This approach adapts the Lesson 16 summative (Balanced and Unbalanced Forces) so students who need additional support can genuinely show what they know, aligned with ABLEWA Stages A–D. It changes the access, not the science assessed.
Least dangerous assumption
Every student can show understanding of forces in some form. Provide the task in an accessible mode rather than exempting the student.
Adjusted ways to complete the task
- Force arrows: provide pre-printed arrows (long and short) the student places on each picture, rather than drawing. Accept pointing/AAC to show "which way" and "which is bigger".
- Balanced or unbalanced: offer a two-choice symbol card ("stays still" / "moves") for each situation; the movement is the clue.
- Contact or at a distance: offer a two-choice sort ("touching" / "no touching"); accept placing each force card.
- Explaining: accept scribed, oral or symbol-choice answers.
Supports to have ready
- Pre-printed long/short arrows; two-choice mats; the word wall with force symbols.
- A first-then and a visual checklist of the five situations with tick boxes.
- Re-run a quick tug-of-war so the student physically re-feels balanced vs unbalanced before answering.
Judging the evidence (adjusted, mapped to the rubric)
- Stage A–B: indicates a push/pull direction; reacts to movement vs no movement. (Emerging evidence for Representing forces and Balanced/unbalanced.)
- Stage C: places arrows the right way and picks "moves/stays still" with support; sorts a force as touching / not touching. (Representing forces + Balanced/unbalanced + Contact/non-contact.)
- Stage D / towards Year 4: shows the bigger force, chooses balanced/unbalanced with a supported reason, and classifies most forces correctly. (All four criteria at an emerging-to-sound level.)