EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

EDFD 221: Assessment Task 3 Positive Partnerships Planning Matrix and Individual Learning Plan
(ILP)
Positive Partnerships Planning Matrix
Reading

Mathematics

Social
Interaction

Communication

Characteristics

- Responds to
encouragement
- Only knows
25% of the first
100 Magic Words
- Likes books
which have
animals
- Struggles to
focus

- Can count from

1 10
-Struggles to
understand
simple addition
- Struggles to
focus on a task
- Likes to involve
animals
- Becomes
fixated on one
model
- Responds to
encouragement

- Sometimes
wants to play
with other
students and
other times she
wants to do her
own thing
- Lacks skills to
initiate
interaction
- Sometimes
overwhelmed by
social
interactions

- Able to express
herself
- Lacks skills in
waiting her turn in
a whole class
discussion
- Struggles to
make eye contact
- Struggles to
comprehend
complex
instructions
- Responds to
encouragement

Repetitive
Behaviours
and
Restricted
Interests
- Does not like
change to
routine
- Needs
predictability
- Struggles
with
transitions
- Sometimes
fixated on
animals
- Does not
cope in new
environments

Impacts

- Unable to read
high frequency
words resulting
in difficulty

- Limits her
ability to engage
in whole class
activities

- Unable to learn
through social
interaction
- Others may find

- Can
communicate her
ideas and
thoughts

- Reduces
learning time
- Distracts
other students

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

reading
- Cannot read
written
Instructions
therefore needs
simple verbal
instructions
- Sometimes
distracts other
students
Strategies

Encouragement
(Kyle & Rogien,
n.d)
-Explicit
teaching of
strategies
(Education
Services
Australia (ESA),
n.d.a)
- Range of books
which have
animals (Larkey,
n.d)
- One to one
reading
(personal

- Unable to solve
addition which
results in
numbers larger
than 10 because
she cannot
recognise these
numbers
- Sometimes
distracts other
students
- Encouragement
(Kyle & Rogien,
n.d)
- Maths Rotations
(personal
communication,
2014)
- Concrete
models to
demonstrate
simple addition
(Woolfolk &
Margetts, 2013)
- Number games,
songs and
rhymes in class
(personal
communication,

her behaviour
challenging
- Too much social
interaction is
overwhelming
causing her be
unfocused and
disruptive

- Calling out
disrupts the whole
class
- Cannot
understand
complex and
detailed
instructions
- Does not always
make eye contact

- Sometimes
too focused on
animals and
cannot focus
her attention
on learning

- Encouragement
(Kyle & Rogien,
n.d)
- Teach and
scaffold social
skills (Amaze,
2014a)
- Options with
what to do at
break times if she
is overwhelmed
(Amaze, 2014a)
- Quiet and safe
place (Amaze,
2014a)
- Small group
work to develop
social skills

- Simple
instructions with
limited words
(Amaze, 2011;
Attwood, n.d.)
- Model effective
communication
eye contact
(Amaze, 2011)
- Demonstrate
waiting your turn
to say something
(Linsin, 2010)
- Highlight
students who
raising their hand
and waiting
(Linsin, 2010)

-Daily
timetable
(Amaze,
2014b)
-Warn of
changes
(State of
Queensland
Department of
Education and
Training,
2015).
- 5 minute
warning
before packing
up and
starting
something

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

communication,
2014)
-Flashcards
(KidsMatter,
2013)
- Whole class
shared reading
(personal
communication,
2014)

2014)
- Interactive
activities
(personal
communication,
2014)
- Incorporate
animals
(KidsMatter,
2013)
-Explicit teaching
(ESA, n.d.a)

(Amaze, 2014b)

-Reward positive
behaviour (Amaze,
2010)

different
(Amaze,
2014b)

Individual Learning Plan (ILP)

Date of ILP: 6/2/15

To be revised date: Last week of Term 1 (date to be

organised)

Student Name: Matilda OShea

Year Level: Year 2
DOB: 6/2/07
Age: 8 years old
Disability: Autism
Additional needs:
Poor attention span
Poor memory
Poor literacy skills
Struggles with social skills
Student Support Group (SSG) Members consulted in devising this ILP:

