Aboriginal Education

PERSONALISED LEARNING PLAN

Personalised Learning Plans (PLPs) help improve the learning outcomes of Aboriginal students through
active engagement of families, school staff and students. Additional documentation and any other relevant
information can be added to the template by schools as required.

The focus of PLPs includes:

 Identifying what students already know, what they need to do to reach or exceed national
standards, and how best they can succeed;
 Setting clear targets for learning and, if appropriate, behaviour and attendance outcomes
 Planning, monitoring, and reviewing each student’s learning goals
 Working to undo barriers to learning, with the support of parents, families, support staff and
community agencies.

(Adapted from the Guide to developing personalized learning plans for Aboriginal and Torres Strait
Islander Students: Australian Government, January 2011, p. 2).

Student Name: Date of Birth:

School: Our Lady of Mount Carmel Current Year Level: Year 2
Review Dates:
MEETING PARTICIPANTS (e.g. Student, Principal, Teacher, Parent/ Caregiver.)

Name Role Date

1.
2.
3.
4.
5.

Principal Signature: Date:

Parent/Guardian Signature: Date:
Teacher Signature: Date:
Student Signature: Date:
Sacraments and Dates

Baptism Reconciliation Holy Communion Confirmation

Records Available

Yr. Yr. Yr. Yr. Yr. Yr. Yr. Yr. Yr. Yr.
Specialist Assessments K PP
1 2 3 4 5 6 7 8 9 10
Student Health Care Plan
Allergy / Medic Alert
Gifted Education Plan
Individual Behaviour Support Plan
Confidential – See Principal
Curriculum Adjustment Plan - CAP
Individual Education Plan - IEP
Academic assessment records
Optometrist
Paediatrician
Audiologist
Speech Pathologist
School Psychologist
Other

Allergy / Medic Alert Emergency Plan

Family Contact:

Clinic Contact:

Medication Needed:

Special Instructions:
STUDENT BACKGROUND INFORMATION

 Student history

 Family context and contacts

o Mum
o Mobile Phone:
o Work Phone:

 Links to other students in class

 Other names by which the student is known

 Places of residence

FAMILY/ COMMUNITY RELATIONAL MAPPING

 STUDENT INFORMATION PROFILE

ATTENDANCE

Year 2014 2015 2016 2017 2018 2019

T1
T2
T3
T4

ASSESSMENT INFORMATION

Assessments Date Summary of Results

MAI Term 1 Counting: 2, Place value: 0, Addittion and subtraction: 1,

Multiplication and division: 1, Time: 1 and length: 2.

Running records Term 2 week 4 Level 3 with minimal mistakes and level 4 with a large
majority of mistakes.

PM Benchmark Term 2 week 6 Level 3: Accuracy: 95%, retell; 50% and comprehension:
75%

Letter-sound recognition Term 1 Week 8 Dennis could identify each letter and its accompanying
sound

Spelling Term 2 Dennis got approximately 20% of his spelling words written
down correctly. He struggled to sound out each of the
words during each spelling test.

Assessment: English
Year 2014 2015 2016 2017 2018 2019
Sem1 CAP IEP IEP
Sem2 CAP IEP
Pre- Year 1 Year 2
primary

Assessment: Mathematics
Year 2014 2015 2016 2017 2018 2019
Sem1 CAP IEP IEP
Sem2 CAP IEP
Pre- Year 1 Year 2
primary

Assessment: Religion
Year 2014 2015 2016 2017 2018 2019
Sem1 CAP IEP IEP
Sem2 CAP IEP
Pre- Year 1 Year 2
primary
ACADEMIC OVERVIEW

Areas of Strength/ Specific Abilities Areas for Growth

 Dennis always strives  Reading – Increasing his reading

to do his best in each level from level 3 – Reading aloud
subject
 Writing simple setnences without
 Interacting and relying on a scribe
playing with others
 Mathematics – Simple addition and
 Contributing to class subtraction, fact families, simple
discussions facts

 Posing a range of
questions during
class discussions

 Cooperatively
working with his
peers

Special Interests and Community Involvement

 Football

 Constructing a variety of buildings and cars from our wooden blocks and connectable equipment

BEHAVIOURIAL OVERVIEW

In-class

 In-class Dennis is always completing each task to please the teacher. Dennis likes to be the leader
within a group and can become disruptive to other students if a task is too hard.

 Dennis tends to become disruptive when he is sat next to Lennard

Engagement in Learning

 Dennis is always engaged within all subject areas in the classroom. He is always challenging himself
and gives each activity a try, regardless if it is too hard. Dennis is enthusiasrtic and determined when
it comes to completing tasks.

Self – Management

 Dennis is able to self manage without assistance.

EDUCATIONAL PLANNING
LITERACY
Year 2 Specific Goals Target Strategy Measures Review
Beg.
Sem 1 Be able to Sounding out Reading each Running Change the two
sound out and day at school records, PM goals to be
write CVC bench mark achievable but
words by the realistic.
end of Term 2
Writing CVC
Move from a words
level one
reading level to
a level three by
the end of term
2
Sem 2 Be able to Sounding out Reading one Running
sound out CVC book to an adult records, PM
words by the every day bench mark,
end of Term 4 during Literacy spelling
dedicated time
Be able to write Writing CVC or silent reading
a variety of words
CVC words by Sounding out
the end of Term CVC words to
4 an adult every
day during
Move to level 4 Reading level 4 Literacy
readers dedicated time
or silent reading

Year 3
Beg.
Sem 1
Sem 2

NUMERACY
Year 2 Specific goals Target Strategies Measures Review
Beg.
Sem 1 To place the Organising Placing MAI test
numbers 1-100 numbers from numbers along
onto a smallest to numberlines, Placing
numberline in largest place value numbers along
correct order games, simple a numberline
Place value addition
Completing activities with
simple addition concrete
problems Addition materials and
mini laminated
addition cards
Sem 2

Year 3
Beg.
Sem 1
Sem 2
CURRICULUM DIFFERENTIATION PLAN DATE: From _______________ to ________________

Planning Curriculum Specific Goals Implementation Strategies Who/ Resources Progress Review/
Level Area Future Directions
1. Reading – Reading – Reading every day Classroom teacher,
Increasing his at school during literacy Educational Assistants,
reading level groups and silent reading Sam (Aboriginal officer
and reading support)
from level 3 –
In-Class English and Reading aloud
Provisions Mathematics
CV and CVC words,
Writing – Structured writing
2. Writing simple spelling program –
lessons 3 times a week, hand
setnences Diana Rigg
writing practice each day and
without relying writing during other subjects
on a scribe each day
Concrete materials and
manipulatives, addition
3. Mathematics – and subtraction cards,
Mathematics – Completing
Simple addition addition activities,
simple addition and
and subtraction games during
mathematical
subtraction, discussions, explicit
mathematical rotations
fact families, instruction of the
teaching of addition
simple facts.
and subtraction
To increase fluency, Whole-school reading Reading level readers Perhaps addig a
letter-sound support with Sam binder of CVC
English
recognition and words for Dennis to
(reading)
School- sounding out sound out with Sam
Based after he has read
Provisions his level 3 book.

Community
/ External
Options
THREE-WAY CONFERENCE BRIEFING NOTES

ITEM ACTION WHO DATE TO BE

COMPLETED
English o Reading at home each night Jill Hollands
 Writing and Spelling - Sounding out o Listening to stories Rachel Kernaghan
 Reading – moving from a level 3 up to a o Sounding out cards to read each morning Parents
level 4 and afternoon

Mathamatics o Placing numbers along numberlines Jill Hollands

 To place the numbers 1-100 onto a o Place value games Rachel Kernaghan
numberline in correct order o Simple addition activities with concrete Parents
materials
o Mini laminated addition cards
APPENDIX 1.
STUDENT CONTRACT
Name: Dennis Exell Date:
Signature:

GOALS STRATEGIES TO MEET LEARNING NEEDS PROGRESS REVIEW

APPENDIX 2.

PARENT/GUARDIAN CONTRACT
Name: Date:
Signature:

GOALS STRATEGIES PROGRESS REVIEW

APPENDIX 3.

TEACHER’S CONTRACT
Name: Date:
Signature:

GOALS STRATEGIES PROGRESS REVIEW