CONTEXT  Provide images of examples of task (visual representation)

 Allow students extra processing time to understand task instructions and repeat
information
 Present information and content in diverse modes including oral, visual and written
forms
 Offer additional support for students who require extra scaffolding and adjustments
 Provide students with a map of the event area prior to the event so that they know
exactly where to go on the day
PROCESS  Students grouped in different ability levels to allow students to learn from peers
 Allow extra planning/designing time if necessary
 Have an extension activity for people / groups who understand the task and finish
early e.g. predict how much packaging would be needed if you were required to
package 200 eggs etc.
 Based on students learning type, provide those students with additional detailed
instructions in their learning style (visual, spoken or written)
 Implement the use of a TA or parent to support students who require additional
help
PRODUCT  Make modifications to success criteria to access process skills and understanding of
task as well as their final product
 Acknowledge the effort and products from all students taking part in the STEM
event and allocate a diversity of awards to be handed out on the day
 Display photographs of each groups design with group members in the classroom
after the event
 Encourage students to work collaboratively together and to resolve conflict on their
own to ensure their group overcomes challenges and creates a product
incorporating elements from each person’s ideas
LEARNING  Create a learning environment that is safe, supportive and inclusive of all diverse
ENVIRONMENT learners
 Ensure students are aware of the time and display a large visual timer on interactive
whiteboard if needed
 If the learning environment becomes too busy and overwhelming for some
students, let them work in a quieter space such as the under covered area as long as
they are supervised
 Ensure the event allows for space between groups and each rotation can be easily
found
 Ensure music being played during the event is not too overwhelming or distracting
for students
 Students who require sensory objects to act as a concentration and calming tool are
allowed to carry these with them
 A “calm down” area will be allocation in the undercover area and supervised by a
TA during the event for students who may have a breakdown
 Both male and female experts present on the day to not discriminate and engage all
students in participating and engaging with learning
 Remind students of clear expectations set both before and during the event
 Clearly have all group materials set up ready to be used in marked and allocated
group areas