Individual Learning Plan
Individual Learning Plan
Individual Learning Plan
Communication
English
language for
interaction (evaluative
language)
Social Skills
English
language for interaction
(evaluative language)
Behaviour
p 1117)
Teacher will include new
friends in-group tasks for Mark
to feel less anxiety and has
someone he can turn to if
needed.
People with social anxiety
disorder are afraid that theyll
act in a way that leads to
embarrassment or
humiliation. (Ford, Liebowitz
& Andrews, 2007, p30)
Therefore creating a safe
space for Mark will allow him
to feel safe when he is feeling
anxious.
he gains 10 stickers he is
allowed one reward, such
as iPad time for 10
minutes)
Planning Matrix
Implication
s
Strategies
Social Interactions
Struggles to concentrate
when completing tasks on
the floor with the class.
Struggles to concentrate
when completing individual
tasks.
Mark to be engaged in
more class discussions.
Mark to be engaged in
activities completed at his
desk.
Distracts other students.
If more engaged in the
work will be less distracting
to others in the classroom.
Use visual content in the
classroom.
Written handouts and print
outs of slides for him to
have at his desk.
More visual content to
engage him so he has less
chance of becoming
distracted
Reference List
AusVels Level 3. (2015). AusVels Level 3 Achievement Standards. Retrieved 22 May 2015, from
http://ausvels.vcaa.vic.edu.au/Level3.
Department of education and training. (13th March 2014). Behaviour support plans. Retrieved from
http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/teachplans.aspx.
Ford, E., Liebowitz, M., & Andrews, L. W. (2007). What You Must Think of Me: A Firsthand Account of One Teenager's Experience
with Social Anxiety Disorder. Cary, NC, USA: Oxford University Press. Retrieved from http://www.ebrary.com.
Glick, G. C. & Rose, A. J. (2011). Prospective associations between friendship adjustment and social strategies: friendship as a
context for building social skills. Developmental Psychology, 47(4), p 1117-1132.
Haury, D. L. & Rillero, P. (1994). Perspectives of hands-on science teaching. Retrieved from
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-7.htm.
Trief, E. (2007). The use of tangible cues for children with multiple disabilities and visual impairment. Journal Of Visual Impairment
& Blindness, 101(10), 613-619.
Characteristics (LO4)
Distinctions
Matrix 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
Matrix and other
documentation and
discussion
demonstrate good
evidence of
comprehensive
information on the
childs social and
emotional
development with
good positive/
strengths based
language.
Pass
Matrix 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 knowledge
and understanding
of the characteristics
of the child within an
inclusive educational
setting. Wellconsidered
documentation
within the planning
matrix.
Highly insightful,
connected and
comprehensive
consideration of
possible impact of
Good consideration
of and thoughtful
detail of possible
impact of these
characteristics on
Satisfactory
knowledge and
understanding of
the
characteristics of
the child within
an inclusive
educational
setting.
Satisfactory
documentation
within the
planning matrix.
Satisfactory
consideration of
possible impact
of these
characteristics
Fail (NN)
Matrix 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.
Limited, poor or no
clear consideration
of possible impact
of these
characteristics on
childs learning,
peers, family and
school/centre teams.
Good documentation
within the planning
matrix.
Good consideration
to differentiating
instruction and
curriculum to meet
the needs of the
child in the inclusive
setting.
Good consideration
of goals and task
analysis to scaffold
learning to meet the
needs of the child.
Strategies demonstrate an
understanding of principles of
student wellbeing and teaching
for resilience within an inclusive
setting (LO3)
Comprehensive
detailed knowledge
of student wellbeing
and teaching for
resilience and high
quality relevant
strategies for
catering for the
needs of the child in
Good knowledge of
child wellbeing and
teaching for
resilience and
relevant strategies
for an inclusive
setting. Very good
understanding of the
impact of these
on childs
learning, peers,
family and
school/centre
teams.
Satisfactory
documentation
within the
planning matrix.
Satisfactory
consideration to
differentiating
instruction and
curriculum to
meet the needs
of the child in
the inclusive
setting.
Satisfactory
consideration of
goals and task
analysis to
scaffold learning
to meet the
needs of the
child.
Satisfactory
factual
knowledge of
child wellbeing
and teaching for
resilience and
generally
relevant
strategies for an
childs learning,
peers, family and
school/centre
teams. Limited,
poor or no clear
documentation
within the planning
matrix.
Limited, poor or no
clear consideration
to differentiating
instruction and
curriculum to meet
the needs of the
child in the
inclusive setting.
Limited, poor or no
clear consideration
of goals and task
analysis to scaffold
learning to meet
the needs of the
child.
Limited, poor or no
clear knowledge of
child wellbeing and
teaching for
resilience. Limited,
poor or no relevant
strategies for an
inclusive setting.
Inadequate
Strategies to enhance
protective factors minimising
risk (LO2, LO4)
Comprehensive
detailed knowledge
of high quality
relevant strategies
to enhance
protective factors
minimising risk for
all in an inclusive
setting. Substantial
insight into the
impact of these
strategies connected
to the needs of the
child. Excellent
documentation
within the planning
matrix.
strategies connected
to the needs of the
child.
Good knowledge of
well selected
relevant strategies
to enhance
protective factors
minimising risk for
all in an inclusive
setting. Thoughtful
consideration into
the impact of these
strategies connected
to the needs of the
child. Good
documentation
within the planning
matrix.
Well-considered,
relevant strategies
to cater for the
childs needs. Good
documentation.
inclusive setting.
Adequate
understanding of
the impact of
these strategies
connected to the
needs of the
child.
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.
Satisfactory and
generally
relevant
strategies to
cater for the
understanding of
the impact of the
strategies
connected to the
needs of the child.
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.
Limited, poor or no
clear relevant
strategies to cater
for the childs
needs. Limited,
1
0
childs needs.
Satisfactory
documentation.
Communication of information and ideas & connecting to the literature in the field
Explicitly, accurately Explicit factual use
Explicitly used.
and insightfully used in significant ways.
Satisfactory
in significant ways.
Appropriate relevant selection and
Appropriate, relevant and recent selection, generalisation to
Sources/literature
and recent selection, good generalisation
practical
very thoughtful
to practical
experience.
generalisation to
experience.
practical experience.
Very clear,
Clear, proofed print.
Generally
accurately proofed
All information
proofed print.
print throughout. All
information very
clearly organised,
Information
clearly planned,
complete and
adequately
comprehensive,
Presentation/Format of Planning professionally
accessible. Inclusive organised and
presented and
Matrix
language used.
accessible.
thoroughly
organised,
Inclusive
scaffolded, complete
language mostly
and accessible.
Inclusive language
used.
always carefully
used throughout.
The assessment task The assessment task The assessment
cites 11 or more
cites 6-10 references task cites at
References
references with at
with at least 1 from
least 1 different
least 1 from each of
each of 5 topics.
reference from
5 topics.
each of 5 topics.
REFERENCING
Professionally presented appropriate and accurate use of APA
referencing style throughout text and accurate reference list.
http://www.acu.edu.au/student_resources/office_of_student_success/
service_areas/academic_skills/referencing/apa/
Very good
1
Needs improvement
3
poor or no clear
documentation.
Fails to use source
explicitly, poor
selection and
generalisation to
practical
experience. .
Poorly proofed
print, poorly
spaced text.
Information not
clearly organised
or accessible. Very
limited, poorly
used or no use of
inclusive language.
The assessment
task cites fewer
than 1 different
reference from
each of 5 topics.
1
1