Personalised Learning Plan
Focus area linked to Specific learning
Victorian
curriculum/EYLF/EAL DC
Health and physical
education:
Movement and Physical
Activity
Learning through
movement
1. “Adopt inclusive practices
when participating in
physical activities “ (VCAA,
2015).
Learning and Teaching plan, curriculum adaptations, teaching strategies, resources and Monitoring and evaluation
outcome personnel strategies
(Goals) Charlie requires effective calming, communication and social strategies to be implemented,
specialist equipment to complete tasks (Ipad, PODD book), as well as whole classroom
behaviour management strategies, with the assistance from his ISS and classroom teacher.
Entry Skill Learning activities and supports for program implementation
What skills has this student
demonstrated in relation to
this goal?
1. By the end of 1. Charlie is able to throw 1. Within PE sessions the teacher will set up various activity 1. This is a tangible goal
term 1, and roll a ball being 2m stations which allows students to choose their own participation which will be observed
Charlie will be away from a partner. level based on their individual ability (Zhang & Griffin, 2007). by counting the
able to throw However, he is not  Stations need to be constructed to aim towards student successful throws and
and catch a confident and often goals (Tomlinson, 2014). catches in a row.
soft ball to a steps aside when  2 students per station to create partners and utilise turn Charlie would be working
partner 3 receiving a ball back to taking. Give Charlie choice based on his own ability. towards this goal when
metres apart catch.  Stations may include: mini Ten pin bowling, soccer, bean he tries or attempts to
for 4 or more bag toss into target, throwing and catching, goal shooting, catch the ball rather than
consecutive bat n ball, juggling. stepping aside.
turns.  Offer different types of equipment to stimulate Charlie and
make the activity achievable for each individual.
Equipment choices need to include different items, sizes,
weights, colours and textures (Zhang & Griffin, 2007).
 Use station visual cards, which has an image of how to
complete the task at the given station (Forman & Arthur-
Kelly, 2014).
 Use warnings and timers to help Charlie know what to
expect (Zhang & Griffin, 2007).
2. By the end of 2. Charlie is able to roll a 2.
term 1, ball in a straight line to  Allow Charlie to choose a partner and practice turn taking 2. Charlie is making
Charlie will be knock over some pins of rolling the ball knocking over the pins. This allows for progress towards this
able to however he likes to do this slow exposure to team activities (Forman & Arthur- Kelly, goal when he can follow
cooperatively as an individual task. 2014). the rules to the game.
participate in Charlie is able to follow

1. By the end of
Personal and social
capability: development
of resilience
“Identify personal strengths
and select personal
qualities that could be
further
developed (VCPSCSE017)”
(VCAA, 2015).
a mini game rules however does not  Modify the rules to allow Charlie to use this walker to When he can wait his
of ten pin know the rules of ten pin assist his movement. turn, take turns with a
bowling with bowling.  Focus on delivering skill instruction in the pairs, then small partner and eventually 5-
5-6 peers groups, rather than as a whole class. 6 other peers.
following the  Use instructional videos to explain the rules of basic This will be done by
rules of the bowling that incorporates sign language (Zhang & Griffin, allowing Charlie to self-
game. 2007). evaluate through a
 Give short, direct instructions that informs the students on student- teacher
what to do rather than not what to do. For example, discussion using his
Instead of ‘Don’t bowl’. Say ‘Wait’. (Zhang & Griffin, 2007). PODD book (Hewitt,
 Once the rules are established in pairs, play the game in 2004; SCOPE, n.d.).
small groups of 3-4, to increase the amount of students
playing the one game.
 Each student has their own ball to bowl with to prevent
sharing issues and stresses.
 Implement patient/waiting/turn taking strategies.
1. Charlie can identify 1. 1.
term 1, when he is becoming  Through the use of visual aids and verbal language  Charlie is beginning to
Charlie will be angry/distressed or Charlie will be introduced to his ‘Calming corner’ by an achieve this goal when
able to use overwhelmed as he adult. Together they will establish some rules, he listens to an adults
self- begins to inhale and expectations of how to use and when to attend the area. words and attends the
regulation exhale fast, loud short Charlie will be allowed decorate or add items to his area to ‘Calming Corner’.
strategies by breathes. He is aware make it his own (Hewitt, 2004).  We have a sticker book
regularly of his feelings, however  Educators need to emphasis encouraging Charlie to and every time Charlie
removing is unable to regulate his remove himself from a situation and attend his ‘Calming goes to this corner and is
himself from a emotions and may Corner’ when he shows signs of frustration or distress. able to calm himself
stressful become aggressive Using simple, short and direct instructions such as down he receives a
situation by towards other students. ‘Charlie, Stop! You’re feeling _______. You need to go to sticker.
attending his Therefore, he cannot your ‘Calming Corner’ as well as using visual aids like a  Charlie has achieved this
‘Calming remove himself from stop sign card or saying stop in sign language (Hewitt, goal when we visually
corner’ on his the situation without the 2004). see him attending his
own accord. support of an  Encourage Charlie to use the items in the ‘Calming ‘calming corner’ without
adult/educator. Corner’. the encouragement of an
 Give him 5-10 minutes. Inform him it is time to return to the adult at present.
class.

