Personalised Learning Plan (Individual Education Plan)

Student: Jellicoe Lohse Year: Pre Primary Class: PP1 Date: 25/03/2017

Contributors (Teachers, EAs, Parents, Student Services Team): Term 2 Review Date: Term 3 Review Date:
• Teacher - Meghan Morton Week 8
• Education Assistant - Rowena Letts
• Parent - George Lohse Term 3 Review Date:
• Parent - Katie Lohse 3.1 Establish challenging learning goals

- Set explicit, challenging and achievable learning goals for all

Student Background Information (Strengths &
Concerns):
• Enjoys being in Pre Primary
• Enjoys hands on activities - construction, arts /crafts
Long Term SMART Action Steps
Goal (Short term SMART targets; What
(Term, Semester, Year) specifically do you want the
student to achieve? Must be
measureable.)
PHONOLOGICAL 1. Given visual and verbal
KNOWLEDGE prompts Jellicoe will
recognise and name 2 letter
initial consonant blends: br, fr,
tr, cr, gr, dr, pr, bl, cl, fl, gl, pl,
sl
2. Given visual and verbal
prompts Jellicoe will
recognise and name
digraphs: ch, sh, th, ng, ai,
ee, igh, oa, oo, ar, or, ur, ow,
oi, ear, air, ure, er
WRITING 1. Given visual and verbal
prompts Jellicoe will begin to
blend phase 3 sounds to spell
words.
• Visual /auditory memory
• Literacy - phonics students.
• Numeracy - number sense
This Individual Education Plan was for a student who was
Teaching and Learning Adjustments – working
Continuous well– above Responsibilities
Monitoring Pre Primary standardReview
and therefore
Notes
Strategies required extensive differentiation and challenging learning
Observations - Evaluation – (Who is going to be
(How are you going to achieve the objectives; what Assessment responsible for
are you going to do?)
goals.
(Who, What, How, When - What monitoring, reviewing &
evidence can you show the reporting?)
student is The goals
working outlined
towards long in his plan are challenging, achievable,
term goal and
& achieving short termgoals that relate to the Western Australian
measurable
goals?)
Curriculum.
• Provide visual prompts (sounds chart) • Observation • Teacher
• Anecdotes when required • Education Assistant
• Provide visual prompts (sounds chart) • Observation • Teacher
• Phase 3 magnetic letters • Anecdotes when required • Education Assistant
• Provide visual prompts (sounds chart) • Observation • Teacher
• Anecdotes when required • Education Assistant
• Work samples

Yokine Primary School Woodrow Avenue, Yokine WA 6060 T: (08) 9242 2726 F: (08) 9242 4142 info@yokineps.waedu.au ABN: 34 541 089 163
 2. Given visual and verbal • Encourage Jellicoe to begin using complex • Observation • Teacher
prompts Jellicoe will create sentences and recount connectives • Anecdotes when required • Education Assistant
texts using emerging use of • Provide 5 W’s visual prompts • Work samples
appropriate text structure, • Provide recount connectives poster
sentence-level grammar and
word choice.
3. Given verbal prompts Jellicoe • Encourage use of highlighter /coloured pencils to • Observation • Teacher
will begin to edit his writing for edit writing • Anecdotes when required • Education Assistant
meaning, spelling, capital • Work samples
letters and full stops.
4. Given visual and verbal • Continue modelling correct letter formation • Observation • Teacher
prompts Jellicoe will produce • Provide Jellicoe with letter formation visual • Anecdotes when required • Education Assistant
lower case and upper case prompt • Work samples
letters using learned letter
formations.
READING 1. Given support at home • Provide Katie and George with home readers • Observation • Teacher
Jellicoe will begin to read less • Encourage comprehension questioning • Anecdotes when required • Education Assistant
predictable texts practicing • Parents
phrasing and fluency.
NUMBER & ALGEBRA 1. Given visual and verbal • Introduce transition activities • Observation • Teacher
prompts Jellicoe will be able • When modelling one-to-one correspondence • Anecdotes when required • Education Assistant
to skip count by twos, fives encourage Jellicoe to skip count
and tens starting from zero.

2. Given visual and verbal • Provide hands on activities • Observation • Teacher

prompts Jellicoe will • Introduce addition strategies, draw a picture, • Anecdotes when required • Education Assistant
represent and solve simple counting forward, number lines, ten frames etc. • Work samples
addition problems.

This document is a live document which needs to be continually reviewed and adjusted as necessary (minimum fortnightly). Action Steps are the result of deconstructing the long term goal into smaller
manageable stages. Action Step goals need to be in the SMART goal format. To facilitate management of evidence collection, ideally no more than 4 action steps per goal.

Teacher Signature/s: Parent/Carer Signature/s: