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Personalised Learning Plan (Group Education Plan)

Students:
• Shreyans Parmar
• Dusky Lawrence-Fitgerald
• Joshua Tabanidalo
• Laylah Larkin Year: Pre-Primary Class: PP1 1.3 Students with diverseDate:
linguistic, cultural, religious and socioeconomic
27/09/2018
backgrounds
Contributors (Teachers, EAs, Parents, Student Services Team): Term 2 Review Date: Term 3 Review Date:
• Meghan Morton Week 9 Week
- Design and implement teaching strategies that are 8
responsive to the
• Rowena Letts Term 4ofReview Date:
learning strengths and needs students from diverse linguistic, cultural,
• Parent /Guardian
religious and socioeconomic backgrounds.
Group Background Information (Strengths & Concerns):
• Students are generally not able to recognise the set 2 & 3 of letters and sounds previously taught in class
This Group Education Program (GEP) was created for students from
• Students are unable to write the letters using the correct letter formation diverse linguistic and socioeconomic backgrounds and include teaching
• Students are generally able to hear the middle & end sound in CVC words strategies that were designed based on information gathered about
• Students are generally unable to segment and blend CVC words students’ learning strengths and needs. While participating in the Learning
Language & Loving It! program I reviewed this GEP to incorporate the
Long Term SMART Action Steps Teaching and Learning Adjustments – Continuous Monitoring – Observations - Responsibilities Notes
strategies that I was learning as part of the program to expand their oral
Goal (Short term SMART targets; Strategies Evaluation – Assessment (Who is going to be
(Term, Semester, What specifically do you want language skills and support their interactions
(How are you going to achieve the objectives; what (Who, What, How, When - What evidence can responsible for with peers.
Year) the student to achieve? Must are you going to do?) you show the student is working towards long monitoring, reviewing &
be measureable.) term goal & achieving short term goals?) reporting?)
PHONOLOGICAL 1. Given small group support • Additional practise 1:1 with EA or in small group • Observations • Meghan Morton • Home folder to support
KNOWLEDGE and hands on materials with EA or Teacher to practise sounds using • Checklists • Rowena Letts learning
students will identify the flash cards • Anecdotal records • Parent /Guardian
Given 1:1 support in sounds of the lowercase • Play simple games using the flash cards and
small group settings and capital letters M, D, other resources to build recognition
students will recognise G, O ,C, K, CK, • Provide opportunities to practise using tablets
and name all upper E, U & R by the end of • Provide a set of flash cards for practise at home
and lower case letters Week 8, Term 3.
(graphemes) and
know the most
common sound that
each letter represents
from Letters and
Sounds Phase 2 by
the end of term 4.
WRITING 1. Given small group support • Students will practise writing letters using a dot to • Observations • Meghan Morton
students will be able to dot to trace, focusing on applying pressure with • Checklists • Rowena Letts
Given 1:1 support in correctly write the letters the pencil • Anecdotal records • Parent /Guardian
small group settings Mm, Dd, Gg, Oo, • The EA will provide hand over hand support
students will be able to Cc & Kk using the • Gradually reduce the level of support as skills
produce some lower correct letter formation by develop
case and upper case the end of Week 8, Term 3.
letters using learned
letter formations by the
end of term 4.

READING 1. Given small group support • Additional practise 1:1 with EA or in small group • Observations • Meghan Morton
students will be able to with EA or Teacher to practise sounds using • Checklists • Rowena Letts
Given 1:1 support in identify the medial sound flash cards • Anecdotal records • Parent /Guardian
small group settings of CVC words by the end • Play simple games using the flash cards and
students will write of Week 8, Term 3. other resources to build recognition
consonant-vowel- • Provide opportunities to practise using tablets
consonant (CVC) 2. Given small group support • Use robot talking as strategy
words by representing students will be able to
some sounds with the write CVC words by
appropriate letters, representing the sounds
and blend sounds with the appropriate letters
associated with letters by the end of term 3.
when reading CVC 1.5 Differentiate teaching to meet the specific learning needs of students
words by the end of across the full range of abilities
term 4.
Personal & Social 1. Explore relationships • Social stories - Develop teaching activities that incorporate
• Observations differentiated strategies to meet
• Meghan Morton
Capability: Social through play and group • Modelling the specific learning needs of students
• Checklists acrossLetts
• Rowena the full range of abilities.
Awareness experiences • Scaffolding • Anecdotal records • Parent /Guardian
This GEP was developed to support identified students with English support.
Show an awareness • Plan for small groups based on: Specific strategies are recorded to support their individual needs and to help
for the feelings, needs - Interest them achieve their individual learning goals.
and interests of others - Language Stage
- Friendships
These students received extra 1:1 support with our Education Assistant and
Personal & Social 1. Identify positive ways to • Anecdotal
extraRecords
time to complete tasks. • Meghan Morton
Capability: Social initiate, join and interrupt • Set up appropriate activities • Checklists • Rowena Letts
conversations with adults - Reasons to communicate I incorporated the Learning Language & Loving It! program strategies to
• Observations
Management
and peers • Direct Questions and comments to encourage support their learning. I began to see increased engagement and participation
Respond to the discussion with their peers from the identified students towards the end of the year.
feelings, needs and
interests of others

This document is a live document which needs to be continually reviewed and adjusted as necessary (minimum fortnightly). Action Steps are the result of deconstructing the long term goal into smaller
manageable stages. Action Step goals need to be in the SMART goal format. To facilitate management of evidence collection, ideally no more than 4 action steps per goal.

Teacher Signature/s: Parent/Carer Signature/s: