This approach adapts Lesson 13 (forces: pushes, pulls and arrows) for students who need additional support, aligned with ABLEWA Stages A–D. Same science; scaffolded access.
Least dangerous assumption
Every student can feel and cause a push or a pull. Presume competence; make forces physical before making them abstract.
Multiple means of representation
- Teach with the body first: push a box, pull a rope, feel the force. Then attach the word and a symbol (a hand pushing / a hand pulling).
- Use a big physical arrow cut-out the student can place to show "which way".
- Offer a two-choice sort (push / pull) before adding contact vs at a distance.
Multiple means of engagement
- The tug-of-war and catapults are the main activities — highly motivating and inclusive.
- First-then board; short, clear turns.
Multiple means of action and expression
- Accept the student showing a push or pull with their body, or placing a push/pull symbol.
- Accept a yes/no: "Did the big team win?" to introduce unbalanced forces (the movement is the evidence).
- Offer a cut-and-stick or point-to-the-arrow task instead of drawing arrows.
Success looks like (adjusted)
- Stage A–B: causes and reacts to a push/pull; indicates movement.
- Stage C: sorts actions into push/pull with support; points the arrow the right way.
- Stage D / towards Year 4: shows which force is bigger and says (or selects) balanced vs unbalanced from whether it moved.