INDIVIDUAL LEARNING PLAN

Student Name: Kelly Jett DOB: 27/4/22

Lea!n"n# Su$$%!t &eam:
Name R%le "n ILP S"#natu!e
Adam Ru''ell &ea()e!
J%)n * J%an Jett Pa!ent'
Saul +ud'%n P!"n("$al
,a!- &!em%nt" Lea!n"n# Su$$%!t &ea()e!
,yle' Kennedy ,u'"( &ea()e!
A''e''ment Re'ult' * Ident"."ed Need'
Mathematics:
Year Level Exam: scored 75%. A good understanding of mathematical concepts on the exam but lacs motivation in class to achieve better
results
Literac!
"hort "tor! Assignment: A# result. $as ver! capable grammar sills and excellent originalit!. An active contributor during class
%omments
&ell! has a sound grasp of the Mathematical concepts studied this semester. 'hilst her exam (as a great result) not completing her home(or on a
regular basis and to an appropriate standard causes her to fall behind the rest of the class. $o(ever) she naturall! has a good understanding as her
exam mar sho(s. $er literac! assessments are al(a!s of a high *ualit! as she is ver! confident and has excellent (riting structure. "he can be
disruptive at times and seems to +one in and out of class ,except literac!-. "he often appears tired in class and can become irritable (hen encouraged
to (or effectivel!.
&a!#eted Out(%me' Re/"e0 Date':
.. $ome(or to be completed to at least /0% completion and to a much higher standard
1. 2mprove attentiveness and concentration levels in class to assist overall development
3. 4educe the amount of disruption in class situations
End of each (ee) End of term
End of each (ee) End of term
End of each (ee) End of term
,a1%! Out(%me':

Ind"(at%!' +%0 2)% A''e''ment / Date A()"e/ed
+%me0%!-:
&ell!5 home(or is of a poor standard
in most of her sub6ects and is rarel!
completed in full. "he therefore has to
complete this tas during class. 7his
hinders her development and as such
she is behind in most sub6ects. &ell!
has man! musical extra#curricular
activities on several nights of the (ee.
"he is an active member of her band
and practices on most nights. %ouple
this (ith a lac of authorit! and
instruction at home and it becomes ver!
difficult for &ell! to produce *ualit!
(or.
As &ell! is often bus! on school nights
(ith her musical commitments a
schedule needs to be put in place. &ell!
is left to her o(n devices at home and is
able to do as she pleases ,8aumrind)
./9/-. $er parents need to impress
upon her that she cannot attend her
practice if she has not completed her
home(or to an ade*uate standard. A
before school or after school home(or
program is one solution that &ell! is
open to tr!ing to assist in her goal.
&ell! is responsible for her
home(or and needs to get
into a routine to allo( her
to fit her musical ambition
around her schooling. $er
parents need to give her a
structure and responsibilit!
at home for her to tae
o(nership and pride of the
(or she produces. An
uninvolved parent can lead
to an adolescent (ho does
not endorse adult values
,:urbin) :arling) "teinberg
and 8ro(n) .//3-.
Assessed (eel!. 2f a gradual
increase is seen and &ell! can
reach our goal of /0% completion
this goal (ill be considered
achieved.
Attent"/ene'' * 3%n(ent!at"%n:
&ell! can often +one in and out of
classes. 7his is caused b! a number of
things: tiredness) thining about after
school activities) and a lac of
motivation appear to be the main
contributors. $er parents to not appear
to tae much of an interest in her (or
and as such her results are suffering.
"he has no set bedtime at home and is
often taling to other students about
television sho(s that are on much too
late for a child of her age.
2mpress upon &ell! (hat exactl! there
is to be gained from the particular
lesson. ;ive clear and direct
instructions that are separated into
smaller tass to eep her mind active.
Al(a!s mae sure she has understood
her instruction before moving to the
next one.
&ell! needs to have a
responsibilit! and
o(nership to her learning.
7he teacher5s role is to
create a stimulating and
engaging lesson plan (ith
appropriate re(ards. $er
parents need to use her
music as a re(ard rather
than a given < this (ill
promote a (illingness to be
attentive.
4evie(ed (eel!. 2f appropriate
attention and concentration are
reached &ell! (ill have the
opportunit! to perform for her
class on assembl! as a re(ard.
Redu("n# D"'!u$t"%n:
2f &ell! is on tas she can often resort
to calling out the ans(ers in class
(ithout giving other students a chance
to (or it out for themselves. 2f she is
behind in her (or it is ver! eas! for
her to become distracted and disruptive.
'hilst she doesn5t (ant to do the (or
she (ants to be at the same level as her
classmates. 7his appears to be the main
cause of her disruption.
8! dra(ing upon the first t(o
strategies. %reate a structure for her to
complete her home(or and she (ill
find herself on a similar level as her
class mates. ;ive her clear and concise
instructions and she (ill be more liel!
to (or diligentl!. &ell!5s attentiveness
and concentration (ill aid enormousl!
in reducing the disruption she can cause
in the classroom. =sing a (arnings
s!stem ma! help in assisting &ell! to
understand (hen she is crossing the line
bet(een health! student interactions
and cop!ing.
&ell! has an obligation to
her fello( classmates to
allo( them to complete
their (or (ith as little
disruption as possible. $er
lac of authorit! at home is
a factor in this> her parents
need to be more
hierarchical at home to
teach &ell! her place.
4evie(ed (eel!. &ell!5s
(arnings (ill be taen into
account and good results (ill go
to(ards her re(ard of a
performance at assembl!.
2)en
ILP Planne! 4 3la'' A(t"/"t"e'
(Copy of the class timetable)
&"me %. Day ,%nday &ue'day 2edne'day &)u!'day 5!"day
Morning "ession %hec $ome(or %hec $ome(or %hec $ome(or %hec $ome(or %hec $ome(or
Middle "ession
Afternoon "ession "et out home(or
clearl!
"et out home(or
clearl!
"et out home(or
clearl!
"et out home(or
clearl!
Evaluate
Attentiveness. "et
out (eeend
home(or
Re.e!en(e'
Australian %urriculum) Assessment and 4eporting Authorit!. ,10.1-. The Australian Curriculum. :ate accessed 7?3?10.3.
8aumrind) :. ,./9/-. Rearing competent children. "an @rancisco: Aosse!#8ass.
8erger) &.". ,100B-. The developing person through childhood and adolescence ,B
th
ed.-. Ce( Yor: 'orth Dusblishers
:urbin) :.L.) :arling) C.) "teinberg) L. E 8ro(n) 8.8.) ,.//3-. Darenting st!le and peer group membership among European#American adolescents.
Journal of Educational Psychology /9 ,1-) 391#3/3
"pera) %. ,1005-. A revie( of the relationship among parenting practice) parenting st!les) and adolescent school achievement. Educational
Psychology Revie! .7) .15#.FB
'ent+el) &. 4. E 8attle) A. A. ,100.-. "ocial relationships and school ad6ustment. Adolescence education" #eneral issues in the education of
adolescents ,Gol. .) pp. /3#..9-. ;reen(ich) %7: 2nformation Age.
'oolfol) A. E Margetts) &. ,10.0-. Educational psychology ,1
nd
ed.-. @renchs @orest: Dearson Australia