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Individual learning plan (EDFD221 Assignment 3)

Name: Mark (Grade 3 student)

Date Commenced: 22nd May 2015

Review Date: 6th November 2015 (6 months from
commencement date)
Team Participants: Classroom teacher, parent, specialist teachers, counsellor, principal, previous teachers.
Entry Skills (What the student has achieved): Mark is a visual learner and is able to complete work individually when he
understands what he needs to complete. Mark has achieved average grades. Mark is knowledgeable when it comes to
technology and enjoys playing on tablets.
Challenges (Areas for Improvement): When Mark has difficulty completing tasks in the classroom he will most commonly
just sit there doing nothing and does not ask anyone to help with what he is having trouble with. Mark needs to engage in a
social group in the classroom and outside of the classroom. He often does not contribute in class discussions and is most
commonly seen playing on his own in the playground. Mark has high levels of anxiety.
Learning Priorities (Future Learning): Mark needs to be able to ask for help when he does not understand something. Mark
needs to be able to work with groups in the classroom and join in with class discussions. Even though his grades are average,
they can improve if these other issues are addressed and could push him to a higher academic level. Behaviour change in the
student occurs more readily when the focus is on support, building the skills needed for pro social behaviour and increasing the
student's wellbeing.(Behaviour support plans, 2014) Therefore support and building skills for Marks social in capabilities and
anxiety will be the focus for his learning plan.
Focus area linked to
Specific learning outcome Intervention plan,
Monitoring and evaluation
curriculum
(Goals)
curriculum adaptations,
strategies
(SMART: Specific,
teaching strategies,
Measurable, Attainable,
resources, personnel
Relevant, Time-Bound
English
Short term: Mark will work in
Teacher will place Mark with
Teacher will be able to see
specific people when working
interacting with others a pair to complete tasks by
the contribution Mark
in groups to help him become
(listening and speaking the end of the week. The
makes into the group work
group size will gradually
familiar in completing tasks
interactions)
through how he has
increase each week.
with classmates.
completed his designated
role.
language for
Long term: By the end of the
Teacher will explicitly explain
Teacher has one member
interaction (language
term
(10
weeks)
Mark
will
be
the
tasks
that
need
to
be
for social interaction)
of the group give feedback
able to successfully work
completed and will designated
each week on how they
collaboratively in groups with specific roles to each member
worked together.
By Christina Sercia S00146726 and Maddison Dowel S00155807

Individual learning plan (EDFD221 Assignment 3)

peers.

Communication
English
language for
interaction (evaluative
language)

Short term: By the end of the

week Mark will use his visual
cue cards to ask for help.
Short term: By the end of 3
weeks Mark will start to ask
for help without the reliance
on the visual cue cards.
Long term: By the end of the
6 weeks Mark will be able to
successfully complete set
individual tasks and ask for
any help needed.

Social Skills
English
language for interaction
(evaluative language)

so that everyone has a

contribution. In order to
involve all members of a group
in a hands-on learning activity,
one should assign roles for the
children. (Perspective of
hands-on science teaching,
1994)

Mark will have visual cue cards

to help him communicate to
the teacher when assistance is
needed. Attempts to
compensate for limited verbal
communication skills by
integrating symbols, devices,
techniques, and strategies to
enhance or encourage
communication. (Trief, 2007,
p.613)

Mark will sit at the front of the

room when in any classroom
whether it is on the floor or
desks so that he does not
become distracted easily.
Short term: Mark will attend a Teacher will help and provide
weekly activity that will help
Mark with an activity that he is
him and encourage him to
interested in. This will help him
interact with other students.
gain confidence in
communicating and therefore
Long term: By the end of the
lead to friendships.
month (4 weeks) Mark will
Friendships provide a context
find a group of friends and
for the development of social
play with them during recess skills. (Glick & Amanda, 2011,

By Christina Sercia S00146726 and Maddison Dowel S00155807

Teachers daily planner will

keep a record.
Mark (sticker board) once
he gains 10 stickers he is
allowed one reward, such
as iPad time for 10
minutes)
Teacher will be able to see
how much of the task he
has completed and record
in daily planner whether he
asked for assistance or not.
Mark (sticker board) once
he gains 10 stickers he is
allowed one reward, such
as iPad time for 10
minutes)

Recess and Lunch Monitors

to check he is playing
nicely and not by himself
and report back to teacher.
Teachers daily planner will
record when he plays alone
and when plays with
friends.
Mark (sticker board) once

Individual learning plan (EDFD221 Assignment 3)

and lunch times

Behaviour

Short term: Mark will feel

comfortable within a week to
go to the class safe place
when he feels anxiety in the
classroom.
Short term: With in a month
Mark will feel comfortable
going to the safe space in the
classroom and using the
visual cue cards to help him
express to the teacher how
he is feeling.
Long term: After a term Mark
will be able to go to the safe
space and communicate how
he feels without the use of
the visual cue cards.

By Christina Sercia S00146726 and Maddison Dowel S00155807

p 1117)
Teacher will include new
friends in-group tasks for Mark
to feel less anxiety and has
someone he can turn to if
needed.
People with social anxiety
disorder are afraid that theyll
act in a way that leads to
embarrassment or
humiliation. (Ford, Liebowitz
& Andrews, 2007, p30)
Therefore creating a safe
space for Mark will allow him
to feel safe when he is feeling
anxious.

he gains 10 stickers he is
allowed one reward, such
as iPad time for 10
minutes)

Teacher addressing Mark

when he uses the safe
space to ensure he is not
just going there to get out
of doing work.
Teacher will record in daily
planner how often the safe
space is used for Mark and
whether it helps him
express his emotions.

Individual learning plan (EDFD221 Assignment 3)

Planning Matrix

By Christina Sercia S00146726 and Maddison Dowel S00155807

Individual learning plan (EDFD221 Assignment 3)

Communication
Characteris
tics

Implication
s

Strategies

Social Interactions

Information processing &

Learning styles

Does not ask for help.

Does not communicate with
others.
Rarely interacts in the class
discussions.
Has anxiety.

Does not have many friends.

Left out in group activities.
Does not play with peers.

Feels uncomfortable when

socialising.
Feel uncomfortable talking
in front of the class.
For him to feel he is in a
safe supportive and
inclusive environment.

Mark to build a friendship

group in and out of the
classroom.
Work competently on group
tasks

Speak in a calm tone when

students/teachers are
speaking him.
Safe space for him to go to
(this will have picture cue
cards to help him
communicate his feelings.)
Picture cue cards at his desk
to help him ask for
assistance.
Written handouts and print
outs of slides for him to
have at his desk.

Find students with similar

interests to him.
Help him interact with peers
and work collaboratively on
group tasks.
Always keep him engaged
using visual cues and ask if he
needs help

By Christina Sercia S00146726 and Maddison Dowel S00155807

Struggles to concentrate
when completing tasks on
the floor with the class.
Struggles to concentrate
when completing individual
tasks.

Mark to be engaged in
more class discussions.
Mark to be engaged in
activities completed at his
desk.
Distracts other students.
If more engaged in the
work will be less distracting
to others in the classroom.
Use visual content in the
classroom.
Written handouts and print
outs of slides for him to
have at his desk.
More visual content to
engage him so he has less
chance of becoming
distracted

Individual learning plan (EDFD221 Assignment 3)

Reference List
AusVels Level 3. (2015). AusVels Level 3 Achievement Standards. Retrieved 22 May 2015, from
http://ausvels.vcaa.vic.edu.au/Level3.
Department of education and training. (13th March 2014). Behaviour support plans. Retrieved from
http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/teachplans.aspx.
Ford, E., Liebowitz, M., & Andrews, L. W. (2007). What You Must Think of Me: A Firsthand Account of One Teenager's Experience
with Social Anxiety Disorder. Cary, NC, USA: Oxford University Press. Retrieved from http://www.ebrary.com.
Glick, G. C. & Rose, A. J. (2011). Prospective associations between friendship adjustment and social strategies: friendship as a
context for building social skills. Developmental Psychology, 47(4), p 1117-1132.
Haury, D. L. & Rillero, P. (1994). Perspectives of hands-on science teaching. Retrieved from
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-7.htm.
Trief, E. (2007). The use of tangible cues for children with multiple disabilities and visual impairment. Journal Of Visual Impairment
& Blindness, 101(10), 613-619.

By Christina Sercia S00146726 and Maddison Dowel S00155807

Individual learning plan (EDFD221 Assignment 3)

Criteria
Documents academic, social
and emotional development of
the individual in positive/
strengths based language (LO3)

Characteristics (LO4)

Impacts on individuals and

others (LO4)

Distinctions
Matrix and other
documentation and
discussion
demonstrate
consistent very high
level, comprehensive
information on the
childs social and
emotional
development in
extremely well
considered positive/
strengths based
language.
Excellent, highly
informed and
knowledgeable
understanding of the
characteristics of the
child within an
inclusive educational
setting. Excellent
documentation
within the planning
matrix.

Credit
Matrix and other
documentation and
discussion
demonstrate good
evidence of
comprehensive
information on the
childs social and
emotional
development with
good positive/
strengths based
language.

Pass
Matrix and other
documentation
and discussion
demonstrate
satisfactory
information on
the childs social
and emotional
development
with satisfactory
positive/
strengths based
language.

Informed approach
with good knowledge
and understanding
of the characteristics
of the child within an
inclusive educational
setting. Wellconsidered
documentation
within the planning
matrix.

Highly insightful,
connected and
comprehensive
consideration of
possible impact of

Good consideration
of and thoughtful
detail of possible
impact of these
characteristics on

Satisfactory
knowledge and
understanding of
the
characteristics of
the child within
an inclusive
educational
setting.
Satisfactory
documentation
within the
planning matrix.
Satisfactory
consideration of
possible impact
of these
characteristics

By Christina Sercia S00146726 and Maddison Dowel S00155807

Fail (NN)
Matrix and other
documentation
and discussion
demonstrate little,
poorly considered
or no information
on the childs
social and
emotional
development with
little, poorly
considered or no
positive/ strengths
based language.
Limited, poor or no
clear knowledge
and understanding
of the
characteristics of
the child within an
inclusive
educational
setting. Limited,
poor or no
documentation
within the planning
matrix.
Limited, poor or no
clear consideration
of possible impact
of these
characteristics on

Individual learning plan (EDFD221 Assignment 3)

these characteristics
on childs learning,
peers, family and
school/centre teams.
Excellent
documentation
within the planning
matrix.

childs learning,
peers, family and
school/centre teams.
Good documentation
within the planning
matrix.

Very high quality,

creative
differentiation of
instruction and
curriculum to meet
the needs of the
child in the inclusive
setting.

Good consideration
to differentiating
instruction and
curriculum to meet
the needs of the
child in the inclusive
setting.

Set goals and level of specificity

relating to needs through
planned task analysis (LO5,
LO8)

Excellent, high level

consideration of
goals and task
analysis to scaffold
learning to meet the
needs of the child.

Good consideration
of goals and task
analysis to scaffold
learning to meet the
needs of the child.

Strategies demonstrate an
understanding of principles of
student wellbeing and teaching
for resilience within an inclusive
setting (LO3)

Comprehensive
detailed knowledge
of student wellbeing
and teaching for
resilience and high
quality relevant
strategies for
catering for the
needs of the child in

Good knowledge of
child wellbeing and
teaching for
resilience and
relevant strategies
for an inclusive
setting. Very good
understanding of the
impact of these

Implications for the setting

(LO2, LO5, LO8)

By Christina Sercia S00146726 and Maddison Dowel S00155807

on childs
learning, peers,
family and
school/centre
teams.
Satisfactory
documentation
within the
planning matrix.
Satisfactory
consideration to
differentiating
instruction and
curriculum to
meet the needs
of the child in
the inclusive
setting.
Satisfactory
consideration of
goals and task
analysis to
scaffold learning
to meet the
needs of the
child.
Satisfactory
factual
knowledge of
child wellbeing
and teaching for
resilience and
generally
relevant
strategies for an

childs learning,
peers, family and
school/centre
teams. Limited,
poor or no clear
documentation
within the planning
matrix.
Limited, poor or no
clear consideration
to differentiating
instruction and
curriculum to meet
the needs of the
child in the
inclusive setting.
Limited, poor or no
clear consideration
of goals and task
analysis to scaffold
learning to meet
the needs of the
child.
Limited, poor or no
clear knowledge of
child wellbeing and
teaching for
resilience. Limited,
poor or no relevant
strategies for an
inclusive setting.
Inadequate

Individual learning plan (EDFD221 Assignment 3)

an inclusive setting.
Substantial insight
into the impact of
these strategies
connected to the
needs of the child.

Strategies to enhance
protective factors minimising
risk (LO2, LO4)

Comprehensive
detailed knowledge
of high quality
relevant strategies
to enhance
protective factors
minimising risk for
all in an inclusive
setting. Substantial
insight into the
impact of these
strategies connected
to the needs of the
child. Excellent
documentation
within the planning
matrix.

Specific Strategies that cater for Comprehensive, very

the individuals additional needs well planned highly
(LO5, LO8)
relevant strategies
to cater for the
childs needs.

strategies connected
to the needs of the
child.

Good knowledge of
well selected
relevant strategies
to enhance
protective factors
minimising risk for
all in an inclusive
setting. Thoughtful
consideration into
the impact of these
strategies connected
to the needs of the
child. Good
documentation
within the planning
matrix.

Well-considered,
relevant strategies
to cater for the
childs needs. Good
documentation.

By Christina Sercia S00146726 and Maddison Dowel S00155807

inclusive setting.
Adequate
understanding of
the impact of
these strategies
connected to the
needs of the
child.
Satisfactory
knowledge of
relevant
strategies to
enhance
protective
factors
minimising risk
for all in an
inclusive setting.
Adequate
consideration
into the impact
of these
strategies
connected to the
needs of the
child.
Satisfactory
documentation
within the
planning matrix.
Satisfactory and
generally
relevant
strategies to
cater for the

understanding of
the impact of the
strategies
connected to the
needs of the child.

Limited, poor or no
clear knowledge of
relevant strategies
to enhance
protective factors
minimising risk for
all in an inclusive
setting. Limited,
poor or no clear
consideration into
the impact of
these strategies
connected to the
needs of the child.
Limited, poor or no
clear
documentation
within the planning
matrix.

Limited, poor or no
clear relevant
strategies to cater
for the childs
needs. Limited,

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Individual learning plan (EDFD221 Assignment 3)

Excellent
documentation.

childs needs.
Satisfactory
documentation.
Communication of information and ideas & connecting to the literature in the field
Explicitly, accurately Explicit factual use
Explicitly used.
and insightfully used in significant ways.
Satisfactory
in significant ways.
Appropriate relevant selection and
Appropriate, relevant and recent selection, generalisation to
Sources/literature
and recent selection, good generalisation
practical
very thoughtful
to practical
experience.
generalisation to
experience.
practical experience.
Very clear,
Clear, proofed print.
Generally
accurately proofed
All information
proofed print.
print throughout. All
information very
clearly organised,
Information
clearly planned,
complete and
adequately
comprehensive,
Presentation/Format of Planning professionally
accessible. Inclusive organised and
presented and
Matrix
language used.
accessible.
thoroughly
organised,
Inclusive
scaffolded, complete
language mostly
and accessible.
Inclusive language
used.
always carefully
used throughout.
The assessment task The assessment task The assessment
cites 11 or more
cites 6-10 references task cites at
References
references with at
with at least 1 from
least 1 different
least 1 from each of
each of 5 topics.
reference from
5 topics.
each of 5 topics.

REFERENCING
Professionally presented appropriate and accurate use of APA
referencing style throughout text and accurate reference list.
http://www.acu.edu.au/student_resources/office_of_student_success/
service_areas/academic_skills/referencing/apa/

Very good
1

By Christina Sercia S00146726 and Maddison Dowel S00155807

Needs improvement
3

poor or no clear
documentation.
Fails to use source
explicitly, poor
selection and
generalisation to
practical
experience. .
Poorly proofed
print, poorly
spaced text.
Information not
clearly organised
or accessible. Very
limited, poorly
used or no use of
inclusive language.
The assessment
task cites fewer
than 1 different
reference from
each of 5 topics.

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Individual learning plan (EDFD221 Assignment 3)

General comments:

By Christina Sercia S00146726 and Maddison Dowel S00155807