles.

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1. Provide additional scaffolds in and outside of classroom.
2. The mode of the assessment is multimodal so students can type and video their assessments.
3. Provide step by step processes with examples or checklist
4. teaching in multimodal format by using interactive learning games, videos, online textbooks and etc.
5. Work with students and summarise all the grammar points/key components (sentence structures, cohesive devices etc.) of chapters to help them to revise.

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In a Year 8 French class I had a student with ASD who had difficulty recording notes, keeping up with class work and staying focussed. We created a shared Google Doc where I put all the explicit teaching, resources and notes for the students. The student would also use this as a place to ask questions and take notes.

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1. Sitting with the student and breaking down the task requirements for them. Sitting with them provides the motivation/support for them to start the task.

2. Printing out the task sheet so the student has a readily accessible hard copy to refer to.

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Changing assessment types to all students doing multimodal tasks for some of the summative tasks and step by step processes to allow for clear understanding of how to complete the task.
Allowing more time to complete tasks if need be and emailing home with the parents.

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1. Use a step by step checklist and chunking of tasks to help students stay on track and to break down the tasks for students. I have also provided visuals for students such as traffic lights and stop signs so at the end of each step, when they see a stop sign, they go through a final checklist to make sure they have covered each point.

2. Allowing students to present their assessments in different ways (multimodal v written)

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1. A student with ADHD and autism who loves to write. To support this student I have clear consistency and explicit instructions. The student has a specific seat that they come to every lesson, and clear instructions on how to ask questions and support. After whole class instructions, I then move to the student and have them repeat back the first two or three steps. When this student gets giggly/silly and is in process of losing their emotional regulation, I support them in going for a walk. Once back, I support them on the topic and be able to 'write as much as they can' as this is often a relaxing moment where they can 'hyper focus'
2. EAL students - reduce word count, allow extra time for podcast/vodcast activities and for comprehension activities. Ensure that they 'higher-order questions' are still there so I am able to assess if they can understand and articulate relationships.

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1. Seating arrangements in the class - make sure that students are spread out on the tables and in smaller groups so that one particular student feels comfortable in this setting and doesn't stand out as she likes a specific seat and does not like to speak to lots of people in a group scenario.
2. Check understanding of instructions - once students are working on an activity I particularly target specific students to help them break the task into smaller sections and check on them so that they are making progress in the lesson.
3. For some students I let them present to me in private rather than in front of the whole class as needed to limit their stress levels and still allow them to show their understanding of the topic.

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1. Setting the scene for students - exploring possible ideas and plans for answers of tasks, how does that looks to students and what the expectations might be according to the rubric/model answer profile. Providing simplified overviews of possible answers and the pathway taken to get to that point. Each student then relays how they understand the task and how they might explain it to another student who is absent in class.

2. Providing different material to enhance understanding. Discussing with peers, group work, comprehension exercises and reading with note taking. this may highlight some areas for support if students shy away from or don't display confidence in certain areas. Understanding the individual student directs this approach. This approach also influence the steps taken to scaffold and support students with the material being taught.

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1. Adjust content - for example, when students are investigating where products in the home are manufactured, they can present a visual collage of electrical goods and which part of the house they are found. They can also complete basic comprehension tasks that are based on what the rest of the class are investigating, and always combine tasks that may be done quickly with visual text and short explanations about why they have included these illustrations.

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1. allow for small group presentation
2. alternative presenting of assessment
3. additional visual and verbal instructions
4. list the things essential to know and make sure learning intentions are simple and easy to understand
5. teacher models and student work examples
6. allow short break

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1. Instructional adjustments - chunked steps in addition to task sheets; summary slides; videos that explain skill processes e.g. how to paragraph, how to create maps, working with data...

Scaffolds, graphic organisers.

2. Environmental - additional staff members on OLE's, bus accessibility, flexible timelines and back-up plans to schedules and transport.

3. Assessment - varied modes of presentation and communication.

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1. Student in Business Innovation with Dyslexia. I take additional care to work one-on-one with this student when explaining requirements and when providing feedback/answering questions. I also encourage this student to use multimodal options when they feel more appropriate (e.g. create a vodcast rather than write a report).

2. Student in Business Innovation with ASD. I break tasks/instructions down into steps and provide encouragement as each step is completed. I have also adjusted my teaching to the whole class as a subtle way to ensure that this student understands content and expectations (e.g. extra formative activities, whole-class discussion/sharing of ideas etc.).

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1. I provide alternative methods of presentation for students who struggle with text-heavy assessments. Multi-modal delivery methods such as slides, vodcasts, google sites etc.

2. Reducing the word count of summative tasks as long as the criteria/understanding is still met.

3. Providing scaffolds for tasks above what the rubric and assessment criteria provides the students.

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1. Smaller word count & adjustment of structure - After assessing the students speed of output versus quality of content, I will adjust the word count to enable the focus to be on the quality not quantity aspect. In addition, I will also consider what structure would be of most support for the student. If we need to focus on the quality of inferential thinking, I may remove the parameters of rigid paragraph structure (i.e. TEEL), allowing the student to freely write with no restrictions. We will work together to refine and edit their thinking (modeling this process closely for the student) and eventually build up to formatting a more formal structure.
2. Flexible Modes of Delivery & Varying Levels of Question Difficulty - I work with the student to determine different modes of delivery that allow their skills to shine. In addition, we work together to adjust the question difficulty.
Other aspects:
- Font changes through Chrome extension for dyslexic students.
- Audio books
- Vodcasts of teacher instruction for easy reference

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1. For students with  dyslexia I encourage students to instead use an audiobook of the text that the class is studying. Similarly for students with visually impaired students, an audiobooks is an option, and also E-books, as students are able to zoom in closer to words. For students who have hearing impairment I have in the past worn a microphone to benefit learning and understanding.

