Shorter instructions, response frames, oral options — and practical ways to include students in difficulty in the whole class, not in a separate corner. No clinical diagnosis. Pupil sheets say « Adapted version ».
You see it every week: some students work at a different pace from the group. The gap widens. You sometimes have to “leave them a little behind” to keep the programme moving · that is not a moral failure. It is the reality of the frame (CAP / Bac Pro, timetables, exams).
That unease is legitimate. The point here is not guilt, and not two lesson plans. It is to keep the programme going and leave safety nets so the pupil who drops off the group tempo stays in the whole class.
The homework below is built for that: because their working pace is different — and yet they stay in the group.
One pack per year. Pupil sheet = « Adapted version ». At most one coloured table per pack when useful; otherwise short prompts, frames, oral. In 2de Bac Pro, workplace links = PFMP / work placement (not apprenticeship).
Many students drop off when asked to “copy everything”. These safety nets work in the whole class — no separate corner, no labels.
Generous line spacing, wide margins, no justified blocks.
Short instructions. One action verb per step.
Action verbs and constraints made visible.
Starters, grids, guided lines. Fewer items.
Desk, 60–90 s voice note, same brief.
+1/3 or lighter task. Essential vs bonus made explicit.
Ethics: classroom adaptations only — no diagnosis. Pupil sheet: « Adapted version ».
Rich pedagogical synthesis for vocational English — oral first, lighter writing, colour only when useful. There is a lot to deploy: start with one card, then widen.
Templates · 6 reusable templates. Note-taking · note-taking.html. Section samples · MELEC · Accueil. French Bac Pro · LettresPro /dys/.
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