Personalised Learning Plan

2014



































ABORIGINAL EDUCATION
EVERYBODYS BUSINESS
Emily Willetts
Personalised Learning Plan


Student: Emily Willetts Date of Meeting:12/2/14
School: Scone Public School

Planning areas:

Extra Curricula
Activities:
People involved in PLP:
KLAs
English
Mathematics
Science
HSIE
CAPA
PDHPE
Other Areas
Literacy
Numeracy
Social skills
Leadership
Debating
P/Speaking
Dance
Drama
S & T
Environmental Team
Choir
Sports
Teacher:
Ms Mateer
Parent/Carer:

Others:


Goals
Student Parent/Carer Teacher
To extend myself further in
reading




To extend further with her
comprehension skills

Strategies to achieve goals
Student Parent/Carer Teacher
- D.E.A.R. reading in
class.
- Read at home
- Borrow library books

















- Practice in reading
groups
- Teach strategies of
comprehension


How will you know when goal is achieved?
Student Parent/Carer Teacher
I will go up a higher reading
group













Emilys test results are
better



Additional Information relevant to child or family
Lives at home with Mum, 1 sister and 2 brothers.




Additional comments: _____________________________________________________
______________________________________________________________________
______________________________________________________________________
Reading Level: T1_____ T2_____ T3 _____ T4 _____
Spelling Age:8.1
Comprehension Level: 11.
Notes from meetings:















(Student to complete in class prior to meeting)

What Id like to improve in:
I would like to improve further with my reading.










What I am proud of:
I am proud of the spelling group I am in.










What I am good at:
I am good at making friends and taking care of people








What I like doing:
I like to sew, listening to other people and making sure I have everything before I go to
school.







MY GOALS









































Personalised Learning Plan
Term 1 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:





















Personalised Learning Plan
Term 2 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:





















Personalised Learning Plan
Term 3 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:

Personalised Learning Plan
Term 4 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:



Personalised Learning Plan
2014



































ABORIGINAL EDUCATION
EVERYBODYS BUSINESS
Emma Woods
Personalised Learning Plan


Student: Emma Woods Date of Meeting: 12/2/14
School: Scone Public School

Planning areas:

Extra Curricula
Activities:
People involved in PLP:
KLAs
English
Mathematics
Science
HSIE
CAPA
PDHPE
Other Areas
Literacy
Numeracy
Social skills
Leadership
Debating
P/Speaking
Dance
Drama
S & T
Environmental Team
Choir
Sports
Teacher:
Ms Mateer
Parent/Carer:

Others:


Goals
Student Parent/Carer Teacher
To get better at reading.



To get better at
comprehension.

Strategies to achieve goals
Student Parent/Carer Teacher
- D.E.A.R. reading in
class.
- Read at home
- Borrow library books

















- Practice in reading
groups
- Teach strategies of
comprehension


How will you know when goal is achieved?
Student Parent/Carer Teacher
I will go up a higher reading group













Jais test results are better



Additional Information relevant to child or family
Lives with Mum and has 1 sister.




Additional comments: _____________________________________________________
______________________________________________________________________
______________________________________________________________________
Reading Level: T1_____ T2_____ T3 _____ T4 _____
Spelling Age: 8.1
Comprehension Level: 8.9
Notes from meetings:
















(Student to complete in class prior to meeting)

What Id like to improve in:
To get better at reading.










What I am proud of:
I am proud of my art.









What I am good at:
Maths









What I like doing:
I like doing Art and Maths.







MY GOALS









































Personalised Learning Plan
Term 1 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:





















Personalised Learning Plan
Term 2 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:





















Personalised Learning Plan
Term 3 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:

Personalised Learning Plan
Term 4 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:



Personalised Learning Plan
2014



































ABORIGINAL EDUCATION
EVERYBODYS BUSINESS
Jai Wilson
Personalised Learning Plan


Student: Jai Wilson Date of Meeting: 12/2/14
School: Scone Public School

Planning areas:

Extra Curricula
Activities:
People involved in PLP:
KLAs
English
Mathematics
Science
HSIE
CAPA
PDHPE
Other Areas
Literacy
Numeracy
Social skills
Leadership
Debating
P/Speaking
Dance
Drama
S & T
Environmental Team
Choir
Sports
Teacher:
Ms Mateer
Parent/Carer:

Others:


Goals
Student Parent/Carer Teacher
To get better at reading.



To get better at
comprehension.

Strategies to achieve goals
Student Parent/Carer Teacher
- D.E.A.R. reading in
class.
- Read at home
- Borrow library books

















- Practice in reading
groups
- Teach strategies of
comprehension

How will you know when goal is achieved?
Student Parent/Carer Teacher
I will go up a higher reading group












Jais test results are better


Additional Information relevant to child or family
Lives with Mum, Dad, 3 brothers, 1 sister.




Additional comments: _____________________________________________________
______________________________________________________________________
______________________________________________________________________
Reading Level: T1_____ T2_____ T3 _____ T4 _____
Spelling Age:7.11
Comprehension Level: 8
Notes from meetings:

















(Student to complete in class prior to meeting)

What Id like to improve in:
I would like to get better at reading.









What I am proud of:
I am proud of my friends.









What I am good at:
I am good at running writing, and printing and playing with people who are lonely.








What I like doing:
I like doing stuff with my friends and family.





MY GOALS









































Personalised Learning Plan
Term 1 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:





















Personalised Learning Plan
Term 2 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:





















Personalised Learning Plan
Term 3 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:

Personalised Learning Plan
Term 4 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:



Personalised Learning Plan
2014



































ABORIGINAL EDUCATION
EVERYBODYS BUSINESS
Jayden Clancy
Personalised Learning Plan


Student: Jayden Clancey Date of Meeting: 12/2/14
School: Scone Public School

Planning areas:

Extra Curricula
Activities:
People involved in PLP:
KLAs
English
Mathematics
Science
HSIE
CAPA
PDHPE
Other Areas
Literacy
Numeracy
Social skills
Leadership
Debating
P/Speaking
Dance
Drama
S & T
Environmental Team
Choir
Sports
Teacher:
Ms Mateer
Parent/Carer:

Others:


Goals
Student Parent/Carer Teacher
To get better at spelling



To improve spelling
strategies

Strategies to achieve goals
Student Parent/Carer Teacher
- Practice at home
- Mum to test me.



















- Level appropriate
spelling groups
- Spelling list and
activities to suit

How will you know when goal is achieved?
Student Parent/Carer Teacher
Move up a spelling group











Test results reflect
improvement


Additional Information relevant to child or family
Lives with Mum and Dad and brother.




Additional comments: _____________________________________________________
______________________________________________________________________
______________________________________________________________________
Reading Level: T1_____ T2_____ T3 _____ T4 _____
Spelling Age: 7.11
Comprehension Level: 8
Notes from meetings:


















(Student to complete in class prior to meeting)

What Id like to improve in:
Spelling










What I am proud of:
Reading










What I am good at:
Reading









What I like doing:
Playing football







MY GOALS









































Personalised Learning Plan
Term 1 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:





















Personalised Learning Plan
Term 2 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:





















Personalised Learning Plan
Term 3 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:

Personalised Learning Plan
Term 4 Review.
Student Goal:








Parent Goal:









Teacher Goal:









General Comments:

































For Claudia Atfield
English K-10
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
Stage 3 - Speaking and listening
use appropriate metalanguage to identify and describe
relationships between and among texts
use metalanguage to describe the effects of ideas, text
structures and language features on particular
audiences (ACELT1795)

participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and
opinions (ACELY1709)

Stage 3 - Writing and representing
understand and appreciate the way texts are shaped through
exploring a range of language forms and features and ideas
experiment and use aspects of composing that enhance
learning and enjoyment
identify and explore underlying themes and central storylines in
imaginative texts
understand and use the key elements of planning, composing,
reviewing and publishing in order to meet the increasing
demands of topic, audience and language
plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate
to purpose and audience (ACELY1704, ACELY1714)
understand, interpret and experiment with the use of imagery in
imaginative texts, poetry and songs, eg similes, metaphors,
personification and sound devices such as alliteration
investigate how complex sentences can be used in a variety of
ways to elaborate, extend and explain ideas (ACELA1522)
compose imaginative and informative texts that show evidence
of developed ideas
compose increasingly complex print, visual, multimodal and
digital texts, experimenting with language,
design, layout and graphics
reread and edit students' own and others' work using agreed
criteria and explaining editing choices (ACELY1705,
ACELY1715)
develop a handwriting style that is legible, fluent and automatic
and varies according to audience and purpose (ACELY1706,
ACELY1716)

Stage 3 - Reading and viewing
understand how texts vary in purpose, structure and topic
as well as the degree of formality (ACELA1504)
appreciate how demanding texts, eg extended novels and
informative texts, contain increasing levels of complexity
and abstraction to enhance enjoyment
analyse how text structures and language features work
together to meet the purpose of a text (ACELY1711)
recognise and compare how composers use a range of
language features, including connectives, topic sentences
and active and passive voice, to achieve their purposes
recognise how grammatical features help to build meaning
in texts, including reference links and adverbial and
adjectival phrases
recognise evaluative language, including emotive
language and modality
understand, interpret and experiment with sound devices
and imagery, including simile, metaphor and
personification, in narratives, shape poetry, songs,
anthems and odes (ACELT1611)
select, navigate and read texts for a range of purposes,
applying appropriate text processing strategies and
interpreting structural features, for example table of
contents, glossary, chapters, headings and
subheadings (ACELY1712)
navigate and read texts for specific purposes applying
appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of
textual sources including media and digital
texts (ACELY1703, ACELY1713)
recognise how aspects of personal perspective influence
responses to text
summarise a text and evaluate the intended message or
theme
analyse and evaluate the way that inference is used in a
text to build understanding in imaginative, informative and
persuasive texts

Stage 3 - Thinking imaginativel y, creativel y,
interpretivel y and criticall y
recognise and explain creative language features in imaginative,
informative and persuasive texts that contribute to engagement
and meaning
interpret events, situations and characters in texts
think critically about aspects of texts such as ideas and events
think imaginatively when engaging with texts, using prediction, for
example, to imagine what happens to characters after the text
understand how authors often innovate on text structures and play
with language features to achieve particular aesthetic, humorous
and persuasive purposes and effects (ACELA1518)
create literary texts that adapt or combine aspects of texts
students have experienced in innovative ways (ACELT1612,
ACELT1618)

adapt aspects of print or media texts to create new texts by
thinking creatively and imaginatively about character, setting,
narrative voice, dialogue and events

Stage 3 - Expressing themselves
recognise that ideas in literary texts can be conveyed from
different viewpoints, which can lead to different kinds of
interpretations and responses (ACELT1610)
consider how texts about local events and issues in the media are
presented to engage the reader or viewer
make connections between students' own experiences and those
of characters and events represented in texts drawn from different
historical, social and cultural contexts (ACELT1613)
identify aspects of literary texts that convey details or information
about particular social, cultural and historical
contexts (ACELT1608)
recognise how the use of language and visual features can
depict cultural assumptions in texts
identify language features used to position the reader/viewer in a
wide variety of communication activities for a range of purposes,
including debates, formal talks, interviews, explanations,
anecdotes and recitations
discuss and explore moral, ethical and social dilemmas
encountered in texts
discuss aspects of literature from a range of cultures to explore common
experiences and ideas as well as recognising difference


Strategies
Basic and clear instructions given to individuals

Reads level appropriate books during class D.E.A.R time.

Borrows level appropriate books from the library

Allow time for 1:1 reading in class

Reading group activities are level appropriate

Focus on comprehension strategies (here, hidden, head)

Use flash cards showing single sounds, blends, diagraphs, beginning and
ending sounds.

Desk display with necessary sounds etc for quick reference.

Junior dictionary on hand to use in class

Individualised spelling activities

Level appropriate spelling lists

Use of level appropriate spelling program for homework

Use Reading to Learn in class

Display common sight words and high frequency words around the room

1:1 reading aloud and editing skills taught when reviewing written text

Storyboards used during creative writing

Creative writing story starter cards used in creative writing

Homework set at appropriate level

Introduction of WALTs and Success Criteria so students are aware of
learning intentions and what they need to do in that lesson to succeed.

Use working memory exercises daily in class

Set working memory tasks as extra homework


























Review

- This ILP for Claudia started at the end of Term 3.
- Claudia was assessed by the school counsellor and results of this test showed she had low working memory.
- I continue to complete working memory activities in class for all students. I endeavour to do one a day.
- Claudias ILP is suited to her and I do not feel there needs to be any further adjustments.
- Testing in Week 4 will hopefully show Lucy has improved over the year.