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

Class Teacher: Jessica McQueen

Parents: Hannah and Ben OShea
Principal: John Kennedy
Consultants to the SSG: Catherine Smith from Amaze
Curriculum/Focus Area: English Reading
Entry Skills
Matilda knows 25% of the first 100 Magic Words, with the occasional support of someone helping
her sound out the words.
Learning
Matilda will use strategies given to her, which will enable her to read the rest of the 100 words
Goals
independently. This will be achieved by the end of term 1.
Australian
ACELA1758 (Australian Curriculum, Assessment and Reporting Authority (ACARA), n.d.a)
Curriculum
ACELA1778 (ACARA, n.d.a)
ACELA1439 (ACARA, n.d.a)
Strategies
Matilda will require explicit teaching of strategies such as sounding out. Explicit teaching involves
modelling concepts and processes clearly by thinking aloud, asking questions to continually
monitor students understanding and providing scaffolding (ESA, n.d.a). Sounding out is part of
phonemic awareness which is the ability to hear and manipulate the sounds in spoken words and
the understanding that spoken words and syllables are made up of sequences of speech sound
(University of Oregon Center on Teaching and Learning, n.d.). It is important for Matilda to
develop phonemic awareness because it is the basis of spelling and word recognition. This explicit
teaching will be best done individually or in a small group allowing Matilda to receive focused
attention (personal communication, 2014).
Previously Matilda has benefited from using flashcards. There are numerous activities which can
be done with flashcards resulting in a different activity being used each lesson ensuring Matilda is
stimulated and engaged (personal communication, 2014). Many of these activities can be done
individually and with other students, allowing Matilda to also develop her social skills (personal
communication, 2014). Flashcards allow Matilda to focus her attention on one thing instead of

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

being distracted by other words or pictures. These flashcards will allow Matilda to learn through
repetition and rote memorisation which is particularly important for students with autism
(KidsMatter, 2013).
The teacher needs to provide Matilda with opportunities to engage in one-to-one reading. This will
provide Matilda with focused support at her level and give her the opportunity to practice reading
in a safe and supportive environment (personal communication, 2014). Through these
opportunities Matilda will gain authentic practice of learning words. Matilda can also be involved
in whole class reading which will help to make her feel included in the classroom and will gain
even more knowledge of how to read, word recognition and grammar.

How goals
will be
assessed

Encouragement is important for all students, including Matilda, who responds well to
encouragement. The teacher needs to encourage positive steps, movement, improvement,
progress of the student, and students efforts and strengths (Kyle & Rogien, n.d., pg.116).
Providing Matilda with encouragement gives her a sense of achievement and results in her being
more engaged in learning.
This goal will be assessed by showing Matilda the Magic Words written on flash cards and asking
her to read all the words independently.

Curriculum/Focus Area: Mathematics

Entry Skills
Matilda is only able to count from 1 12 and does not understand simple addition.
Learning
By the end of term 1 Matilda will be able to count to 30 independently and solve simple addition
Goals
problems which equal no more than 20 with minimal support
Australian
ACMNA001 (ACARA, n.d.b)
Curriculum
ACMNA002 (ACARA, n.d.b)
ACMNA004 (ACARA, n.d.b)
ACMNA015 (ACARA, n.d.b)
Strategies
The teacher needs to explicitly teach Matilda counting patterns which will help her to count

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

independently with confidence as well as explicit teaching of addition strategies. This can be done
in a whole class setting as other students may need additional support and would promote an
inclusive and supportive environment (personal communication, 2014). Matilda requires further
one-to-one or small group support to practice and consolidate her learning. This is differentiation
as through knowledge of their students, teachers can plan and implement appropriate teaching
and learning, ensuring all students achieve success through personalised learning goals (ESA,
n.d.b).
Matilda engages in work which incorporates her interests of animals and is particularly important
when teaching her a difficult topic as it calms her (KidsMatter, 2013; Larkey, n.d.). This interest
can be incorporated in mathematics by giving counting animal figurines or combining sets of
animals (addition). Matilda will initially require concrete materials to support her understanding of
addition. Matilda will initially require extensive scaffolding by giving information, prompts,
reminders, and encouragement but as she improves this can gradually be reduced (Woolfolk &
Margetts, 2013, pg.223). It is important that Matilda is exposed to different addition equations to
ensure she is not just memorising the answer but instead understands the process (Woolfolk &
Margetts, 2013).

