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INDIVIDUAL

LEARNING PLAN
Strengths in each of the assessed areas Development in each of the assessed areas
Curriculum (Reading): Reads at a very high level compared to class mates Curriculum (Writing): Trouble staying on task
Curriculum (Reading and Comprehension): Currently is sitting between Curriculum (Handwriting): Handwriting is poor, sits between cluster 3 and 4
cluster 8 and 9 on the literacy continuum on literacy continuum
Curriculum (Spelling): Excellent ability to spell complex words Receptive Language (Listening): Becomes overwhelmed with complex/long
Receptive/Expressive language (Speaking): Offers insightful answers when instructions
asked for input regarding lessons Receptive Language (Speaking): Language is often inappropriate
Fine Motor Skills (Handwriting): Pencil grip is normal Social Competence: Easily distracted during group work, can also be very
Social competence (Group work): During group work tasks M tends to get domineering and controlling during group activities.
along with other students in his group and really enjoys the company of Fine Motor Skills: Fine motor skill development poor, hand writing messy
others. with no spaces between words, letter formations are incorrect

EAL/D Strengths EAL/D Development Needs
Matthew has a sound knowledge of English May use inconsistent letter formation and may mix upper- and lower-case
Matthew is an active participant in the classroom and school routines letters in writing
Matthew purposely engages with curriculum demands with general Learn to use the basic concepts of print in English spaces between words
success and return sweep
Matthew understands and produces spoken and written texts for a range May have difficulty setting out writing clearly and organising work in their
of specific purposes exercise book
Communicates ideas, events and experiences through drawings, copied Difficulty concentrating for long periods of time
writing or attempts at own writing Difficulty comprehending and responding too long instructions
Demonstrates some awareness that written texts are presented according
to conventions.
Focus area/s of Strength Focus EAL/D Development Need/s
Matthews reading ability is a strength that could be further developed to Produce clear and coherent texts that follow correct structure and use
assist his handwriting skills. correct terminology
Matthew will be encouraged to read a variety of texts of interest these Form correct letter formation and spacing to produce clear simple
will act as a stimulus for writing activities sentences.
Matthews ability to spell complex words will be used to improve Stay on task during most of the lesson, with minimal teacher prompting.
handwriting and writing skills.
Focus area/s of Development Other Significant Information
Handwriting skills need to be developed in order for Matthew to continue Matthew has developed his own personal goal Minimize the use of
to develop spelling and writing skills inappropriate language during group work.
Correct use of capital letters and punctuation with writing in order to All Learning Support Team (LST) members should ensure they are
convey meaning consistently modeling good manners and behaviors during all interactions
Understand the structural components of texts with Matthew.
Minimise use of inappropriate and domineering language Matthew requires one fidget toy to assist him focus, absorb more
information, self-regulate, and provide a calming influence.
Matthew loves to learn about different types of animals


Focus area
linked to Specific learning outcome/s Intervention plan, curriculum adaptations, teaching strategies, resources, personnel Monitoring and
curriculum CT = CLASS TEACHER; RFFT = RELIEF FROM FACE TO FACE TEACHING; T=TEACHER evaluation strategies
1. EN2-4A - Uses an increasing range of CT to explicitly outline phases of lesson. Keep lesson outline on IWB Observation
READING skills, strategies and knowledge to Ensure that Matthew is seated at the front of the room near CT Classroom
fluently read, view and comprehend a Introduce informative text type Information report (In class whole class discussion
range of texts on increasingly discussion, teacher discussion) (CT). Librarian record of
challenging topics in different media Introduce various channels/modes to find valid and reliable information to use in books borrowed
and technologies information report (Behind the news, factual books, Animals Australia.org) (RFFT) Parental feedback
Encourage Matthew to borrow informative books from library about their favorite
animal (RFFT, Librarian)
Encourage home reading practice
2. ENe-3A - Produces most lower case CT to explicitly outline phases of lesson. Give Matthew a lesson checklist (CT designed Work samples
HANDWRITING and upper case letters and uses scaffold) Observation of
digital technologies to construct texts Work with play-do to create a representation of their favorite animal (T) Matthews letter
Utilize NSW foundational Style cursive font during lesson activities formation
Slope card to assist Matthew with spacing and slope (CT designed scaffold).
Begin with continually practicing letters potential to increase difficulty to a whole
word or whole sentence
Use stickers (space stickers space/planets stickers) between each word to
emphasize spacing
3. EN2-5A - Uses a range of strategies, CT to explicitly outline phases of lesson. Keep lesson outline on IWB Give Matthew a Work samples
SPELLING including knowledge of lettersound lesson checklist (CT designed scaffold) Informal one-on-
correspondences and common letter Avoid focusing on the prompt sound it out. Teach Matthew to listen for sounds as one discussion
patterns, to spell familiar and some he says the word normally; elongate the word or chunk syllables. Avoid added with Matthew
unfamiliar words emphasis to individual sounds e.g. saying meh, ma (T, CT) Matthews teacher
Utilize NSW foundational Style cursive font during lesson activities aids feedback of
Slope card to assist Matthew with spacing and slope of words (CT designed scaffold). lessons success
Requires additional time to complete tasks
4. EN2-2A - Plans, composes and CT to explicitly outline phases of lesson. Give Matthew a lesson checklist (CT designed Work samples
WRITING reviews a range of texts that are more scaffold) Observation of
Planning for demanding in terms of topic, Scaffold work into manageable sections and continual teacher prompting is required Matthews ability
writing audience and language (CT) to stay on task
Provide explicit instruction in how to construct complex sentences, as well as the ways Self assessment
in which phrases and clauses giving extra information can be moved around for effect Matthew to
in English sentence structure (CT). consider if the
Prepare a range of simple texts with different structures and cut up into their various amount of work
components to be reconstructed (CT designed scaffold). ticked off on
As a further activity the sentences can be cut into words and reconstructed Remind checklist was
Matthew to remember to space words out as he reconstructs the sentence (T, CT). reasonable
5. EN2-2A - Plans, composes and CT to explicitly outline phases of lesson. Give Matthew a lesson checklist (CT designed Work samples
WRITING reviews a range of texts that are more scaffold) Informal
Planning for demanding in terms of topic, Scaffold work into manageable sections and continual teacher prompting is required discussion with
writing audience and language (CT, T) Matthew
Use a graphic organizer to organize ideas for writing (CT designed scaffold) Monitor ability to
Matthew to talk about his writing with a peer or CT before actually constructing it (CT, stay on task during
peers) Discuss the plan and the language features e.g. This is a report so I will need activities
to use. Language needs to be factual, sentences need to begin with a capital letter Self assessment
and end with a full stop etc. Matthew to
Be explicit about the relationship between text structure and text purpose. consider if the
Build, with Mathew, language appropriate to informative text types (RFFT). amount of work
ticked off on
checklist was
reasonable
6. EN2-2A - Plans, composes and CT to explicitly outline phases of lesson. Give Matthew a lesson checklist (CT designed Work samples
WRITING reviews a range of texts that are more
scaffold) Observation
Creating a demanding in terms of topic, Requires additional time to complete tasks Monitor ability to
draft audience and language Provide text structure frameworks scaffold (CT designed scaffold) use checklist
Reinforce the importance to write for a purpose and for targeted audience - will also
help develop Matthews handwriting
Slope card to assist Matthew with spacing and slope of words (CT designed scaffold)
7. EN2-9B - Uses effective and accurate CT to explicitly outline phases of lesson. Keep lesson outline on IWB (CT designed Monitor
PUNCTUATION sentence structure, grammatical scaffold) Matthews ability
features, punctuation conventions Outline group work skills explicitly and reward positively Use talking cards (CT) to stay on task and
and vocabulary relevant to the type of Focus on sentence structure full stops to end sentences and capital letters to begin work in a group
text when responding to and sentences (T) environment
composing texts Group work - Randomly distribute pieces of paper all with a different word to Work samples
students so they each have one word As a group form sentences using words Self assessment
focus on sentence structure. Matthew to
consider if the
amount of work
ticked off on
checklist was
reasonable
8. EN2-2A - Plans, composes and CT to explicitly outline phases of lesson. Give Matthew a lesson checklist (CT designed Observe
WRITING reviews a range of texts that are more scaffold) Matthews ability
Revising and demanding in terms of topic, Model the editing process (CT, T) to use editing
editing audience and language Supply a editing checklist - underlining a spelling mistake, and indicating which letters checklist
are incorrect; circle incorrect use of capital letters, highlight where a capital letter Work sample
needs to go, stickers for correct spacing (CT designed scaffold) Observation of
Requires additional time to complete tasks Matthews ability
to work
independently
9. EN1-1A - Communicates with a range Whole group discussion - Explain and discuss with students the importance to Observation of
SPEAKING of people in informal and guided appreciate each others strengths and differences (CT). Matthews
activities demonstrating interaction Explicit instructions given to Matthew prior to each lesson on what is expected from responses and
skills and considers how own each activity and the correct language to use during group/class discussion (CT). engagement in
communication is adjusted in Encourage Matthew to participate within class discussions, use talking cards during conversation
different situations group work. Informal one-on-
Ask Matthew to share favourite stories from his life, understanding that these may one discussion
sometimes be oral stories (CT). with Matthew
Give Matthew additional time prior to activity to practice his delivery.
10. EN1-6B - Recognises a range of CT to explicitly outline phases of lesson. Give Matthew a lesson checklist (CT designed Monitor progress
SPEAKING purposes and audiences for spoken scaffold) and participation
language and recognises Explicitly teach how questions are formed and provide models of question formats: of Mathew during
organisational patterns and features What happened? Why did this happen? How many ...? What is ...? (CT,T) group and
of predictable spoken texts Model how to construct questions by modifying known statement sentences. For individual
example: My name is ... What is your name? (CT,T) speaking tasks
Reinforce clear guidelines and examples of the kinds of language expected in Observe
different situations (for example with friends, with the teacher, with a visitor to the Matthews ability
classroom), and provide opportunities to rehearse these in supportive situations to work
use talking cards during group work activity. (CT, T) collaboratively in
group
environment
Discussion




