DIFFERENTIATION FOR LEARNING SUPPORT YEAR LEVEL: PREP

Communication: Teacher Identified Communication: Student

Identified students
Input students Output

Repeat, rephrase, model, and Focus on individual goals

Ryder, Benedict,
highlight language and in class eg. Casey, Nate, Ryder,
Amba, Casey,
important points. Provide cues Communication, language Benedict
Nate, Chloe
and prompts and social skills

Ryder, Benedict, Ryder, Benedict,

Provide concrete examples, Break tasks down into
Amba, Casey, Amba, Casey, Nate,
visual support materials simple steps
Nate, Chloe Chloe Taylee, Coan

Ryder, Benedict,
ALL Allow verbal/pictorial
Hands on activities Amba, Casey, Nate,
STUDENTS response instead of written
Chloe Taylee, Coan

Simplify language/pre-teach Provide a school/home

Benedict
key vocabulary communication book

Ryder, Benedict,
Provide specialist teacher Amba, Casey,
Nate, Chloe Time Identified students
(Brenda, Fiona)
Eli, Matthew B

Allocate extra time to

Explicitly teach skills complete tasks, respond Benedict, Georgia
and engage

Provide time to use

Use visual aids/pictorial learning resources:
directions manipulatives, computer,
computer, calculator

Identified
Curriculum Materials and resources Identified students
students

Identify similar curriculum Ryder, Benedict,

Modify worksheets and
goals but different high order All as per groups Amba, Casey, Nate,
learning resources
thinking skills Chloe Taylee, Coan

Individualised goals and

modified content and skills
tiered assignments

Provide graphic organisers;

Cater for learning styles
highlight key points

Provide alternate assessment

Benedict,
opportunities

Monitor data to provide

Provide concrete materials All
program feedback

Chloe. Nate,
Implement additional support: Modified assessment tasks
Casey, Benedict,
eg. fine motor, BM, phonics and constraints
Amba, Cody
 Extend Red
Modify quantity of work: eg.
Support Yellow Level of Support Identified students
number, questions, length.
group

Ryder, Benedict,
Identified
Health, Safety and Wellbeing Provide individual support Amba, Casey, Nate,
students
Chloe Taylee, Coan

Current Risk Management Plan/

Ryder, Benedict,
Health Management Plan/ Provide small group
Amba, Casey, Nate,
Behaviour Management Plan in targeted support
Chloe Taylee, Coan
action.

Involvement of Chaplaincy Peer support

Support program/mentor program

Monitor lunchtime activities to

support interaction, safety, Support teacher: Literacy
Ella, Eli, Cooper
explicit teaching of skills and and numeracy support
positive social interactions.

Speech: Ryder,
Benedict, Amba,
Casey, Nate, Taylee,
Involvement of AVT, GO, Georgia, Jake,
SLT, OT, other consultants Abbey, Lucas

GC: Ella

DIFFERENTIATION FOR EXTENSION YEAR LEVEL: PREP

Identified Communication: Student Identified
Communication: Teacher Input
students Output students

Jade, Beau,
Extend language and important Keira, Expect a more in depth written
Keira,
concepts Beau, Jade response
Makenna

Directly teach skills to encourage

independent investigation

Encourage work as a team rather

than as an individual

Identified Identified
Curriculum Materials and resources
students students

Increase quantity of work, eg. Number Modify visuals, print,

of questions to be answered, length of complexity of visual texts and
oral presentation/ written response interest level

Increase constraints on problem-

Modify assessment tasks and
solving tasks to increase academic
constraints
rigor
 Identified Identified
Learning Environment Level of Support
students students

Reduce personal assistance and

encourage peer mentor Beau
assistance

Identified
Time
students

Fast track timetable/

individualise timeline to
complete tasks

Allocate additional time to

complete tasks, respond, engage
and use learning resources