One Plan

School/Preschool Details

Student Details
EDID Student First Name Student Last Name

Student Year Level Student DOB

12

Plan Contacts
Plan Created By Site Owner Plan Owner
Khurana, Shanam (Mitcham Girls Annette Williams Shanam Khurana
High School)

Important Dates
Plan Creation Date Plan Interim Review Date Actual Interim Review Date Annual Review Date
24/03/2021 05/05/2021

Plan Details
Plan Rationale and Learning Priorities
Developing strategies to cope up with timely handling of SACE assessment tasks by submitting drafts and actively asking
for help when needed. Finding ways to increase the attention span for active learning in the class. To provide
with support in working towards developing his ability to understand his own strengths and work on areas where he
needs support.

Important Information
acute anxiety which affects his learning and wellbeing.
seating plan at the front of the class
required break at times - head down on table, going for a walk
selective group of friends.
likes his own space and not engage in much conversation
enjoys talking about his interests with a few friends and the teacher he likes.
struggles to engage with tasks that don't require him to use his device.
confidence levels affect his progress when working through the tasks as he has a very low self esteem.
He struggles to communicate his frustrations towards some tasks and his self regulation of behaviour.

Supports/Services
Wellbeing team
Flipside

Universal Adjustments
Scaffolding of tasks for easy understanding.
Explicit instructions and teaching for easy grasping of information.
Clear step by step verbal instructions using multi modes of instructions/representation of teaching context.
Seating in the front row of the class.

The following people have been consulted about this Plan

Student Parents/Carers Teachers

Notes from consultation (Perspectives)

Student - "I want to submit all my SACE work on time but I need to be proactive in asking more help from my teachers,
and to be up-to-date with his work keeping due dates in his mind."

Attachments (View Online)

Learning focus and entry point

Type Description
Numeracy Stage 1 General Maths- to reason, calculate, and communicate to solve problems. Through the study of mathematics, they
understand and use skills, concepts, and technologies in a range of contexts .

Social/Personal Stage 2 Research project -developing a sense of personal identity • reviewing and planning personal goals • developing an
understanding of, and exercising, individual and shared obligations and rights

Literacy will try his best to complete all stage 1 SACE work and submit it as drafts during the course of these 6 weeks.

Goals

# Type Curriculum Link SMARTAR goal Date Set Date Progress Notes
Achieved
1 Social Social/Personal He will have one to one interaction in the 26/03/2021
pastoral care lesson with the HG teacher and
discuss three positives of the week to
overcome his anxiety.
2 Curriculum Social/Personal He will ask for more vocal assistance from his 26/03/2021
teachers to achieve his target of keeping upto
date with his work in the next 6 weeks.
3 Behavioural Social/Personal will check his tendency of getting lost 26/03/2021
with games on his device to focus fully on his
work avoiding any distractions.

Adjustments

Goal Type Adjustment Notes

1 Other To develop culturally inclusive relationship with to gain a
holistic understanding of his mindset to provide positive well being
which would further assist in better learning. To understand
needs to provide him with the right support.
2 Curriculum Explicit and clear instructions, constant learning checks and regular
instructional checks to see how is getting on with his
 curriculum needs. Scaffolding of tasks through one on one
interactions to provide more clarity into the tasks. Providing visual
support and exemplars to help to achieve his goals. Use of
positive and descriptive feedback.
3 Environmental Access to print resources when possible to avoid digital distractions,
seating in front to avoid the temptation of playing games sneakily and
explicit behaviour expectations by the teachers.