O
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Student: Darcy Adams Class: 5M
Individual Learning Plan: Writing, Spelling, Grammar and Punctuation Semester: 2
INDICATORS TEACHING & LEARNING ACTIVITIES INDICATORS FOR
ASSESSMENT
plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose and
audience
understand, interpret and experiment with the use of imagery in
imaginative texts, poetry and songs, egsimiles, metaphors,
personification and sound devices such as alliteration
understand how authors often innovate on text structures and
play with language features to achieve particular aesthetic,
humorous and persuasive purposes and effects
experiment with others' imaginative texts by changing aspects
such as place, characters, rhythm, mood, sound effects and
dialogue
discuss and reflect on the roles and responsibilities when working
as a member of a group and evaluate the benefits of working
collaboratively with peers to achieve a goal
critically reflect on the effectiveness of their own and others'
writing, seeking and responding to feedback
recognise most misspelt words in their own writing and use a
variety of resources for correction
integrate a range of spelling strategies and conventions to
accurately spell most words, including words of many syllables,
when composing imaginative and other texts
use morphemic, visual, syntactic, semantic and phonological
strategies, eg recognition of letter patterns of words, when
composing texts
Darcy will research authors and discover
why his writing is effective and learn how
he can use this in his own writing.
Darcy will be given texts to rewrite using
the authors text to experiment with his
own imagination
Group work will be the underpinning role
in all extension work.
Darcy will be given time to evaluate his
own and his peers work to find ways to
improve his writing.
Darcy will edit his own and his peers
work for spelling and grammatical errors
Darcy will extend their vocabulary when
writing texts using correct spelling
Are students participating
in and completing their
expected tasks?
Are the students
understanding the
expectations set for them?
Are the students coping
emotionally with the
extension work?
Is the completed work
finished to a high standard?
EVALUATION
- Darcy is a very capable young man who strives to achieve the challenges set for him.
- He is a quiet and hard working young man.
- The Year 6 spelling lists are extending Darcy as are the Literacy activities taken from Year 7 texts.
- Darcy still needs further assistance on proof reading and extending his writing including using a more mature style of writing.
- Strategies will continue to assist and extend Darcy further in Term 3.

O
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s
:
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3
-
3
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Student: Darcy Adams. Class: 5M
Individual Learning Plan: Reading Semester: 2
INDICATORS TEACHING & LEARNING ACTIVITIES INDICATORS FOR ASSESSMENT
appreciate how demanding texts, eg
extended novels and informative texts,
contain increasing levels of complexity
and abstraction to enhance enjoyment
recognise and compare how composers
use a range of language features,
including connectives, topic sentences
and active and passive voice, to achieve
their purposes
understand that the starting point of a
sentence gives prominence to the
message in the text and allows for
prediction of how the text will unfold
select, navigate and read texts for a
range of purposes, applying
appropriate text processing strategies
and interpreting structural features, for
example table of contents, glossary,
chapters, headings and subheadings
navigate and read texts for specific
purposes applying appropriate text
processing strategies, for example
predicting and confirming, monitoring
meaning, skimming and scanning
use comprehension strategies to
interpret and analyse information and
ideas, comparing content from a
variety of textual sources including
media and digital texts
Students will be given extension readers and
comprehension each week.
When possible, students will then extend themselves using
their reader as a basis for research on class ipads.
Focus will be placed on sentence structure and how to skim
a text through reading the start of a paragraph
More difficult texts will be used to extend the students
knowledge of reading
Comprehension activities will focus on the text at hand.
Are students participating and completing
their expected tasks?
Are the students understanding the
expectations set for them?
Are the students coping emotionally with
the extension work?
Is the completed work finished to a high
standard?
EVALUATION
- Darcys Literacy activities for reading groups are taken from Year 7 texts.
- Novels chosen for and by Darcy are at a Year 7/8 Level.
- Strategies will continue to assist and extend Darcy further in Term 4 and do not need to be adjusted at this stage.


