2. I provide flexible assessment options for students in terms of the format that they end up submitting. For students who are not strong writers/dyslexic/anxious I will, where I can, allow students to produce a spoken assessment, rather than written.

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1. Access Special Provisions in consultation with Inclusive Ed team and SACE coordinator. Modification of number of assessment types. Together with the student, decide on which task(s) can be removed from course, or modified slightly (word count/form of assessment) in order to best align with their strengths.
2. Provide written explicit steps / instructions on resources assigned to students (i.e. google slides or docs) in order to guide them through an activity as clearly as possible. This can also be useful to all students in the class but certainly for those in need of this personalised adjustment.

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I have a Year 9 student who has dyslexia.
She has two forthcoming summative assessments; the first is an oral assessment and the second is a handwritten task of approximately 200 words. She will find the written task challenging. I have spoken to her and suggested the following adjustment:
1. A reduced word count of 100-150 words.
2. The option to use her laptop to write.
3. The option to dictate the task on to a device.
4. Extra time to complete the task.
5. Using visuals to assist her.

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1. Providing audiobook - When required, I provide the students with access to an audiobook that they can access during class and at home. This adjustment supports students with dyslexia or students with low reading and comprehension levels.

2. Assessment/task scaffolding - I provide scaffolding for EALD students for both assessments and tasks that are completed in class. My scaffolds include steps or sections that break tasks up, and this allows for students to set goals in the classroom (i.e work on part 1 this lesson).

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1. Scaffolding for both formative and summative assessment. I use this more commonly for the younger classes, like writing TEEL paragraphs with my year 7s, but all classes have at least 1 person needing a scaffold. I normally show them an example of how to use the scaffold, then they try it in groups, and finally individually.

2. Allow student choice in how they present their assessment, including a oral or multimodal. I will encourage certain students to present their learning in ways that suit their interests.

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1. Delivery of instructions - I would provide one on one instructions to the student, as well as additional break down of questions/tasks and extra scaffolds.

2. Text presentation and length - providing students with the option to voice responses rather than written, giving students additional time to complete tasks, shortening word counts.

3. Adapting the difficulty of questions, for example a less challenging essay question and providing students with additonal resources and starting points.

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1. On Year 7 ELP and Stage 1 & 2 EALD task sheets, I provide step by step instructions for students to follow in order to complete all aspects of the task. Additionally, the steps in the EALD task sheets make a connection between each step and how it matches the assessment criteria so students have knowledge and understanding of what is expected.
2. Students in EALD are provided with scaffolds and exemplars of tasks so they are able to have visual exemplars of what is expected and how they should structure/format their work to fulfill these expectations. They also have checkpoints with tasks being broken down into smaller and more achievable chunks.

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1. Creating checkpoints for each individual students - with smaller more tangible instructions that are simplified. Students are given simplified instructions and after each one they have a 'check point flag' where they are reminded to come and see me so we can discuss their responses on how they are going and what they are working towards. This also allows me to gather where they are at within each component and what they may need clarification on.

2. Sitting with students who struggling with processing information - discussing concepts with them - getting them to then form dot points from what we have said then forming these into responses and 'fleshing' out our understanding.

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1. Font Type - In task sheets, resources, or other written materials, I use a sans-serif font that is more readable, particularly for students who are dyslexic.

2. Seating Arrangements - placing students with auditory processing challenges closer to the front of the classroom so that they are near the board/speakers and/or ensuring I am position close to these students when giving instruction. This can also be used to position students away from potential distractions (e.g. to support students with ADD/ADHD), and to 'socially engineer' groups ensuring students feel supported and accepted by peers (e.g. seating students with noticeable tics close to trusted friends, or students who are unlikely to single out this behaviour)

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1. Personalised glossary for student with dyslexia. I will input key terms related to the text type being studied, which they fill with definitions (checked by me). They find the access to more contextual information beneficial to engaging successfully with the different text types and understanding the different conventions between them.
2. When introducing an assignment to the class, I vodcast record the instructions to allow students to re-listen. For those students with dyslexia in particular, I have asked them to step outside and voice record their understanding of the task after I have introduced it. I then listen to check for comprehension and clarify any misunderstandings. Recording their voice is also a strategy to help them begin an assignment, similarly to voice-to-text applications, as it reduces some of the stress of putting pen to paper etc.

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1. Carefully selected group allocations - ensure that the student needing support is in a group with students that can help support the student.

2. Make use of scaffolds (and exemplars), making these available to all students within a class, directing some students to use these to help with their learning process.

3. Ask student to repeat instructions back to me in a one on one setting, to determine their level of understanding or provide the teacher with an opportunity to go through them again / break them down in to smaller steps.

4. Introduction to Wheelers eplatform - enabling students to personalise their own reading materials through the Learning Hub Catalogue.

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1. Text length - where required, I will shorten the length of the reading or supply visual aids. Occasionally, this will also require adjustments in the assessment task/question. This adjustment typically supports those with dyslexia, dysgraphia or low processing speed, etc.
2. Assessment/task instructions - I provide additional, simplified instructions separate to the task sheet which chunks and breaks the task down further, usually in a scaffold. This is a resource I share with all students but may or may not make compulsory to use. Typically this supports those with dyslexia, dysgraphia, ADHD, etc.