PERSONALISED LEARNING AND SUPPORT PLAN EXAMPLE 1

This LSP is written for a student in Early Stage 1. This students plan identifies priority areas in communication, play and eating which need to be developed. Personal Information has been left out to protect the privacy of our students.
GOAL 1: Charlotte responds to her name and anticipates her turn in Morning Circle activities. GOAL 2: Charlotte independently moves to interact with adults, peers and objects during structured play. GOAL 3: Charlotte demonstrates positive meal time behaviours. KLA OUTCOME Goal 1 INDICATORS ENGLISH- TALKING AND LISTENING TS1.1 Communicates with peers and known adults in informal situations and structured activities. Charlotte responds to her name and anticipates her turn in Morning Circle activities. Charlotte shows awareness of Morning Circle routines. Charlotte looks at peers and the teacher when they are having their turn. Charlotte looks up when she hears her name. Charlotte smiles or shows excitement for her turn. Charlotte identifies her photo (print and electronic). Charlotte shows awareness of what she needs to do. Morning Circle will follow a set of routine turn taking activities involving Charlotte in saying hello and identifying her own photograph. Music, movement and sensory materials (eg. Scarf) will be used to prompt Charlotte to join in. Staff will prompt Charlotte to have her turn and slowly decrease the level of prompting as Charlotte develops independence. EVALUATION

Observation

TEACHING STRATEGIES

KLA OUTCOME Goal 2 INDICATORS

TEACHING STRATEGIES

PDH/PE - MOVING MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. Charlotte independently moves to interact with adults, peers and objects during structured play. Charlotte will look at surroundings and show interest in structured play areas. Charlotte will sit up and engage with a toy or object independently. Charlotte will watch peers or adults playing beside her. Charlotte will smile and reach for people or objects of interest. Sport Charlotte will be supported in learning how to move to access toys and equipment in the playground environment. Play picnics areas in the classroom will be set up to encourage play with toy food and real food (As outlined in Charlottes Feeding Program Play Picnic). Staff will prompt Charlotte to play using verbal cues, role modelling, physical guidance and preferred peers and toys. Toys used will be bright, musical and/or cause and effect toys. Bean bags, pillows and floor mats will be used to support Charlotte in positioning her body in different ways to increase engagement.

EVALUATION

Observation and photos

KLA OUTCOME Goal 3 INDICATORS

TEACHING STRATEGIES

PDH/PE DECISION MAKING DMES1.2 Identifies some options available when making simple decisions. Charlotte demonstrates positive meal time behaviours. Charlotte begins to join in meal time routines with greater independence. For example, moving to sit at her table for her meal. Charlotte watches her peers around her eating their meal. Charlotte is aware of her meal choices and engages with them by looking, touching and/or playing. Charlotte responds positively to staff prompts during meal times. Charlotte is relaxed and happy during meal times. Meal times will follow a consistent routine and staff will involve Charlotte using verbal and gentle physical prompts. Morning Tea Charlotte will have a drink and food item placed on her table in front of her. Staff will gently offer Charlotte food and will then give Charlotte time to independently choose what she is going to do. Staff will use positive language and encourage Charlotte to look at her peers eating and drinking during meal times. Staff are aware of and following strategies outlined in Charlottes Feeding Program Mealtimes.

EVALUATION

Observation and photos

PERSONALISED LEARNING AND SUPPORT PLAN EXAMPLE 2

This LSP is written for a student in Stage 1-3. This student plan is curriculum based with specific adjustments to indicators. Personal Information has been left out to protect the privacy of our students.
KLA OUTCOME LINK TO PROGRAM INDICATORS ENGLISH- TALKING AND LISTENING TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics Communication profile Animal unit Morning Circle Program Recognises familiar objects and people Makes simple requests Interprets a simple instruction Carries out instructions involving one step Expresses feelings, needs and wants, likes and dislikes Responds to literary texts read aloud Morning Circle- identify own photograph, use boardmaker pictures to show how they are feeling Use visuals to communicates needs and wants Table Work -use choice board as work schedule Eating program identify own food and make choices for preferred food Encourage verbal communication, practising known and new words EVALUATION

TEACHING STRATEGIES

Communication function/outcome checklist

KLA OUTCOME LINK TO PROGRAM INDICATORS

TEACHING STRATEGIES

ENGLISH-READING RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics Animal Unit Morning Circle Program Assumes teachers role in shared book experience by pointing to words Spends time looking at books Recognises computer icons Recognises and interprets print in the environment Selects and re reads familiar texts independently Morning circle-read name, days of the week(make a sentence) Encourage personal reading, have lots of books available Demonstrate reading to students, be animated, make it fun Re read loved stories Provide stories through varied media eg. books, ipad, tapes, DVD books Provide opportunities for personal readers ENGLISH-WRITING WES1.9 Engages in writing texts with the intention of conveying an idea or message Animal unit Write text using scribble, writing like behaviour Writes a few recognisable letters Traces and/or write name Practise Physios sequence of writing Model writing including labelling and writing a story for students pictures Provide activities that strengthen fine motor skills

Anecdotal notes

KLA OUTCOME LINK TO PROGRAM INDICATORS

TEACHING STRATEGIES

Physio checklist Work samples

KLA OUTCOME LINK TO PROGRAM INDICATORS

MATHS- NUMBER NES1.1 counts to 30, and orders, reads and represents numbers in the range Animal Unit Morning Circle Program Rote counts to 30 1:1 correspondence to 20 Identifies numbers to 20 Morning Circle- counting who is at school and represent with written number Table Work numeracy framework- 1-20 Eating program counting food items Incidental counting of objects, people, tasks throughout the day MATHS-PATTERNS AND ALGEBRA PAES1.1 Recognises, describes, creates and continues repeating patterns and number patterns that increase or decrease Animal unit Uses the term is the same as Copies and continues simple patterns Using plastic animals model making patterns and verbally cue I have made a pattern cat, dog,cat,dog Using the Counting Bears provide opportunities to model making patterns and verbally cue I have made a pattern red, yellow, red, yellow Using lego, beads etc. incidentally model patterns

EVALUATION

TEACHING STRATEGIES

Numeracy evaluation checklist

KLA OUTCOME LINK TO PROGRAM INDICATORS TEACHING STRATEGIES

EVALUATION

KLA OUTCOME LINK TO PROGRAM INDICATORS TEACHING STRATEGIES KLA OUTCOME LINK TO PROGRAM INDICATORS TEACHING STRATEGIES KLA OUTCOME LINK TO PROGRAM INDICATORS TEACHING STRATEGIES

MATHS-DATA DES1.1 Represents and interprets data displays made from objects and pictures Animal unit Collects data Organises objects or pictures into a data display Verbally discuss incidentally what students like and compare Collect data about what students like eg. food, animals etc. and create a picture graph MATHS-MEASUREMENT MES1.1 Describes length and distance using everyday language and compares lengths using direct comparison Animal Unit Uses/identifies terms big and small Compares lengths by putting them side by side Incidentally use terms of measurement throughout the day when describing objects Use everyday language to describe length eg. long, short, tall, same MATHS-SPACE AND GEOMETRY SGES1.1 Manipulates, sorts and represents three dimensional objects and describes them using everyday language Animal unit Sorts 3D objects Describes features of 3D objects Provide lots of opportunities for students to look and feel 3D objects Model language to describe objects eg. flat, round, curved Sort 3D objects due to similarities

EVALUATION

EVALUATION

EVALUATION

KLA OUTCOME LINK TO PROGRAM INDICATORS

TEACHING STRATEGIES KLA OUTCOME LINK TO PROGRAM INDICATORS

SCIENCE LT ES1.3 identifies ways in which living things are different and have different needs Animals unit Morning Circle Program Sorts groups of living and non living things Identifies differences and similarities in animals Identify the ways people use other living things Identify what living things need Identify how living things change over a long period of time Use various media such as books, internet and ipad to identify different kinds of animals Use of animal toys to encourage understanding of differences in animals SCIENCE UT ES1.9 identifies and uses a limited range of equipment, computer based technology, materials and other resources Cooking program Turns appliances on and off Chooses equipment for leisure time activities Uses programs on SMART board effectively Accesses Apps on ipad Correctly uses limited cooking equipment Cooking-using equipment to prepare food items Media studies- using a portable DVD player Listening to music on a CD player Use of smart board, ipad and computer to assist with all KLA areas

EVALUATION

Photos and monthly observation notes EVALUATION

TEACHING STRATEGIES

Photos and observational notes

KLA OUTCOME LINK TO PROGRAM INDICATORS TEACHING STRATEGIES

HSIE ENS1.6 demonstrates an understanding of the relationship between environments and people Animal unit Identifies ways in which people depend on the environment Suggests ways of caring for animals and their environment Recycling-use of recycling paper basket Eating program-cleaning up after eating Observe Austin the dog and his needs Use media to observe humans and animals together PD,H &PE ALS1.6 participates in physical activity, recognising that it can be both enjoyable and important for health Swimming program Active sports program Playground program Participates in a range of recreational activities Throws/catches a ball Kicks a ball to a partner Can walk, run and jump Chooses an activity in the playground for enjoyment Morning sensory activities Outside play-use a variety of fixed and mobile equipment Provide opportunities throughout the day for physical movement inside(dance) and outside(using equipment and walking)

EVALUATION

Photos and observational notes

KLA OUTCOME LINK TO PROGRAM INDICATORS

EVALUATION

TEACHING STRATEGIES

KLA OUTCOME LINK TO PROGRAM INDICATORS

CREATIVE ARTS-VISUAL ARTS Explores a variety of materials, techniques and processes Animal Unit Explores the qualities of different drawing media Explores the quality of paint using brushes, sponges, rollers etc Uses scissors to cut regular and irregular shapes Investigates paper techniques such as tearing, rolling

EVALUATION

TEACHING STRATEGIES

Fine motor activities-use a variety of media Story time-incorporate creative activities around favourite stories

Photos and observational notes

KLA OUTCOME LINK TO PROGRAM INDICATORS

CREATIVE ARTS-PERFORMING Uses movement, vocalisation or instruments to respond to a range of music. Music Therapy Program including group drum program Animal unit Performs simple speech rhymes and songs Performs music using body percussion, percussion instruments and self made sources Explores simple aspects of musical concepts such as loud, soft Music therapy activities with Anna Morning circle- songs about days of the week ,emotions Animal songs, you tube

EVALUATION

Anecdotal notes

TEACHING STRATEGIES