For Shaelie, Jack, Riley and Izaak
English K-10
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
Stage 3 - Speaking and listening
use appropriate metalanguage to identify and describe
relationships between and among texts
use metalanguage to describe the effects of ideas, text
structures and language features on particular audiences
(ACELT1795)

participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions
(ACELY1709)

Stage 3 - Writing and representing
understand and appreciate the way texts are shaped through
exploring a range of language forms and features and ideas
experiment and use aspects of composing that enhance
learning and enjoyment
identify and explore underlying themes and central storylines in
imaginative texts
understand and use the key elements of planning, composing,
reviewing and publishing in order to meet the increasing
demands of topic, audience and language
plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate
to purpose and audience (ACELY1704, ACELY1714)
understand, interpret and experiment with the use of imagery in
imaginative texts, poetry and songs, eg similes, metaphors,
personification and sound devices such as alliteration
investigate how complex sentences can be used in a variety of
ways to elaborate, extend and explain ideas (ACELA1522)
compose imaginative and informative texts that show evidence
of developed ideas
compose increasingly complex print, visual, multimodal and
digital texts, experimenting with language,
design, layout and graphics
reread and edit students' own and others' work using agreed
criteria and explaining editing choices (ACELY1705,
ACELY1715)
develop a handwriting style that is legible, fluent and automatic
and varies according to audience and purpose (ACELY1706,
ACELY1716)

Stage 3 - Reading and viewing
understand how texts vary in purpose, structure and topic
as well as the degree of formality (ACELA1504)
appreciate how demanding texts, eg extended novels and
informative texts, contain increasing levels of complexity
and abstraction to enhance enjoyment
analyse how text structures and language features work
together to meet the purpose of a text (ACELY1711)
recognise and compare how composers use a range of
language features, including connectives, topic sentences
and active and passive voice, to achieve their purposes
recognise how grammatical features help to build meaning
in texts, including reference links and adverbial and
adjectival phrases
recognise evaluative language, including emotive
language and modality
understand, interpret and experiment with sound devices
and imagery, including simile, metaphor and
personification, in narratives, shape poetry, songs,
anthems and odes (ACELT1611)
select, navigate and read texts for a range of purposes,
applying appropriate text processing strategies and
interpreting structural features, for example table of
contents, glossary, chapters, headings and subheadings
(ACELY1712)
navigate and read texts for specific purposes applying
appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of
textual sources including media and digital texts
(ACELY1703, ACELY1713)
recognise how aspects of personal perspective influence
responses to text
summarise a text and evaluate the intended message or
theme
analyse and evaluate the way that inference is used in a
text to build understanding in imaginative, informative and
persuasive texts

Stage 3 - Thinking imaginativel y, creativel y,
interpretivel y and criticall y
recognise and explain creative language features in imaginative,
informative and persuasive texts that contribute to engagement
and meaning
interpret events, situations and characters in texts
think critically about aspects of texts such as ideas and events
think imaginatively when engaging with texts, using prediction, for
example, to imagine what happens to characters after the text
understand how authors often innovate on text structures and play
with language features to achieve particular aesthetic, humorous
and persuasive purposes and effects (ACELA1518)
create literary texts that adapt or combine aspects of texts
students have experienced in innovative ways (ACELT1612,
ACELT1618)

adapt aspects of print or media texts to create new texts by
thinking creatively and imaginatively about character, setting,
narrative voice, dialogue and events

Stage 3 - Expressing themselves
recognise that ideas in literary texts can be conveyed from
different viewpoints, which can lead to different kinds of
interpretations and responses (ACELT1610)
consider how texts about local events and issues in the media are
presented to engage the reader or viewer
make connections between students' own experiences and those
of characters and events represented in texts drawn from different
historical, social and cultural contexts (ACELT1613)
identify aspects of literary texts that convey details or information
about particular social, cultural and historical contexts
(ACELT1608)
recognise how the use of language and visual features can
depict cultural assumptions in texts
identify language features used to position the reader/viewer in a
wide variety of communication activities for a range of purposes,
including debates, formal talks, interviews, explanations,
anecdotes and recitations
discuss and explore moral, ethical and social dilemmas
encountered in texts
discuss aspects of literature from a range of cultures to explore common
experiences and ideas as well as recognising difference


Strategies
Basic and clear instructions given to individuals

Reads level appropriate books during class D.E.A.R time.

Borrows level appropriate books from the library

Allow time for 1:1 reading in class

Reading group activities are level appropriate

Focus on comprehension strategies (here, hidden, head)

Use flash cards showing single sounds, blends, diagraphs, beginning and
ending sounds.

Desk display with necessary sounds etc for quick reference.

Junior dictionary on hand to use in class

Individualised spelling activities

Level appropriate spelling lists

Use of level appropriate spelling program for homework

Use Reading to Learn in class

Display common sight words and high frequency words around the room

1:1 reading aloud and editing skills taught when reviewing written text

Storyboards used during creative writing

Creative writing story starter cards used in creative writing

Homework set at appropriate level

Introduction of WALTs and Success Criteria so students are aware of
learning intentions and what they need to do in that lesson to succeed.

Use working memory exercises daily in class

Set working memory tasks as extra homework


















Review

- Confidence of individual students is increasing
- The returning of Literacy homework from individual
students is still a challenge.
- All other strategies in place to assist students on this ILP
will remain the same.
- I continue to complete working memory activities in class
for all students. I endeavour to do one a day.
- Testing in Week 4 will hopefully show improvement over the
year.









































For Jai, Kelsey and Eden
English K-10
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
Stage 3 - Speaking and listening
use appropriate metalanguage to identify and describe
relationships between and among texts
use metalanguage to describe the effects of ideas, text
structures and language features on particular audiences
(ACELT1795)

participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions
(ACELY1709)

Stage 3 - Writing and representing
understand and appreciate the way texts are shaped through
exploring a range of language forms and features and ideas
experiment and use aspects of composing that enhance
learning and enjoyment
identify and explore underlying themes and central storylines in
imaginative texts
understand and use the key elements of planning, composing,
reviewing and publishing in order to meet the increasing
demands of topic, audience and language
plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate
to purpose and audience (ACELY1704, ACELY1714)
understand, interpret and experiment with the use of imagery in
imaginative texts, poetry and songs, eg similes, metaphors,
personification and sound devices such as alliteration
investigate how complex sentences can be used in a variety of
ways to elaborate, extend and explain ideas (ACELA1522)
compose imaginative and informative texts that show evidence
of developed ideas
compose increasingly complex print, visual, multimodal and
digital texts, experimenting with language,
design, layout and graphics
reread and edit students' own and others' work using agreed
criteria and explaining editing choices (ACELY1705,
ACELY1715)
develop a handwriting style that is legible, fluent and automatic
and varies according to audience and purpose (ACELY1706,
ACELY1716)

Stage 3 - Reading and viewing
understand how texts vary in purpose, structure and topic
as well as the degree of formality (ACELA1504)
appreciate how demanding texts, eg extended novels and
informative texts, contain increasing levels of complexity
and abstraction to enhance enjoyment
analyse how text structures and language features work
together to meet the purpose of a text (ACELY1711)
recognise and compare how composers use a range of
language features, including connectives, topic sentences
and active and passive voice, to achieve their purposes
recognise how grammatical features help to build meaning
in texts, including reference links and adverbial and
adjectival phrases
recognise evaluative language, including emotive
language and modality
understand, interpret and experiment with sound devices
and imagery, including simile, metaphor and
personification, in narratives, shape poetry, songs,
anthems and odes (ACELT1611)
select, navigate and read texts for a range of purposes,
applying appropriate text processing strategies and
interpreting structural features, for example table of
contents, glossary, chapters, headings and subheadings
(ACELY1712)
navigate and read texts for specific purposes applying
appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of
textual sources including media and digital texts
(ACELY1703, ACELY1713)
recognise how aspects of personal perspective influence
responses to text
summarise a text and evaluate the intended message or
theme
analyse and evaluate the way that inference is used in a
text to build understanding in imaginative, informative and
persuasive texts

Stage 3 - Thinking imaginativel y, creativel y,
interpretivel y and criticall y
recognise and explain creative language features in imaginative,
informative and persuasive texts that contribute to engagement
and meaning
interpret events, situations and characters in texts
think critically about aspects of texts such as ideas and events
think imaginatively when engaging with texts, using prediction, for
example, to imagine what happens to characters after the text
understand how authors often innovate on text structures and play
with language features to achieve particular aesthetic, humorous
and persuasive purposes and effects (ACELA1518)
create literary texts that adapt or combine aspects of texts
students have experienced in innovative ways (ACELT1612,
ACELT1618)

adapt aspects of print or media texts to create new texts by
thinking creatively and imaginatively about character, setting,
narrative voice, dialogue and events

