Hero image

Support4Support's Shop

Average Rating4.57
(based on 14 reviews)

Resources that are designed to meet the highly personalised needs of students who experience barriers to their learning.

Resources that are designed to meet the highly personalised needs of students who experience barriers to their learning.
Hauki, Renga and Tanka Poetry Lesson Differentiated
Support4SupportSupport4Support

Hauki, Renga and Tanka Poetry Lesson Differentiated

(0)
These differentiated resources introduce students to Haiku, Tanka and Renga Japanese poetry by examining the form, use of syllables and environmental themes. The PowerPoints and accompanying worksheets are highly scaffolded and would work well in both a mainstream and Support classroom setting.
The Ultimate Travel Journey Advertising Campaign Task
Support4SupportSupport4Support

The Ultimate Travel Journey Advertising Campaign Task

(0)
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.
Adolescence and the Brain 10 Week Social Skills Program
Support4SupportSupport4Support

Adolescence and the Brain 10 Week Social Skills Program

(0)
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.
Simple Assessment Task Sheet for a Magazine Article
Support4SupportSupport4Support

Simple Assessment Task Sheet for a Magazine Article

(1)
This resource was designed to reinforce student understanding of Purpose, Audience and Form when composing texts. The assessment clearly states three criteria which students have to reflect upon after receiving their teacher’s comment and target. Students then evaluate on how they believe they went in this task and provide a response to the teacher’s feedback. I have found this form of assessment invaluable in setting clear and achievable goals that are personalised to my students needs, both in a mainstream and Special Education/ Support setting. I hope you find the same.
Literacy Lynx 2: Reinforced Reading and Informative Texts
Support4SupportSupport4Support

Literacy Lynx 2: Reinforced Reading and Informative Texts

(0)
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.
Working Together 10 Week Social Skills Program Unit of Work Using English and PDHPE Outcomes
Support4SupportSupport4Support

Working Together 10 Week Social Skills Program Unit of Work Using English and PDHPE Outcomes

(0)
This unit is focused on identifying the key social skills and empathy required to be successful in working with others in a safe and respectful way. By learning to work together, regardless of individual differences, students build empathy and show kindness towards others. These are essential life skills for all people. This unit of work allows students who struggle with some or all these areas, to make substantial progress in these vital skills as they regularly practice them in a safe and supportive team building environment. Positive and respectful relationships occur when all parties feel respected, secure and supported in their interactions with one another. Positive relationships might look different between peers, between educators and children, between educators and families, and within families themselves. However, some common aspects include relationships where all parties: • listen to others’ needs and are respectful of their beliefs and values, even if they don’t share them • can be honest with each other • feel supported, encouraged and valued as they are • feel safe from any form of abuse or put-downs • plan and make decisions collaboratively • show empathy and feel understood, trusted and that they’re being treated fairly.
Literacy Lynx:  A Levelled Program of Study in Reading, Comprehension, Grammar and Spelling Skills
Support4SupportSupport4Support

Literacy Lynx: A Levelled Program of Study in Reading, Comprehension, Grammar and Spelling Skills

(0)
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.
Healthy Relationships Social Skills Program for a Support Class
Support4SupportSupport4Support

Healthy Relationships Social Skills Program for a Support Class

(0)
This Social Skills program utilises outcomes from the Australian Curriculum in English and PDHPE. The program was designed after issues outside the classroom became known via my school’s Welfare team. This program was designed to explicitly teach what IS a healthy relationship and what choices or strategies are available when this is not the case.
10 Week Comprehensive Scheme of Work on 'Mr Stink' using Australian Life Skills Outcomes
Support4SupportSupport4Support

10 Week Comprehensive Scheme of Work on 'Mr Stink' using Australian Life Skills Outcomes

(0)
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.
Anti-Hero Sequence of Lessons Using Despicable Me and Megamind
Support4SupportSupport4Support

