Differentiation in the TAS classroom

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1.1. Visual images for each step to help with understanding of task, e.g step by step photos of making a recipe to assist a student who speaks English as a second language (Owen- Jackson, 2015).

1.2. Subtitles on videos for students diagnosed with hearing impairments or deafness or using a video that has an Auslan interpreter (Owen- Jackson, 2015).

1.3. Relating content to student interest, e.g making a stop motion clip of cartoon characters buying fruit and vegetables at the grocery store for a nutrition lesson (Owen- Jackson, 2015).

1.4. Adjusting content to suit varying learning abilities, e.g using visual images to teach content to students diagnosed with limited cognitive ability v's using a youtube video with advanced language for students with advanced learning abilities (Owen- Jackson, 2015).

1.5. Using the project to develop vocabulary skills with students, such as teaching them new words, e.g the names of tools or different foods (TDA, 2009).

1.6. Having a clear and obtainable lesson objective, if there are students who struggle with holding an attention span design lessons that shorter tasks which show quick results, e.g decorating pre made buiscuts or sewing pre cut patter pieces (TDA, 2009).


2.1. Video demonstrations - allows students to re watch multiple times, e.g a student diagnosed with short term memory loss is able to watch the steps to measure, cut and sand a piece of timber for a project (TDA, 2009).

2.2. Using timers to help manage tasks and allowing additional time to complete work, e.g setting a timer before the end of the lesson to allow for pack up time to assist students who require structure and predictability (TDA, 2009).

2.3. Being able to make fonts and screens bigger for students diagnosed with vision impairment, e.g using a program to enlarge text for a worksheet (Owen- Jackson, 2015).

2.4. Having additional assistance in the classroom for students such as a teachers aide or student learning support officer, e.g a teachers aide can work one on one with a student with low cognitive ability add the ingredients to a bowl and mix them for a cake recipe (TDA, 2009).

2.5. Clear sequencing of steps, e.g using a recipe with fewer steps to follow for students with lower ability and another recipe with more steps and detail for higher ability students (Owen- Jackson, 2015).

2.6. Having ingredients pre measured or parts for projects ready to assemble to allow students who may be low functioning to be involved in projects (Owen- Jackson, 2015).

2.7. Use of special tools or apparatuses to help students complete tasks, e.g cutting template for a timber project or a clamp to help hold fabric in place when sewing (Owen- Jackson, 2015).

2.8. Being safety conscious with the tools and equipment that are required to produce products if students are unable to comprehend danger, e.g the teacher may cook items in the oven for the students or use a particular tool to complete a step of the making process (TDA, 2009).


3.1. Making or adjusting recipes/food items in Food Technology to allow for students with sensory aversions e.g making a cold dish for a student who is unable to eat hot foods (Training and Development Agency for Schools [TDA], 2009).

3.2. Involving materials with texture or bright colours in projects for students with vision impairments and/or low cognitive ability, e.g using fabric in a textiles project that is colourful and fluffy or a textured and coloured rubber incorporated in a materials technologies project (TDA, 2009).

3.3. Using student interest to influence the product made, e.g a class of students diagnosed with ASD have a keen interest in trains so in materials technologies we work on making a train from timber with moving wheels or in digital technologies they could create a website about trains (Owen- Jackson, 2015).

3.4. Having the ability for students to incorporate Braille, Auslan or captions in their work, for example a student can inscribe Braille into a metal product they have created or a student could produce a short film incorporating Auslan (TDA, 2009).

3.5. Making a project that can be adjusted to varying student ability, e.g making a bag in textiles technology, students of higher ability can add embellishments or additional pockets (Owen- Jackson, 2015).

3.6. Creating a product that can be made using tools and equipment suitable or adjustable for students with limited fine motor skills, e.g using the sewing machine over hand stitching (Owen- Jackson, 2015).


4.1. Grouping students together with similar ability, e.g students with low literacy grouped together to allow the teacher to work with them when reading a recipe (Owen- Jackson, 2015).

4.2. Having students who require more assistance sat close to the teacher, e.g students diagnosed with ADHD towards the front of the computer lab so that the teacher can ensure they are not loosing focus and keep them on track when completing online research for a textiles project (Owen- Jackson, 2015).

4.3. Kitchen layouts to facilitate access and safe use, e.g oven or sink heights for students who use a wheelchair (TDA, 2009).

4.4. Having quiet areas away from noisy tools or equipment for students diagnosed with sensory aversions, e.g an area off the woodwork room for a students diagnosed with ASD and need time away from loud noise (TDA, 2009).

4.5. Access for students who use a wheelchairs or with limited mobility, e.g a student on crutches needs to access the classroom and therefore the ground floor computer lab should be used (Owen- Jackson, 2015).

4.6. Tools, equipment and resources accessible for all students, e.g sewing machine desks allowing for wheelchairs to be under (Owen- Jackson, 2015).

4.7. Having dangerous tools in a locked cabinet to monitor access and use for students who have limited understanding of danger, e.g sharp knifes secured when working with students diagnosed with emotional disturbance (TDA, 2009).