EIE701 Assignment 2: PLP

Context
My current teaching context is at a co-educational Government High School in
Melbournes Inner East. An affluent area, there is a culture of success and
preparedness to learn. Having said that, there is still a vast range of student
abilities across the school, a diverse range of students from different cultures
and students coming from troubled family backgrounds.

Student Profile
My chosen class is a Year 10 Physical Education, which has both practical and
theoretical components four periods a week, with three practical and one in the
classroom. My target student is Mitch who has Oppositional Defiant Disorder
(ODD) and provides funding from the government for his learning. I have taught
Mitch each year since Year 7 so have an acute awareness of how he learns, what
his strengths are, what his weaknesses are and how best to help him achieve his
learning goals. He has been on an ILP (individual learning plan) for his entire
schooling, where the teacher provides specific goals, both curriculum and
attitudinal, for Mitch to work towards in the short and long term.

Mitchs strengths use of ICT, ability to follow instructions when engaged in

learning, willingness to participate in practical classes.
Mitchs weaknesses organisation, inability to work independently, unhealthy
reliance on ICT, poor work ethic.

Policy
The Melbourne Declaration on Educational Goals for Young Australians was
written in 2008 and signed off by all Australian Education Ministers at the time,
supports the monitoring, awareness and implementation of inclusive education in
Australian schools. The two goals that underpin this declaration are:
1. Australian Schooling Promotes Equity and Excellence
2. All Young Australians become:
-Successful Learners
-Confident and Creative Individuals
-Active and Informed Citizens.
(Ministerial Council on Education, Employment, Training and Youth Affairs, 2008,
p6).

This policy guides all stakeholders involved in schools in providing learning

opportunities for all students, irrespective of entry point, background or any
other distinguishing feature.
Personalised Learning Frameworks
The Inclusive Education Frameworks that I will draw upon are the QCAA Inclusive
Strategies Framework and Differentiated Instruction.

The Queensland Curriculum and Assessment Authorities Inclusive Strategies

Framework groups adjustments to teaching, learning and assessment into five
areas:
1. Timing the amount of time allocated
2. Scheduling when assessment occurs
3. Setting where assessment is completed.
4. Presentation how an assessment appears or is communicated to a
student
5. Response how a student responses to the assessment
(QCAA, 2014, p.1)

These five groups can be adjusted to suit the learning needs of the whole class,
including Mitch. There are others in the class with some learning difficulties, or
who come from an EAL background, who would also be assisted in their learning
by the teacher adjusting the curriculum in one or more of these groups. For
Mitch, the response is the most important. For Mitch to engage in his learning, he
needs to feel like he has control over what he learns and how he demonstrates
this learning. This then links to the second inclusive education framework
Differentiated Instruction.

Differentiated instruction is a framework for effective teaching that involves

providing students with different avenues to learning. This framework not only
suits Mitchs learning, but the learning of all in the class, which is the basis of
inclusive education.

Curriculum
The Curriculum Standards that Mitch will be following is from the Victorian
Curriculum.
Standard: Health and Physical Education
Strand: Movement and Physical Activity
Sub-Strands: Moving the body, Understanding movement and Learning through
movement.
Mitch also has personal learning goals that he is assessed towards as well. These
short and long term goals are more to do with attitude and application in class,
as opposed to curriculum related goals.

Queensland Curriculum and Assessment Authority. (2014). Inclusive strategies: What are they? Catering
for diversity using the Australian Curriculum. Retrieved
from https://www.qcaa.qld.edu.au/downloads/aust_curric/ac_diversity_inclusive_strategies.pdf

Victorian Curriculum, Victorian Government (2016),

http://victoriancurriculum.vcaa.vic.edu.au/health-and-physical-
education/introduction/scope-and-sequence