Evidence Piece 3: Personalised Learning Plan

The Personalised Learning Plan (PLP) was created with a colleague who team-teaches Year 2
with me. We developed the PLP for a student who struggled to focus in learning tasks,
particularly with reading and writing. After numerous meetings and emails with the parents,
we created the learning plan to cater for the needs of a child who has been diagnosed with
having dyslexia and ADHD. This piece of evidence was selected as it clearly demonstrates my
ability to differentiate learning in the classroom to cater for a range of needs, including
disabilities.

Standards Achieved: 1.5, 1.6, 3.7, 5.5, 7.3

Standard 1:
The PLP includes a section of the adjustments I make to cater to the specific learning needs
of this particular student (1.5, 1.6). The adjustments made, such as additional scaffolding
and seating arrangement, ensure it is possible for this student with learning and behavioural
disabilities to engage and focus in all learning experiences. The PLP identifies specific
adjustments I make to provide equity during assessment (1.6)

Standard 3:
The PLP was designed and created with the support and assistance of the student’s parents.
Before creating the PLP, I spoke regularly with the student’s parents to discuss the student’s
learning progress and to assist with obtaining a formal diagnosis for both dyslexia and ADHD
(3.7). Once the student had been formally diagnosed with dyslexia and ADHD, I provided
frequent updates through email to the parents to assist them with the process and the
dosage of medication provided to the student to assist him when learning. Between the
emails to and from the parents and the PLP, I have included opportunities for the parents to
be aware and involved of their child’s progress at school.

Standard 5:
Regular communication, shown through email records, demonstrates my ability to clearly,
accurately and respectfully report to parents on their child’s achievements in school. (5.5). In
the emails I identify the student’s growth in different areas, as well as areas of his learning
that remain a particular focus. I use my anecdotal notes of observations in the class to
inform my recording of student achievement.

Standard 7:
Over the year I have developed a positive and collaborative relationship with the parents of
the students in my class, which is evident in the emails showing my correspondence with a
particular family (standard 7.3). The purpose of the emails is to inform the parents of their
child’s successes and learning goals at school. By doing this, I am ensuring the parents are
positively involved and engaged in their child’s learning, resulting in improved progress in
their child’s learning development.

Reflection:

The PLP and ongoing communication with the student’s parents had a profound impact on
the student’s learning behaviours and achievement. Due to the communication with the
parents, we were able to obtain a formal diagnosis of dyslexia and ADHD, which led to an
increase of support for the student. The student is able to focus and engage in the learning
process as he has a learning space that supports his needs and additionally, the increase in
support has led to progress in all learning areas.