Individual

Learning Plan
Student Name:

School:

Year Level: 6

Thomas P
Regency Hill Primary School

Date Devised:

DOB:

Age:

19th May 2014

Background Information:

Father is unemployed, looking for work

Mother takes care of the kids
Family is very involved in school community
Younger brother and sister are in younger years, 2 and 4
Sister works at science lab wants to follow her career

Strengths:
Very involved in sport
Keen interest in Germany and the language
Very social personality

Barriers:
Finds it difficult to concentrate in class
Has problems spelling out the words (uses phonetic form of word solving)
Is usually absent from the class
Is also a very narrow minded thinker and has difficulty problem- solving
Long Term Goals:
To be able to complete school work on time

 To have confidence in his own work

To improve spelling and grammar

Annual Goals (Negotiated with):

Student
Class Teacher

Student Name: Thomas Powell

Year Level: 6
School:
Regency Hill Primary School
ANNUAL
GOAL NO.


1. Complete
work on time

SHORT-TERM GOAL

Do more work in
class
Sit away from
distractions
Ask for help
when unable to
solve a problem

ENTRY SKILLS

Sits with students at

his ability
Sets a timeline for
work
Has shown ability to
hand in work on time

IMPLEMENTATION STRATEGIES
!

2. Have more
confidence in
work

Hand in work
that he likes
Receive better
marks
Compare with
classmates
earlier

Completes his work

Has friends to
compare his work
with
Works well on
subjects that interest
him

ASSESSMENT STRATEGIES

Teacher can meet alone or in a

group with the student and discuss
his strengths
(http://www.ascd.org/publications/ed
ucationalleadership/feb06/vol63/num05/IfThey'd-Only-Do-Their-Work!.aspx)

The Work Responsibility method

from the Scholastic website
(http://www.scholastic.com/teacher
s/article/winning-ideas-gettingstudents-complete-homework)
Use the Inner Discipline
Classroom Management Model to
provide a sense of self- control in
the student (McDonald 2013a, p.
301
Offer continual praise on student
work
Provide worksheets and activities
for success
(http://www.nasponline.org/co
mmunications/spawareness/self
esteem_ho.pdf)
Model correct techniques and
habits for them to emulate
(http://www.edubabbling.com/7
-strategies-to-increase-self-
esteem-in-children/)
Use an individualised
intervention program that builds
upon existing knowledge that

incorporates the levels of
instructional engagement
(Woolley 2013, p. 156).
Teach the student and the rest of
the class positive self- talk to
explain that self- worth is not

Student will submit work on

time or early
The work will have a higher
amount correct answers
Plan, rehearse and deliver
presentations (AusVELS
2014)

Ask for his opinion on his

work
Get him to read a pre-
selected piece to the class
Use Peer Assessment with
another similarly skilled
student
Reread and edit students
own and others work using
agreed criteria and explaining
editing choices (AusVELS
2014



3. Improve
Spelling and
Grammar

Use a dictionary
instead of just
going to the
teacher
Ask the teacher
about
grammatical
concepts
Develop a larger
vocabulary

Tries spelling
phonetically
Has some
understanding of
grammar
Uses laptop spell and
grammar check

related to academic achievement

(Thompson & Carpenter 2013,
p.404)
Teach grammar and punctuation
with quality books and explore
effect and impact of grammar
Model Have a Go spelling to
encourage more ambitious
spelling attempts
(http://www.literacytrust.org.uk
/assets/0001/8315/The_Literac
y_Guide_for_Primary_Schools_20
13-14_extract.pdf
Use Home- School partnerships
to support and develop student
engagement (Woolley 2013,
p.162)

Review at regular intervals

Look at work for evidence of
change
Create a repertoire of
informal and summative
teacher made tests (Woolley
2013, p. 155)
Understand how to use
spelling patterns and
generalisations (AusVELS
2014)

Rationale:
The implementation strategies that I have chosen closely relate to Standard 1 and 3 in the highly accomplished career stage, which is
knowing students and how they learn and planning for and implementing effective teaching and learning (AITSL).

The assessment strategies that I have chosen relates to Standard 5 in the areas of analysing data to improve student learning and tracking
student progress. These are qualities of Highly Accomplished and Proficient Teachers, respectively. The standard is the Assess, Provide
Feedback and Report on Student Learning (AITSL).

The reason that I have decided to use these standards for my assessment and implementation strategies was that the strategies should lead
to the incorporation of activities that best suit the students learning needs and strengths (Woolley 2013, p. 154)