Stage 3 - Expressing themselves
recognise that ideas in literary texts can be conveyed from
different viewpoints, which can lead to different kinds of
interpretations and responses (ACELT1610)
consider how texts about local events and issues in the media are
presented to engage the reader or viewer
make connections between students' own experiences and those
of characters and events represented in texts drawn from different
historical, social and cultural contexts (ACELT1613)
identify aspects of literary texts that convey details or information
about particular social, cultural and historical contexts
(ACELT1608)
recognise how the use of language and visual features can
depict cultural assumptions in texts
identify language features used to position the reader/viewer in a
wide variety of communication activities for a range of purposes,
including debates, formal talks, interviews, explanations,
anecdotes and recitations
discuss and explore moral, ethical and social dilemmas
encountered in texts
discuss aspects of literature from a range of cultures to explore common
experiences and ideas as well as recognising difference


Strategies
Basic and clear instructions given to individuals

Reads level appropriate books during class D.E.A.R time.

Borrows level appropriate books from the library

Allow time for 1:1 reading in class

Reading group activities are level appropriate

Focus on comprehension strategies (here, hidden, head)

Use flash cards showing single sounds, blends, diagraphs, beginning and
ending sounds.

Desk display with necessary sounds etc for quick reference.

Junior dictionary on hand to use in class

Individualised spelling activities

Level appropriate spelling lists

Use of level appropriate spelling program for homework

Use Reading to Learn in class

Display common sight words and high frequency words around the room

1:1 reading aloud and editing skills taught when reviewing written text

Storyboards used during creative writing

Creative writing story starter cards used in creative writing

Homework set at appropriate level

Introduction of WALTs and Success Criteria so students are aware of
learning intentions and what they need to do in that lesson to succeed.

Use working memory exercises daily in class

Set working memory tasks as extra homework

























Review

- Eden is receiving one-on-one reading assistance twice a
week with Mrs Munn.
- In class strategies and altered programs appear to be
working well and I do not feel any further adjustments need
to be made.
- Confidence of individual students is increasing
- The returning of Literacy homework from individual
students is still a challenge.
- I continue to complete working memory activities in class
for all students. I endeavour to do one a day.
- Testing in Week 4 will hopefully show Lucy has improved
over the year.






































ForLucy Hallett
English K-10
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
Stage 3 - Speaking and listening
use appropriate metalanguage to identify and describe
relationships between and among texts
use metalanguage to describe the effects of ideas, text
structures and language features on particular
audiences (ACELT1795)

participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and
opinions (ACELY1709)

Stage 3 - Writing and representing
understand and appreciate the way texts are shaped through
exploring a range of language forms and features and ideas
experiment and use aspects of composing that enhance
learning and enjoyment
identify and explore underlying themes and central storylines in
imaginative texts
understand and use the key elements of planning, composing,
reviewing and publishing in order to meet the increasing
demands of topic, audience and language
plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate
to purpose and audience (ACELY1704, ACELY1714)
understand, interpret and experiment with the use of imagery in
imaginative texts, poetry and songs, eg similes, metaphors,
personification and sound devices such as alliteration
investigate how complex sentences can be used in a variety of
ways to elaborate, extend and explain ideas (ACELA1522)
compose imaginative and informative texts that show evidence
of developed ideas
compose increasingly complex print, visual, multimodal and
digital texts, experimenting with language,
design, layout and graphics
reread and edit students' own and others' work using agreed
criteria and explaining editing choices (ACELY1705,
ACELY1715)
develop a handwriting style that is legible, fluent and automatic
and varies according to audience and purpose (ACELY1706,
ACELY1716)

Stage 3 - Reading and viewing
understand how texts vary in purpose, structure and topic
as well as the degree of formality (ACELA1504)
appreciate how demanding texts, eg extended novels and
informative texts, contain increasing levels of complexity
and abstraction to enhance enjoyment
analyse how text structures and language features work
together to meet the purpose of a text (ACELY1711)
recognise and compare how composers use a range of
language features, including connectives, topic sentences
and active and passive voice, to achieve their purposes
recognise how grammatical features help to build meaning
in texts, including reference links and adverbial and
adjectival phrases
recognise evaluative language, including emotive
language and modality
understand, interpret and experiment with sound devices
and imagery, including simile, metaphor and
personification, in narratives, shape poetry, songs,
anthems and odes (ACELT1611)
select, navigate and read texts for a range of purposes,
applying appropriate text processing strategies and
interpreting structural features, for example table of
contents, glossary, chapters, headings and
subheadings (ACELY1712)
navigate and read texts for specific purposes applying
appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of
textual sources including media and digital
texts (ACELY1703, ACELY1713)
recognise how aspects of personal perspective influence
responses to text
summarise a text and evaluate the intended message or
theme
analyse and evaluate the way that inference is used in a
text to build understanding in imaginative, informative and
persuasive texts