How goals
will be
assessed

Maths rotations group students according to ability meaning Matilda is grouped with similar able
students meaning she does not feel excluded and allows her to practice social skills (personal
communication, 2014). These rotations include lots of interactive activities, allowing Matilda to
develop her counting and addition skills, as she would find them engaging and fun. These abilitybased groups allow the teacher to provide specific help to the students current ability and not
the overall class ability (personal communication, 2014).
This goal will be assessed by the teacher asking Matilda to count from 1-30 independently and
solve a few addition equations which equal no more than 20 with minimal use of concrete
materials.

Curriculum/Focus Area: Social Interaction

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

Entry Skills
Learning
Goals
Australian
Curriculum
Strategies

How goals
will be
assessed

Matilda sometimes wants to play with the other students and enjoys it when she does. However,
she struggles to initiate playing with others. There are also times when she does not want to
interact with others.
Matilda will use the strategies she has learnt to initiate playing with other students during recess
and lunch at least 4 times a week. She may need reminding of these strategies at times and the
goal will be achieved by the end of the term.
Personal and Social Capability Social Management (Australian Curriculum, Assessment and
Reporting Authority (ACARA), 2013).
Early in the term the teacher will need to teach Matilda how to appropriately initiate interactions
with her peers and will write them down for her future reference (Amaze, 2014a). Initially the
teacher will need to scaffold and assist Matilda to initiate interaction. This includes helping
Matilda decide who she wants to play with, how she will ask them and ensure that they do
something both students want to do. However, as Matilda grows in confidence and develops her
skills this scaffolding will gradually reduce to no teacher assistance.
This goal will be assessed by the teacher observing Matildas ability to independently and
appropriately initiate playing with other students at least 4 times a week.

Curriculum/Focus Area: Communication

Entry Skills
Matilda is quite competent in expressing herself, however she sometimes struggles to understand
complex and wordy instructions and does not have the skills to wait her turn to say something in
a whole class discussion setting
Learning
When Matilda has something to say in a class discussion setting she will sit quietly/wait patiently
Goals
with her hand raised waiting for the teacher to say her name before speaking 80% of the time.
This will occur in all lessons across the school within 2 months.
Australian
ACELY1788 (ACARA, n.d.a)
Curriculum
Strategies
Matilda struggles with complex sentences and multiple instructions (Attwood, n.d.). When Matilda
is struggling to understand instructions the teacher needs to simplify and modify the language.

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

For example You need to put pencils, down so you can listen to what I am telling is going
happening after lunch is very complex. For Matilda this need to be simplified to pens down and
listen which is much more effective. This may seem abrupt but it does not come across this way
to her (Amaze, 2007). It is particularly important for communicating with Matilda that the teacher
ensures that spoken instruction is within her level of comprehension and can clearly be heard,
especially when there is background noise (Attwood, n.d.).
Matilda does not understand that calling out is inappropriate and therefore needs to be taught. It
is important to teach this because it does not allow all students to form their own ideas and
opinions as before they do someone calls out the answer (Linsin, 2010). In order for Matilda to
learn to put her hand up in whole class settings she needs detailed modelling as how to raise her
hand, this will demonstrate what is expected and she then requires opportunities to practice
(Linsin, 2010).

How goals
will be
assessed

Matilda responds best to positive reinforcement through a reward system for good behaviour
(Amaze, 2010). An example of this at the end of each lesson the teacher will inform Matilda if she
has consistently raised her hand throughout the lesson then she receives a star instead of a cross
for every time she does not (Amaze, 2010). Once Matilda receives 6 stars she then gets to go on
the computer. As Matilda gets better at raising her hand this can be done on a daily basis instead
of per lessons and will continue to increase. This will lead to Matilda becoming more intrinsically
motivated instead of extrinsically motivated (Woolfolk & Margetts, 2013).
This goal will be assessed by the teacher observing Matildas ability in whole class settings to
raise her hand and wait patiently for the teacher to say her name before speaking 80% of the
time.

