Adapted homework — [Section] — [Term] — [Sequence]
Whole class — include without separating
Same objective for everyone. Dual support on the same task — not a separate group.
- Project: [short instruction + 1 model]
- Give individually if needed: [this sheet / frames / starters]
- Peers: [mixed pair — dictate/write or meaning-first check]
- Open oral: [desk / 60–90 s voice note — same checklist]
Do one task below (the one your teacher chooses).
Task
- Read the instruction once quietly.
- Fill the frame (or choose the oral option).
- Check: did I answer the question?
Model / sentence starters
“I am…” / “In my workplace…” / “In my opinion…”
Oral option: Say your answer in 60–90 seconds (at the desk or voice note). Same brief, no long writing.
- Use a dictionary / spellcheck
- Write fewer lines if the teacher says so
- Ask for the instruction to be rephrased
Teacher note (do not photocopy on pupil sheet)
Possible adaptations: fewer items, oral, +1/3 time, read instruction aloud, larger font. Audiences: dyslexia, dyspraxia, school anxiety, other learning difficulties — classroom adaptations only, no diagnosis from you. Priority: whole-class inclusion.
Madame Carole Paoli Pompougnac — Teaching resources for vocational English. © All rights reserved. Author's IP. Free pedagogical use with credit..