Professional Documents
Culture Documents
Review Date:
Year Level: Grade 5
D.O.B.
10 / July / 2003
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Entry Skills. Kevin is on track academically, but is still struggling to interact with his peers effectively. While Kevin has been making
progress he still needs to manage his anger and frustration towards others.
Kevins strengths in the classroom are:
- Good oral language skills
- Can stay on task
- High level literacy and numeracy skills
- Good recall skills (facts)
- Passion when engaging in activities that he likes
- Happy to follow routines
Challenges (Areas for Improvement)
Providing Kevin with further support in terms of his social skills, executive functions and management of his anger and frustration towards
others, will enhance his school experience.
Learning Priorities (Future Learning)
It is important that Kevin is provided opportunities to improve his interpersonal learning, where enhancing social behaviour and awareness of
others is extended.
Childs characteristics: Kevin is still having trouble with executive functions such as organisation, time management and learning from past
experiences. For example, if he didnt plan his time well on a previous task, he does not use this experience to inform how he will plan his time for
his current task. Kevin also has a tendency to get stuck focussing on details rather than the whole picture when working alone and in small groups,
which in turn can lead to struggles with his working memory (keeping information in mind while working with it). On a positive note, Kevin is still
displaying excellent recall and exemplary oral language skills.
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Impacts: Kevin has a tendency to become anxious if he doesn't complete a task on time, which is problematic because due to his struggles with
executive functions, he often has trouble finishing work in the allocated time. He sometimes becomes embarrassed when he can't organise/plan
tasks effectively, and can often repeat the same mistake numerous times. Kevin can focus well on task but this can become problematic when he
gets too hung up on the little details rather than the bigger picture. This can also lead to difficulties using working memory, which in turn leads to
further frustration and anxiety.
Implications
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Devised
Semester Goals
(Long Term)
(WHAT)
Curriculum Areas
Strategies/Methods
Mode of Delivery
(HOW)
(WHO / WHEN)
00/00/00
Mode of
Assessment
Evaluation
dd/mm/yy
1. Social
Kevin will work towards
1. Values Education
implement strategies to
others.
respond appropriately to
non-verbal communications
At home practicing
expression emotions
and body language with
2. Physical Education
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2. Emotional
Kevin will learn strategies to
manage his anger and
1. Personal development:
Interpersonal Learning
When appropriate
Kevon can work with a
partner to discuss and
incident and
appropriate measures
to draw on to solve
problems
3. Cognitive
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At the beginning of
work time teacher
implements time
accomplishment
2. Mathematics
Use am and pm notation
and solve simple time
problems (VCAA
allocations to tasks.
EVALUATION KEY:
1 = Little or No Progress
2 = Satisfactory Progress
Strategies:
Well-being and resilience
- anger and frustration (journal)
-by using visual aids and the clock method, gives Kevin a chance to avoid frustration with himself and complete work on time to the best of his
ability.
EDFD221 BALLARAT, 2014
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Protective factors
By helping his understand emotions and body language of others protects him from severing his relationships with others
References:
http://ausvels.vcaa.vic.edu.au/Level4
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Fill in blanks for your section (mode of assessment, characteristics, impacts, teacher implications)
- appendices
- refences
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