Curriculum/Focus Area: Repetitive Behaviours and Restricted Interests

Entry Skills
Matilda does not like change in the classroom routine and gets quite agitated when she does not
know what is happening.
Learning
Each morning Matilda will come in to the classroom, put her away her belonging, look at the

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

Goals
Australian
Curriculum
Strategies

timetable and sit down on the floor ready to start the day within 5 minutes. As well as
transitioning between lessons within 5 minutes. This will be achieved in 1 month.
Personal and Social Capability Self Management (ACARA, 2013).
A visual timetable will provide Matilda with structure, routine and predictability and would assist
with transitions (Amaze, 2015a; Amaze, 2015b). Providing structure will improve her focus and
ability to transition between lessons (Amaze, 2014b).
Initially the teacher will model and assist Matilda in coming into the classroom, putting away her
belongings, looking at the timetable and then sitting on the floor ready to start the day. As
Matildas skills develop this scaffolding can be gradually reduced. To ensure a safe, inclusive and
supportive environment the teacher will go through the timetable explaining each lesson allowing
Matilda to feel confident that she knows what the day will entail.

How goals
will be
assessed

To assist Matilda in transitioning between lessons the teacher will give her and the class a 5minute warning, Grade 2, 5 more minutes of Writing and then it is Maths. This can also be
supported through the use of a visual countdown timer on the interactive whiteboard (Amaze,
2014b). These strategies will assist Matilda in being able to transition from lesson to lesson and
give her a sense of predictability and routine.
This goal will be assessed by the teacher observing Matilda enter the classroom, put away her
belongings, looking at the daily timetable and sitting down ready to start the day within 5
minutes. As well as observing Matilda transitions between lessons within 5 minutes.

Discussion:
Due to Matilda having a diagnosis of Autism there are particular strategies which support her achievement of the
learning goals such simple, clear instructions, including her interests and having a clear routine. Matilda is never
completing non-educational activities. There will be times when Matilda will have one-on-one support, however this
is no different to any other child who is struggling with an area meaning Matilda is not treated differently due to
her disability. A number of strategies involve Matilda working in small groups which mean she receives more

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

focused support than what she would receive in whole class teaching while developing her social skills as the
teacher would initiate and support interaction within the group. Providing other staff members with the ILP and
Planning Matrix allows all school staff to use these strategies resulting in Matilda receiving consistent support in
achieving the goals. Implementation of these strategies promotes a safe, inclusive and supportive environment for
all, increases protective behaviours and will support Matilda in achieving the learning goals.
Word Count: 2198 words

10

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

References:
Amaze. (2010). Creating a Positive Environment for Individuals with an Autism Spectrum Disorder. Retrieved from
http://www.amaze.org.au/uploads/2011/08/Fact-Sheet-Creating-a-Positive-Environment-for-Individuals-withan-ASD-Aug-2011.pdf
Amaze. (2011). Modify Your Message: Communicating Effectively with Individuals with Autism Spectrum Disorders.
Retrieved from http://www.amaze.org.au/uploads/2011/08/Fact-Sheet-Modify-Your-Message-Communicatingeffectively-with-individuals-with-ASD-Aug-2011.pdf
Amaze. (2014a). Playground Strategies. Retrieved from http://www.amaze.org.au/uploads/2011/08/Fact-SheetPlayground-Strategies-Nov-2014.pdf
Amaze. (2014b). Teaching a Student with Autism Spectrum Disorder (ASD). Retrieved from
http://www.amaze.org.au/uploads/2011/08/Amaze-Info-Sheet-Teaching-a-Student-with-ASD-Dec-20141.pdf
Amaze. (2015a). Entering or Leaving a School. Retrieved from
http://www.amazeclassroom.org.au/entering_or_leaving_a_school2.html
Amaze. (2015b). Visual Timetable Maker. Retrieved from
http://www.amazeclassroom.org.au/visual_timetable_maker2.html
Attwood, T. (n.d.). Strategies to Help Children with Autism. Retrieved from
http://www.himh.org.au/__data/assets/pdf_file/0004/5836/06-Strategies-to-help-children-withautism.pdfHelping

11

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.a). English Foundation to Year 10
Curriculum. Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.b). Mathematics Foundation to Year 10
Curriculum. Retrieved from http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General Capabilities in the Australian
Curriculum. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Personal-andsocial-capability
Education Services Australia (ESA). (n.d.a). Explicit Teaching. Retrieved from
http://www.teachingacenglish.edu.au/explicit-teaching/overview/explict-overview.html
Education Services Australia (ESA). (n.d.b). Differentiation. Retrieved from
http://www.teachingacenglish.edu.au/differentiation/overview/differentiation.html
KidsMatter. (2013). Autism: Suggestions for School Staff. Retrieved from
http://www.kidsmatter.edu.au/sites/default/files/public/KMP_C4_CASD_AutismSuggestions_ForSchoolStaff.pdf
Kyle, P., & Rogien, L. (n.d.). Classroom Management Supportive Strategies. Retrieved from
http://www.nasponline.org/educators/hchsii_supportivestrategies.pdf
Larkey, S. (n.d.). Strategies for Teaching Students with Autism Spectrum Disorder and Other Students with Special
Needs. Retrieved from http://www.learninglinks.org.au/wp-content/uploads/2012/11/LLIS-03_AutismStrategies.pdf
Linsin, M. (2010). How To Get Students To Raise Their Hand. Retrieved from
http://www.smartclassroommanagement.com/2010/02/13/how-to-get-your-students-to-raise-their-hand/