Anti-Hero Sequence of Lessons Using Despicable Me and Megamind

(0)
This sequence of 6 lessons introduces students to the concept of the Anti-Hero and the notion of redemption via a study of the two films ‘Despicable Me’ and ‘Megamind’. Students work in pairs for a lot of the non-viewing activities to provide differentiation in a mainstream or Support setting.
Working Together Thematic Cross-Curricular Program of Study 10 Weeks
Support4SupportSupport4Support

Working Together Thematic Cross-Curricular Program of Study 10 Weeks

(0)
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.
Secondary Support Program on Literacy Skills and Personal Stories
Support4SupportSupport4Support

Secondary Support Program on Literacy Skills and Personal Stories

(0)
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***
Romeo and Juliet Close Study 10 Weeks SOW for a Senior SEN class
Support4SupportSupport4Support

Romeo and Juliet Close Study 10 Weeks SOW for a Senior SEN class

(0)
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.
'Kensuke's Kingdom' 10-Week Program of Study (SOW) for a  Stage 4 (KS3) Support Class (SEN)
Support4SupportSupport4Support

'Kensuke's Kingdom' 10-Week Program of Study (SOW) for a Stage 4 (KS3) Support Class (SEN)

(1)
The unit engages students in a close study of Michael Morpurgo’s novel ‘Kensuke’s Kingdom’. Students will explore the themes, characters and techniques developed by the author and illustrate their understanding of these via a combination of creative and analytical tasks. Students will: • understand the features of a characterisation, narrative and themes and identify these throughout a close reading of the novel • develop their ability to infer meaning from the novel and consider their own interpretation of the concepts covered. • be introduced to analytical writing via the PEE formula and use quotations to support their points of view in their writing • recognise some basic narrative techniques and explain their use and effect on the viewer • adopt these narrative techniques in their own creative writing • use multimedia to compose an engaging Book Trailer. Any reviews or feedback would be greatly appreciated. Thanks.
'Red Dog' Scaffollded Film Introduction and Film Techniques Grid
Support4SupportSupport4Support

'Red Dog' Scaffollded Film Introduction and Film Techniques Grid

(1)
This activity is highly scaffolded in introducing students to their first impressions of the Australian film ‘Red Dog’. Students will need to have some understanding of basic film techniques prior to completing the grid as they watch the film or the grid component could be used in a second viewing. This activity could be used with either ‘Red Dog’ films.
Evolution and Classification Life Skills Program of Study
Support4SupportSupport4Support

Evolution and Classification Life Skills Program of Study

(1)
This Life Skills Program of Study was constructed for students in Stage 4, 5 and 6 within a Support Unit. Resources are taken from various websites. Teachers within a Support, Special Education or even mainstream setting, can easily adjust this program to suit the needs of your learners. Any reviews would be greatly appreciated. Thanks.
Personal Narratives - a collection of recounts and descriptive writing with 3 Folio Tasks and Rubric
Support4SupportSupport4Support

Personal Narratives - a collection of recounts and descriptive writing with 3 Folio Tasks and Rubric

(0)
These resources were designed for a high ability Year 7 class and led to creation of a Personal Narrative Folio consisting of 3 pieces of descriptive writing. Task 1: A description of a student’s first day of school Task 2: A description of a person a student admires Task 3: A recount of a student’s experience at school camp with an emphasis on using sensory imagery A marking rubric is included.
Anti-Hero 10 Week Life Skills Program
Support4SupportSupport4Support

Anti-Hero 10 Week Life Skills Program

(0)
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.
Class or Small Group Behaviour Strategies and Triggers Worksheet
Support4SupportSupport4Support

Class or Small Group Behaviour Strategies and Triggers Worksheet

(0)
This is a simple yet highly effective worksheet in which students who experience challenging behaviours, sit down together (with teacher and SLSO/ Aide support) to share their ‘triggers’. These are noted on the sheet and the group discussed possible strategies for each student. This task encourages empathy and teamwork as the students work to identify their own barriers to their learning and/or communication with others, whilst thinking about their peers and what supports they may need when they are struggling. These sheets (best done in A3) can be displayed in the classroom so as to reinforce the significance and effectiveness of this task.