Christ The King INDIVIDUALISED PLAN

Catholic School Semester 1 2022

Djarindjin Lombadina

Student Information School Personnel

Student name: Holly-Anne Victor Principal: Sharon Le Ray

Date of Birth: 05/01/2013 Teacher Responsible for Plan: Jake Nelson

Year Level: 4 Others: Gregory Moore

Parents/Carers: Yvonne Sampi ATA: Valarie WIggan, Vincent McKenzie

SWD Consultant: Elizabeth (Lizzy) Price

Background
NCCD (Nationally Consistent Collection of Data on School Students with Disability)
Disability Category
☐Physical ☐Cognitive ☒Social Emotional ☐Sensory
Level of Adjustment
☐Support within QDTP ☒Supplementary ☐Substantial ☐Extensive

STUDENT TO BE INCLUDED IN NATIONALLY CONSISTENT COLLECTION OF DATA ON SCHOOL STUDENTS WITH

DISABILITY. (More information is available at www.nccd.edu.au )
Additional Individual Plans External Support Agencies
☐Health Care Plan Yes/No Therapy Agency
☐Individual Behaviour Support Plan - Yes/No Medical Practitioners
☐Other Plan (please detail)

Assessment Data Reporting Method

o PM Level 30 ☐Standard
o Burt - 32
o SA spelling 19 ☐Modified subject specific: ABCDE with comments
o Waddingtons Rdg test 9.8
o MAI counting GP 4 ☒IEP in Some / All Areas: Evaluation comments only
o MAI Place value GP 2
o MAI addition and subtraction GP 3
o MAI Multiplication and division GP 2

Strengths and Interests Priorities and Additional Information

o Lego - Increase her consistency of work
o Computer activities
o Colouring and drawing
Learning Area Is the student working at Year Alternate Year Level OR Person responsible for
Level WA Curriulum? ABLEWA Curriculum implementation and
assessment (if not class
If No teacher)
Religious Education No 5 Jake Nelson
English No 3 Jake Nelson
HASS No 3 Jake Nelson
Mathematics No 3 Jake Nelson
Science No 4 Jake Nelson
Health (incl Social & Emotional) No 3 Jake Nelson
Physical Education No 3 Jake Nelson
Languages No 3 Vincent McKenzie
The Arts No 3 Gregory Moore
*add other SCSA Learning
Areas as applicable

ADJUSTMENTS
Environmental Adjustments Instructional Adjustments
o Provide established daily routine o Checklist for completing tasks
o Provide clear rules and consistent o Checklists for routines and procedures
enforcement o Checklists for organisation
o Reduce auditory clutter o Advise of upcoming events
o Reduce visual clutter o Provide an overview of lesson prior to
learning
o Use class or personal visual timetable o Set explicit intentions and success criteria
o Provide break cards o Alert student prior to expressing key
o Use Redcat Sound System learnings

Signatures:
Teacher/s Parent/s:
 INDIVIDUAL EDUCATION PLAN
Priority Goals
o Increase Literacy levels
o Increase numeracy levels

The Curriculum Adjustments below support the achievement of the stated Priority Goals.

CURRICULUM ADJUSTMENTS
(refer to scsa.wa.edu.au)
Learning Area and Descriptor Objectives Strategies Assessment Evaluation
Method Achieved
Continuing
Deferred
English
GR: PM/Fast Forward Burt reading
sound and letter knowledge To read PM benchmark PM GR cards – green box assessment
Recognise most sound/letter level 30 books Data wall for feedback
matches including silent letters, Worksheet tasks
vowel/consonant digraphs and many To read graphemes ay, Comprehension tasks
less common sound–letter ou, ie ,ea ,oy ,ir, ue, Timed reading tasks Spelling mastery Book
combinations (ACELA1474) Y2 Yellow Box C every 5 lessons
To re-read text to answer Rdg Compr.– Lauren
Interpreting, analysing, evaluating literal questions. O’Brien
Use comprehension strategies to Spelling Mastery Book B PM benchmark kit
build literal and inferred meaning Games
and to begin to analyse texts by To answer simple Waddingtons Rdg
drawing on growing knowledge of inferential questions Test (RA)
context, language and visual
features, and print and multimodal To write text of different
text structures (ACELY1670) Y2 formats
EAL/D progress maps
Creating texts Create short
imaginative, informative and
persuasive texts using growing
knowledge of text structures and
language features for familiar and
some less familiar audiences,
selecting print and multimodal
elements appropriate to the
audience and purpose (ACELY1671)