12

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

State of Queensland Department of Education and Training. (2015). Adjustments for Students with an Autism
Spectrum Disorder. Retrieved from http://education.qld.gov.au/staff/learning/diversity/educational/asd.html
University of Oregon Center on Teaching and Learning. (n.d.). Phonemic Awareness. Retrieved from
http://reading.uoregon.edu/big_ideas/pa/pa_what.php
Woolfolk, A., & Margetts, K. (2013). Educational Psychology (3rd ed.). Frenchs Forest, Australia: Pearson Australia.
Self-Assessment

Distinctions

Criteria

Documents academic, social and

emotional development of the
individual in positive/ strengths
based language (LO3)

Characteristics (LO4)

Matrix/ ILP and other documentation

and discussion demonstrate
consistent very high level,
comprehensive information on the
childs social and emotional
development in extremely well
considered positive/ strengths based
language.
Excellent, highly informed and
knowledgeable understanding of the
characteristics of the child within an
inclusive educational setting.
Excellent documentation within the
planning matrix.

Credit

Pass

Matrix/ ILP and other documentation

and discussion demonstrate good
evidence of comprehensive
information on the childs social and
emotional development with good
positive/ strengths based language.

Matrix/ILP and other documentation

and discussion demonstrate
satisfactory information on the
childs social and emotional
development with satisfactory
positive/ strengths based language.

Informed approach with good

Satisfactory knowledge and
knowledge and understanding of the understanding of the characteristics
characteristics of the child within an of the child within an inclusive
inclusive educational setting. Well- educational setting. Satisfactory
considered documentation within the documentation within the planning
planning matrix.
matrix.

Fail (NN)

Matrix/ILP and other documentation and

discussion demonstrate little, poorly
considered or no information on the childs
social and emotional development with
little, poorly considered or no positive/
strengths based language.

Limited, poor or no clear knowledge and

understanding of the characteristics of the
child within an inclusive educational setting.
Limited, poor or no documentation within
the planning matrix.

13

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

Impacts on individuals and others

(LO4)

Highly insightful, connected and

comprehensive consideration of
possible impact of these
characteristics on childs learning,
peers, family and school/centre
teams. Excellent documentation
within the planning matrix.

Good consideration of and

thoughtful detail of possible impact
of these characteristics on childs
learning, peers, family and
school/centre teams. Good
documentation within the planning
matrix.

Satisfactory consideration of
possible impact of these
characteristics on childs learning,
peers, family and school/centre
teams. Satisfactory documentation
within the planning matrix.

Limited, poor or no clear consideration of

possible impact of these characteristics on
childs learning, peers, family and
school/centre teams. Limited, poor or no
clear documentation within the planning
matrix.

Implications for the setting (LO2,

LO5, LO8)

Good consideration to differentiating

Very high quality, creative
instruction and curriculum to meet
differentiation of instruction and
the needs of the child in the
curriculum to meet the needs of the inclusive setting.
child in the inclusive setting.

Satisfactory consideration to
Limited, poor or no clear consideration to
differentiating instruction and
differentiating instruction and curriculum to
curriculum to meet the needs of the
meet the needs of the child in the inclusive
child in the inclusive setting.
setting.

Set goals and level of specificity

relating to needs through planned
task analysis (LO5, LO8)

Strategies demonstrate an
understanding of principles of
student wellbeing and teaching for
resilience within an inclusive setting
(LO1, LO3)

Satisfactory consideration of goals

and task analysis to scaffold
Good
consideration
of
goals
and
Excellent, high level consideration of
goals and task analysis to scaffold task analysis to scaffold learning to learning to meet the needs of the
child.
meet the needs of the child.
learning to meet the needs of the
child.