English: Literacy
Creating texts
“Plan, draft and publish
imaginative, informative
and persuasive texts
containing key information
and supporting details for a
widening range of
audiences, demonstrating
increasing control over text
structures and language
features (VCELY299)”
(VCAA, 2015).
 Before returning to the group, address how he was feeling
and state... ’Whenever you are feeling _______ you need
to come here.’
2. By the end of 2. Currently Charlie 2. 2.
term 1, struggles to share  Expose Charlie to partner work, thus sharing equipment  Charlie is working
Charlie will be anything in his vicinity with only 1 peer in the class (Hewitt, 2004). towards this goal when
able to even if the items are  Allow Charlie to choose his partner to be someone he is he is able to share
effectively not his personal comfortable with, acquiring peer support (Pierangelo & equipment with a partner,
participate in processions. He Giuliani, 2012). with teacher inanition
turn-taking or therefore, requires his  Have only the required equipment for the task on the table without becoming
cooperative own materials to in small pots (Hewitt, 2004). frustrated or having a
sharing of complete a task.  Before beginning the task acknowledge that there is only 1 tantrum.
classroom of each item and Charlie is required to share. Use direct  Charlie has achieved
items. instruction such as … “After you have finished with this goal when he is able
(equipment). You need to pass (equipment) to (person) to to control his behaviour
have a turn.” and share classroom
 Praise his sharing ability. items corporately, with
 When he is able to share cooperatively with a partner, rarely any emotional
without adult involvement increase groups to 3-4. breakdowns.
1. By the end of 4 1. Charlie is a hands on 1. 1.Have a day-to-day
weeks, Charlie will learner and has a  Using visual prompts such as his PODD book, inform Charlie checklist for Charlie to tick off
be able to creative mind. about the presentation well in advance (SCOPE, n.d.). when he has done a task
demonstrate his Therefore, being  For the presentation Charlie can present using gestures, which is part of the process
knowledge of provided with useful pointing and sign language (Stanton & Whittaker, 2012). of completing this whole task.
where (What materials Charlie is  Adapted the task to cater to Charlie’s ability and needs by
planets?) and how able to create display allowing him to have access to technology, using an ipad to
volcanoes erupt models.
research information and produce his procedural text.
through a visual  He will not be forced to handwrite.
model  Caters to Charlie’s interests stimulating and motivating him to
presentation
complete the task.
which goes for 1  The task should be engaging to the eye with pictures of
minute in front of
planets on the instruction sheet.
a small group.  Use cognitive picture rehearsal by reading steps/instructions
aloud to Charlie for verbal recognition, accompanying pictures,
explain the sequence of a procedural text (Pierangelo &
Giuliani, 2012).
 2. In 4 weeks, 2. Often gets distracted,  Give students a grammatical procedural text structure to 2. Charlie will have
Charlie will be and overwhelmed in follow, highlighting the expectations of the task (Forman & successfully
able to produce a writing lessons as he is Arthur- Kelly, 2014). completed the task
procedural text unable to handwrite  Charlie may require sentence starters and conjunctions within by the end of the 4
using a feeling incapable of his structure. weeks when he has
technological completing the task.  Allow Charlie to work and complete the task at his own pace. an model and
aide, being an This is when a classroom environment could become loud and accompanied
ipad with the distress him. Introduce a noise/voice control pedometer to the procedural text. The
assistance of an whole class (Spencer & Simpson, 2009). teacher will analysis
educator. o 5- Loud Crowd (talk as loudly as you like) his work.
o 4- Presentation (presentation voice, everyone can
hear you)
o 3- Formal normal (normal talking voice) 3. When he does the 1
o 2- low flow (small group work, only your group should minute presentation.
hear you)
o 1-Spy talk (whispering to 1 person)
o 0- Silence is golden (complete silence)

Evaluation: Through this PLP we have implemented various teaching and differentiation strategies to aid Charlie in his personal and learning development,
as well as his motor development. This has been done by catering for his individual needs and abilities, by creating achievable goals for Charlie in the
curriculum content areas being, health and physical education (PE), personal and social capability and English (VCAA, 2015). At current, Charlie’s emotional
and social behaviours not only affect his ability to learn and participate in the classroom, but also affects the whole classroom environment. It distracts and
puts his peers at risk of harm when Charlie experiences temper tantrums. To improve Charlie’s social interaction skills and enhance his motor development
skills in PE we have introduced buddy/ partner familiarization strategies to exposure him gradually to social contexts, being a buddy he chooses, feels
comfortable with or is familiar with, known as Relationship development intervention (Pierangelo & Giuliani, 2012). Using technology in the form of
instructional videos and stations, enables Charlie to focus on the skill he is learning rather than the overwhelming social aspects involved (Tomlinson, 2014;
Hewitt, 2004). Providing Charlie with choice encourages him to take part especially by providing stimulating equipment of various textures, sizes and weights
(Zhang & Griffin, 2007). We have also introduced a ‘Calming Corner’ for Charlie to focus on self-regulation, being in control and learning to understand of his
emotions through a reward system and short, direct instruction (Hewitt, 2004). The ‘Calming Corner’ is also an interest based area filled with items that
stimulate and calm Charlie, such as transport books and soft textures (Hewitt, 2004; Spencer & Simpson, 2009). Being interested in science and capable in
the subject of English literacy, however being unable to write due to fine motor development incapability, we have implemented strategies and adapted the
curriculum to make writing tasks achievable for Charlie. Considering he is a kinestthic learner we are allowing Charlie to show his knowledge and skills
through other means other than writing, by creating a model, showing us what he knows (Pierangelo & Giuliani, 2012). Throughout the PLP we have adhered
to his learning style, which is hands on learning and incorporated the use of visual aids throughout all subject content areas, which highly assists the
communication barrier associated when interacting with children with autism. Whole class strategies such as the noise pedometer have also been
implemented to allow Charlie to feel comfortable in his environment (Pierangelo & Giuliani, 2012; Hewitt, 2004).