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For low readiness student who is not interested in Scratch programming in upper sec G1 computing:

Content - same as syllabus

Process - shaping - affirming any small efforts to play and experiment with scratch, encourage and gently challenge the student to make continued efforts

Product - they can still produce a scratch game, incorporating the basic elements of a game, but the specific blocks they use can be up to their level of readiness

Environment - encouraging validation by co-teacher, may not be suitable to do pairwork but can do self-directed work

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First, make it instructions simple. Redefine the design to simple form, use hand friendly tools, use tools which more comfortable for them to use.

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For lower sec D&T, I will structure the lesson and the project to allow students to design a shape and form of something they like. This reduces frustration students face refining their designs, in addition to making the class fun.

This fun aspect reduces the behavioral challenges presented students with behavioral SEN, and benefits the class in general as well.

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FCE Sec 1 (Practical)

Content:

Focuses on easy recipes such as fried rice or chicken curry, where the recipe has minimal instructions and ingredients

Process: Recipes are scaffolded to be precise and skills-focused for every line. I.e no two skills should be placed in one sentence

Product: Kitchen Equipment

Environment: Students in pair work, preferably with better MKO. SEN students placed at workstation nearest to teachers for easy and direct support

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Teaching students on ideation, the process can be through cardboard model making instead of just sketching - some (SENS) students prefer to do hands-on work as opposed to sketching. Getting them to ideate through mock-ups might be more appealing to them.

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Set simpler byte size learning objective for them as to allow them to be on task. Check in more often with them on how they can further improve on their design/sketching.

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For D&T, the DI can be that the timeline to complete each stage is different so that potentially special supervision can be carried out or simply more time for the SPED student to complete

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Content: Use visual elements in lesson materials and hands-on learning stations to cater to visual and kinesthetic learners.

Process: Pace the lesson/activity according to the class profile. Use pair work to effectively engage all students in the lesson.

Product: Video/Infographic to share with the class about a topic that they have researched on.

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process - change activities every 15 min tp 20 min to hold the attention of lower readiness students

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For low readiness, we can do simpler things that they can complete. Provide more scaffolding to help them get started and complete the work. For Computing, do simpler project, or D&T they can do simpler sketching and easier project.

For low interest, we can try to find out about their other interest, and see in what ways we can try to link the subjects to their interest. For Computing, make a game or graphics based on their interest. For D&T, they can sketch and make things that they like as long as it fulfils the syllabus requirements.

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Break down instructions into simpler steps. We can use pictorial photos of the steps to allow students to visualize the instructions better

Able to teach both paper and pen sketching and digital sketching and allow students to work with what they are comfortable with

Safety tools such as spare acrylic can be used to guide cutting of wood using scroll saw to help those who are not confident in using the machine

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Process: Chunk the instructions into sections, demo the steps for each instruction and let them do it themselves. Provide feedback afterwards

Before drawing the forms, have the physical form in front of them to visualise what they are drawing

Environment: Use hand tools that is accessible to everyone, focus more on finishing for students who are not able to use the power tools/machinery.

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Instruction can be differentiated for special needs students by using their work for live demonstrations.

For example, improving/editing their sketches in front of the class as a live demo could be a chance to model the following steps for them to follow. It’s also a good chance to praise their good points.

However this should be done with sensitivity, as the class attention might add additional pressure

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For lower sec dnt sketching.

Content - Same as syllabus

Process - for other students, likely we will get them to trace the templates to practice their straight lines. For SEN students, we would lilely allow then to sketch directly on the template.

Product - their final sketch will be on a printed template. They can still do the process on shape borrowing etc

Environment - students will follow the demonstration by the teacher but sketch their own idea. For SEN student likely the student will follow the teacher's demontration and example.

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In the context of FCE/NFS classes, ensure that content is manageable and delivered in bite-sized content so that students can easily understand the content.

Ensure that tasks are verbally mentioned and physically written down to cater to the different learning techniques of students such as visual or auditory learners.

similarly for product, it should be easy enough to be carried out using basic skill levels. ensure that there is no more than 3 skills taught during each lesson to prevent information overload.

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Content can be simplified for students to be able to grasp and based on student's readiness best if able to touch on their interest as well.

Have a variety of lessons and see which type of interactive lessons students prefer- kahoot style or more interactive?

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Provide bite-sized information
Break down content into manageable chunks to reduce cognitive overload. Key information can also be printed and placed on students’ tables for easy reference during the lesson.

Give clear and repeated instructions
Provide clear, step-by-step instructions at the start of the task. Reinforce understanding by repeating or rephrasing the instructions at key points throughout the lesson.

Scaffold tasks for all learners
Design tasks with appropriate support for all students. For example, in a sensory evaluation activity, provide students with descriptive words and sentence starters (e.g., “The texture is ___”, “The taste is ___”) to guide their responses.