Dear Parent/Caregiver,

This is just a kind follow up regarding our Individual Learning Plan (ILP) meeting last week (02/04/16). As
discussed Matthew is finding it difficult to attain and understand year level requirements in a range of curriculum-
based outcomes. To support Matthew achieve these outcomes the Learning Support Team (LST) have developed
an ILP tailored to the specific needs identified after careful observation and thorough assessment of your child
during Term 1, 2016. The ILP is a working document designed by myself and in collaboration with Matthew,
yourself, the school principal and support teacher(s). This document will inform the delivery of educational
activities, particularly within the key learning area of literacy. The ILP will outline the NSW Curriculum learning
areas to be adjusted. The assessment and monitoring of these goals will be measured against the achievement
standards outlined by the Board of Studies Teaching and Educational standards NSW.

Over the next term (2), the LST have developed a series of goals, these goals primarily focus on the areas
identified as development needs for Matthew Curriculum, Receptive and Expressive Language, Fine Motor Skills
and Social Competence. In addition to these the LST have encouraged Matthew to develop a personal learning
goal, this will ensure that goals are realistic and meaningful for Matthew. To further encourage Matthew to
become an active participant of this educational process, goals have been developed with the aim to improve
weaknesses through the incorporation of Matthews strengths Reading & Spelling. In order to develop the
implementation of these goals teaching strategies will involve a range of technologies, step-by-step checklists,
explicit instructions, individual and group work, informal discussions and ongoing encouragement and support
throughout all classroom endeavors.

The ILP and its information will be monitored and followed throughout Mathews time at school. All
information will remain confidential and the learning goals will be evaluated at the end of Term 2, 2016. As a
schooling community we will continue to provide ongoing support and monitor Matthews learning development
over them term. If you have any queries and/or suggestions to assist in the ongoing development and evaluation
of Matthews program please do not hesitate to contact myself. I plan to regularly contact you over the next term
with any updates of Matthews progress throughout the program.

Many regards,

J.Haworth

Jessica Haworth

Year 3 classroom teacher

Jessica.haworth@uon.edu.au

0431759704
EAL/D learners are students who identify English as their second or additional language and thus require
further support to develop English language proficiency (Board of Studies New South Wales, 2012; NSW Department
of Education and Training, 2004). Therefore, given Matthews multilingual background the school has implemented
an ILP to assist Matthew learning a new language and develop the knowledge, understanding and skills of the English
syllabus in order to successfully participate in classroom and societal endeavors.

When planning and programing for ILP instruction, the school needs to identify and prioritize the needs of
the EAL/D students to establish the most effective methods and strategies to manage the program within the
available teaching resources (Department of Education and Training, 2004). To distinguish and address Matthews
learning needs and strengths the LST have utilised the ESL scales in conjunction with the NSW English K-10 Syllabus.
The ESL scales provide an explanation of the English language learning development characteristic of EAL learners
during each syllabus stage (Board of Studies New South Wales, 2012). After quality assessment in combination with
analysis of these documents it is clear that Matthew struggles to achieve stage outcomes in handwriting, writing and
speaking and listening tasks, however has developed a sound proficiency in reading and spelling. Research indicates
that learning programs achieve a higher rate of success when a students strengths are utilised to support the
development and achievement of learning goals (Rodrigues & Smith, 2014). Therefore this has been taken into
consideration when planning Matthews ILP and associated goals.

Given this data and Matthews love for reading, initial lessons will stem from this particular content area.
Matthew will be encouraged to independently select a range of informative texts from the school library and online.
These texts will be used in following lessons to improve handwriting and develop Matthews ability to construct a
writing piece. Similarly, spelling lessons will focus on correct letter formations and developing an expanding
knowledge of vocabulary suitable to specific text types, and thus assist Matthew work towards achieving outlined
writing goals in his ILP. Speaking and Listening is a crucial element of the NSW K-10 Syllabus. Through the
development of spoken language children develop the ability to understand and communicate appropriately in both
spoken and written English and thus effectively contribute to informal social interactions as well as more formal and
academic settings (Kayi, 2006; Department of Education and Training, 2004). Thus, students need to be provided the
opportunity to practice using language in a range of contexts (Cox, OBrien, Walsh, & West, 2015). Therefore,
Matthews ILP will also integrate communicative language teaching and collaborative learning into a range of
activities, strategies incorporated include small group work activities, one-on-one teacher-student discussion and
personal storytelling. Given Matthews difficulty participating in social environments he will also be explicitly taught
and modeled various questioning techniques. The classroom and ESL support teacher will also work closely with
Matthew to reinforce clear guidelines and examples of the various language forms acceptable for different
environments. Furthermore, research indicates the importance of the classroom teacher modeling clear and
appropriate use of the English language during all classroom activities, especially for EAL students (Department of
Education and Training, 2004). Therefore, to further assist Matthew all individuals apart of the LST will consciously
work to continually model good language skills. In accordance with the DEC outlines for EAL students (2004),
Matthews program will be delivered through a combination of direct (one-on-one learning with ESL
support/classroom teacher), collaborative (ESL and class teacher delivering lesson together) and resource (integrating
a range of educational materials) teaching modes (Department of Education and Training, 2004).

EAL students language learning will also benefit from high expectations and explicit quality criteria
(Dobinson & Buchori, 2016). Subsequently, given that Matthew is easily distracted and has trouble staying on task
another strategy incorporated will be to provide scaffolded checklists each lesson. This is also in line with the Quality
Teaching Framework (Hinde McLeod & Reynolds, 2007). Furthermore the LST have encouraged Matthew to develop
one personal learning goal, this will ensure that goals are realistic and meaningful for Matthew while also providing
student autonomy and self-regulation (Dobinson & Buchori, 2016; Cox, OBrien, Walsh, & West, 2015; Hinde McLeod
& Reynolds, 2007).


References

Australian Curriculum, Assessment and Reporting Authority. (2014). English as an Additional Language or Dialect

Teacher Resource: Annotated Content Descriptions English Foundation to Year 10. ACARA. Retrieved from

http://www.acara.edu.au/_resources/EALD_Learning_Area_Annotations_English_Revised_February_2014.pdf

Board of Studies New South Wales. (2012). English K-10 Syllabus. Australia: Board of Studies New South Wales.

Cox, R., OBrien, K., Walsh, M., & West, H. (2015). Working with Multilingual Learners and Vocabulary Knowledge for

Secondary Schools: Developing Word Consciousness. English in Australia, 50(1), 7784.

Dobinson, T., & Buchori, S. (2016). Catering for EAL/D students language needs in mainstream classes: Early childhood

teachers perspectives and practices in one Australian setting. Australian Journal of Teacher Education (Online),

41(2), 3252.

Hinde McLeod, J., & Reynolds, R. (2007). Quality teaching for quality learning: planning through reflection. Melbourne:

Thomson Social Science Press. Retrieved from http://hdl.handle.net/1959.13/44459

Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal,

12(11).

NSW Department of Education and Training. (2004). English as a second language: Guidelines for schools. NSW

Department of Education and Training. Retrieved from

https://www.det.nsw.edu.au/policies/curriculum/schools/esl_guide/pd04_23_ESL_Guidelines.pdf

Rodrigues, L., & Smith, B. (2014). Linking pedagogy: scaffolding literacy and First Steps: using linked planning and

teaching to improve the language and literacy of students. Pratically Primary, 19(1), 3436.