Stage 3 - Thinking imaginativel y, creativel y,
interpretivel y and criticall y
recognise and explain creative language features in imaginative,
informative and persuasive texts that contribute to engagement
and meaning
interpret events, situations and characters in texts
think critically about aspects of texts such as ideas and events
think imaginatively when engaging with texts, using prediction, for
example, to imagine what happens to characters after the text
understand how authors often innovate on text structures and play
with language features to achieve particular aesthetic, humorous
and persuasive purposes and effects (ACELA1518)
create literary texts that adapt or combine aspects of texts
students have experienced in innovative ways (ACELT1612,
ACELT1618)

adapt aspects of print or media texts to create new texts by
thinking creatively and imaginatively about character, setting,
narrative voice, dialogue and events

Stage 3 - Expressing themselves
recognise that ideas in literary texts can be conveyed from
different viewpoints, which can lead to different kinds of
interpretations and responses (ACELT1610)
consider how texts about local events and issues in the media are
presented to engage the reader or viewer
make connections between students' own experiences and those
of characters and events represented in texts drawn from different
historical, social and cultural contexts (ACELT1613)
identify aspects of literary texts that convey details or information
about particular social, cultural and historical
contexts (ACELT1608)
recognise how the use of language and visual features can
depict cultural assumptions in texts
identify language features used to position the reader/viewer in a
wide variety of communication activities for a range of purposes,
including debates, formal talks, interviews, explanations,
anecdotes and recitations
discuss and explore moral, ethical and social dilemmas
encountered in texts
discuss aspects of literature from a range of cultures to explore common
experiences and ideas as well as recognising difference


Strategies
Basic and clear instructions given to individuals

Reads level appropriate books during class D.E.A.R time.

Borrows level appropriate books from the library

Allow time for 1:1 reading in class

Reading group activities are level appropriate

Focus on comprehension strategies (here, hidden, head)

Use flash cards showing single sounds, blends, diagraphs, beginning and
ending sounds.

Desk display with necessary sounds etc for quick reference.

Junior dictionary on hand to use in class

Individualised spelling activities

Level appropriate spelling lists

Use of level appropriate spelling program for homework

Use Reading to Learn in class

Display common sight words and high frequency words around the room

1:1 reading aloud and editing skills taught when reviewing written text

Storyboards used during creative writing

Creative writing story starter cards used in creative writing

Homework set at appropriate level

Introduction of WALTs and Success Criteria so students are aware of
learning intentions and what they need to do in that lesson to succeed.

Use working memory exercises daily in class

Set working memory tasks as extra homework


























Review

- This ILP for Lucy started at the end of Term 3.
- Lucy was assessed by the school counsellor and results of this test showed she had low working memory.
- I continue to complete working memory activities in class for all students. I endeavour to do one a day.
- Lucys ILP is suited to her and I do not feel there needs to be any further adjustments.
- Testing in Week 4 will hopefully show Lucy has improved over the year.












MathsIndividual Learning Plan (5M Maths Group)











Working
Mathematically

Number
Patterns and
Algebra

Measurment
Space and
Geometry






Strategies Evaluation
Basic and clear instructions given to individuals at all times

Level appropriate maths mentals to begin each lesson.

Quick and basic lesson introductions involving hands on game

Use of Teachers Aide to divide class into two groups to enable more individual approach to learning.

Level appropriate homework set weekly.

Lessons are mainly hands on work

Extra NAPLAN preparation conducted in class

Students are being taught at the appropriate level needed












- We will continue to
cater for different
learning styles by using
hands on, interactive,
visual and written
maths lessons.
- 5 students who are
working at a Year 2
level will continue to
receive extra
assistance to reinforce
basic number concepts.
- Students needs
continue to be
addressed in this
maths class and I do
not feel further
adjustments need to be
made at this time.