Comprehensive detailed knowledge Good knowledge of child wellbeing

of student wellbeing and teaching for and teaching for resilience and
resilience and high quality relevant relevant strategies for an inclusive
strategies for catering for the needs setting. Very good understanding of
of the child in an inclusive setting. the impact of these strategies
Substantial insight into the impact of connected to the needs of the child.
these strategies connected to the

Limited, poor or no clear consideration of

goals and task analysis to scaffold learning to
meet the needs of the child.

Satisfactory factual knowledge of

Limited, poor or no clear knowledge of child
child wellbeing and teaching for
wellbeing and teaching for resilience. Limited
resilience and generally relevant
poor or no relevant strategies for an inclusive
strategies for an inclusive setting. setting. Inadequate understanding of the
Adequate understanding of the
impact of the strategies connected to the
impact of these strategies connected needs of the child.

14

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

Strategies to enhance protective

factors minimising risk (LO2, LO4,
LO7)

needs of the child.

to the needs of the child.

Comprehensive detailed knowledge Good knowledge of well selected

of high quality relevant strategies to relevant strategies to enhance
enhance protective factors
protective factors minimising risk for
minimising risk for all in an inclusive all in an inclusive setting. Thoughtful
setting. Substantial insight into the consideration into the impact of
impact of these strategies connected these strategies connected to the
to the needs of the child. Excellent needs of the child. Good
documentation within the planning documentation within the planning
matrix.
matrix.

Satisfactory knowledge of relevant

strategies to enhance protective
factors minimising risk for all in an
inclusive setting. Adequate
consideration into the impact of
these strategies connected to the
needs of the child. Satisfactory
documentation within the planning
matrix.

Limited, poor or no clear knowledge of

relevant strategies to enhance protective
factors minimising risk for all in an inclusive
setting. Limited, poor or no clear
consideration into the impact of these
strategies connected to the needs of the
child. Limited, poor or no clear
documentation within the planning matrix.

Comprehensive, very well planned

Specific Strategies that cater for the
Well-considered, relevant strategies
Limited, poor or no clear relevant strategies
highly relevant strategies to cater for
individuals additional needs (LO5,
to cater for the childs needs. Good Satisfactory and generally relevant to cater for the childs needs. Limited, poor o
the childs needs. Excellent
strategies to cater for the childs
LO6, LO8)
documentation.
no clear documentation.
documentation.
needs. Satisfactory documentation.

Communication of information and ideas & connecting to the literature in the field (required to demonstrate all Learning Outcomes for this assessment
task & includes University Graduate Attributes)

Sources/literature

Explicitly, accurately and insightfully

used in significant ways.
Appropriate, relevant and recent
selection, including resources from
the LEO site, very thoughtful
generalisation to practical
experience.

Explicit factual use in significant

Explicitly used. Satisfactory
ways. Appropriate relevant and
selection and generalisation to
recent selection, good generalisation
practical experience.
to practical experience.

Fails to use source explicitly, poor selection

and generalisation to practical experience. .

15

EDFD221: Creating Inclusive, Safe and Supportive Schools

McQueen

Jessica
S00144107

Presentation/Format of Planning
Matrix & ILP

REFERENCING

Very clear, accurately proofed print

throughout. All information very
clearly planned, comprehensive,
professionally presented and
thoroughly organised, scaffolded,
complete and accessible. Inclusive
language always carefully used
throughout.

Generally proofed print. Information

Clear, proofed print. All information
adequately organised and
clearly organised, complete and
accessible. Inclusive language
accessible. Inclusive language used.
mostly used.

Very good

Poorly proofed print, poorly spaced text.

Information not clearly organised or
accessible. Very limited, poorly used or no
use of inclusive language.

Needs improvement

Professionally presented appropriate and

accurate use of APA referencing style
throughout text and accurate reference list.
http://www.acu.edu.au/student_resources/offic 1
e_of_student_success/service_areas/academi
c_skil ls/referencing/apa/

I feel as though I deserve a Distinction for my mark for this assessment task. I feel as though I have created a
detailed matrix and ILP that takes into consideration my avatars disability and her characteristics. I have carefully
considered her entry skills to create a range of SMART goals with a number of strategies which can be
implemented to promote a safe, inclusive and supportive environment. Overall, I feel that the matrix/ILP has
covered a range of areas which will help support my avatar in accessing the curriculum and promote positive
behaviours.

16