Maths
Apply place value to partition, To be able to recognise Interactive Resources Completed
rearrange and regroup numbers to at that our number system Worksheets
least 10 000 to assist calculation and is based on lots of Manipulatives
solve problems (ACMNA053) YR3 10000’s 1000’s 100’s 10’s Observations during
EAL/D and 1’s. Maths Games and
YR3 ACARA Math Games
Activities
To be able to partition a
number into multiples of Activities
10’s/100’s/1000’s/10000’s. Assessing Mathletics
Modal and represent unit fractions tasks
including ½, ¼, 1/3, 1/5 and their Mathletics Designated
multiples to a complete whole To be able to draw tasks
representations of unit Verbal responses
(ACMNA058)
YR3 ACARA fractions. Daily Mental Maths
Activities MAI
Represent money values in multiple
ways and count the change required To use strategies to
for simple transactions to the nearest calculate change needed
five cents (ACMNA059) YR 3 ACARA for simple transactions.

Identify symmetry in the

environment (ACMMG066)
YR3 ACARA To be able to recognise
symmetry in Aboriginal
Rock Art, leaves.

HASS
Language groups of Australia’s To identify the seven Clan Activity Sheets Completed Activity
Aboriginal and Torres Strait Islander groups in the area. Maps Completed Maps
Peoples divides their Country/Place
and differs from the surveyed To name the Clan group Completed
boundaries of Australian states and they belong to. Information Page
territories (ACHGK015) Information Page
YR3 EAL/D - Geography

The importance of Country and place To explain the Observations during

to Aboriginal/Torres Strait Islander importance of Country. discussions
Peoples who belong to a local area Discussions
(ACHASSK062)
YR3 ACARA – History

Health (including Social Emotional)

Explore strategies to manage To be able to use the Keeping Safe Curriculum Completed Activity
physical, social and emotional anatomical names for
change (ACPPS034) sexual body parts. Sheets
YR 3-4 ACARA Activity Sheets
To understand that our Observations during
Investigate resources and strategies bodies are private. discussion and role
to manage changes and transitions
associated with puberty (ACPPS052) Discussions play
To recognise different
YR 5-6 ACARA types of touching.
Physical Education
Basic rules in a variety of physical Focus: Practice Checklists
T1 – Team Sports
activities and ways in which they /Basketball Sport equipment,
keep activities safe and fair T2 – Football/Athletics Checklists Observation
(ACPMP050) YR3 ACARA OAP Sports event
To be able to follow Practical assessment
Cooperation skills to ensure instructions. of skills
everyone is included in all physical
activities. To be able to take turns
(ACPMP048) YR3 ACARA fairly.

To be able to extend his

current skill set.
Visual Arts
Explore ideas and practices used by Children will make 1 hour art lesson each Observation and the
artists, including practices of artworks exploring how week. Art, language and artworks the children
Aboriginal and Torres Strait Islander they are created culture activities on produce. Ongoing
artists, to represent different views, experimenting with Fridays. Hands on,
beliefs and opinions ACAVAM114 different views beliefs, practical art making tasks.
ideas and opinions. Activities mixed between
drawing, painting,
printing and sculptural /
construction tasks
Science
Living things have life cycles To be able to identify the Weekly science lessons Observations
(ACSSU072) life cycle of different Assessments from
Living things depend on each other animals and plants Hands on science Scitech boxes
and the environment to survive activities through Scitech Seesaw
(ACSSU073) To illustrate the food boxes
Earth’s surface changes over time as chain up to 5 steps
a result of natural processes and
human activity (ACSSU075) To record the changes in
surrounding areas from
human impact

Signatures:
Teacher/s Parent/s: