MILDURA SOUTH PRIMARY SCHOOL

INDIVIDUAL LEARNING PLAN

Name of student: Class: 3/4H Date: Term 4, 2023

Goal: To bring my best self to school and love the learning that I do.

Strengths: Zest, Humour, Hope and Appreciation of beauty

Interests: Gymnastics, animals, fidget toys

PRAISE & PROMPT ADJUSTMENTS / RESOURCES ASSESSMENT & EVIDENCE

ATTENDANCE & Praise: engages in small ● Working 1:1 and in small groups for Additional Literacy and
CONNECTEDNESS TO guided group lessons. additional literacy support. Numeracy support.
SCHOOL ● Working 1:1 and in small groups for
Prompt: will continue to additional numeracy support. has attended school
will achieve build friendships with her peers. ● Guided lessons: explicit teaching of for 90%.
95% attendance strategies with practise time
Term 4:
● Provide time for Huff n Puff and brain
has attended school
breaks
for 100%
● Modify activities where necessary
● Faces on Data Assessment to track
learning.
● Systematic Synthetic Phonological
Awareness Group
READING Praise: With support ● Unpack LI and SC for each lesson. Participates in reading
can find information in the text to ● Clarify understanding of the guided groups.
help her answer questions about task/learning.
the text. ● Guided lessons: explicit teaching of is reading at
strategies with practise time. Level 11 instructional.
Prompt: will continue ● 1:1 Koorie Support
to practise re-reading the text and Reading On Demand results:
● Faces on Data Assessment to track
to think about what would make below 1.0.
sense. learning. Develop an Individual
Praise: Education Plan with specific, achievable is reading at a Level
With teacher guidance, goals. 13 instructional.
is able to explain who the ● Provide stability and consistency in
characters are and what they do. routine. participates in small
● Plan any changes in routine in advance. guided groups with Mrs
Prompt: ● Modify activities where necessary. Eg. Scholyer.
In the future, will learn Allow more time to complete tasks,
about the characters and setting in reduce amount of work, provide
texts. body/brain breaks and provide
alternative activities.
Praise:
is able to use the
pictures and other words in the text
to discuss new and unfamiliar
words.

Prompt:
Next, will practise
using the pictures, diagrams and
what she already knows (prior
knowledge) to discuss unfamiliar
words.

Praise:
can reread to find
key information that answers
questions about the text.

Prompt:
will work on using
clues in the text and what she
knows (prior knowledge) to answer
questions about how characters
feel and why they might feel that
way.
WRITING Praise: is able to hear ● Unpack LI and SC for each lesson. Participates in Writing guided
and write beginning, and some ● Clarify understanding of the groups.
Learning intention: middle and end sounds in words task/learning.
I am learning that a independently. ● Guided lessons: explicit teaching of COS: For using your Love of
sentence has a noun strategies with practise time. Learning during writing this
and a verb. Prompt: With support, ● 1:1 Koorie Support week. You have shown this
will continue to practise writing a by being engaged and
● Faces on Data Assessment to track
Success criteria: sentence with a noun and a verb. willing to share your learning.
I will be able to show learning. Develop an Individual Keep up the great work!
that my sentence Praise: Education Plan with specific, achievable
has a noun and a is beginning to use full goals. Writing Learning Task
verb. stops in her writing. ● Provide stability and consistency in (Punctuation).
routine.
Prompt: ● Plan any changes in routine in advance.
will continue to ● Modify activities where necessary. Eg.
practise writing simple sentences Allow more time to complete tasks,
which include a capital letter and reduce amount of work, provide
a full stop. body/brain breaks and provide
alternative activities.
Praise:
can write a compound
sentence using ‘and’.

Prompt:
will work on using the
joining word/s ‘but’, ‘because’ and
‘so’ to write a compound
sentence.
Praise:
With teacher guidance,
can write a simple sentence
that includes a noun and a verb
that makes sense.

Prompt:
will continue to work
on writing a simple sentence that
includes a noun and a verb that
makes sense independently. For
example: The dog ran across the
road.
NUMERACY Praise: can count to ● Unpack LI and SC for each lesson. Participates in Maths guided
20. ● Clarify understanding of the groups.
Learning intention: task/learning
I am learning to Prompt: will practise ● Guided lessons: explicit teaching of Counting learning task.
match the number counting and moving a collection strategies with practise time.
to the group. of objects one by one up to 20. ● 1:1 Koorie Support Faces on Data Data Learning Task.
Assessment to track learning. Develop an
Success criteria: Praise:
I will show my 1-1 can organise data Individual Education Plan with specific,
matching when I into a picture graph. achievable goals.
count. ● Provide stability and consistency in
Prompt: routine.
Next, will work on ● Plan any changes in routine in advance.
creating a question (What type of ● Modify activities where necessary. Eg.
ice-cream is your favourite?) and Allow more time to complete tasks,
collecting this data using tally reduce amount of work, provide
marks. body/brain breaks and provide
alternative activities.
Praise: ● Use concrete aids and real-life
can read, write and make situations in numeracy activities.
3 digit numbers. ●

Prompt:
Next, will practise
renaming and bridging 3-digit
numbers.
Praise:
is able to solve
multiplication problems by using
the strategies of groups of, skip
counting, repeated addition and
arrays.

Prompt:
will work on sharing
objects equally and recognising
when there are leftovers.

COMMUNICATION Praise: is able to ● Establish a listening plan (stop, look,

(Speaking & follow short, brief instructions. listen).
Listening) ● Give concrete, explicit, step-by-step
Prompt: will continue instructions.
to practise participating in partner
and class discussions.
 ● Break down new information into small
chunks. Check for understanding before
giving new information.
● Use gestures.
● Allow extra time to respond to questions
and instructions.
● Use visuals for support.
● Daily Developmental Play.
● 1:1 Koorie Support
● Liaise with SSS - Special Needs
● Continue to use social stories.
SELF-REGULATION Praise: is able to get ● Provide stability and consistency in
help when she feels like she needs routine. Plan any changes in routine in
Positive Coping it. advance.
Stress Management ● Modify activities where necessary. Eg.
Prompt: will practise Allow more time to complete tasks,
using calming strategies during reduce amount of work, provide
calm time. body/brain breaks and provide
alternative activities.
● Zones of Regulation
● Calm Space in Classroom.
● Wellbeing Area/Teacher as needed.
● Respectful Relationships program –
Personal Strengths, Emotional Literacy,
Positive Coping, Stress Management,
Problem Solving & Help Seeking.
● Provide directed experiences to develop
social skills.
● Provide the opportunity to practice
working in groups and cooperating with
peers and adults.
● 1:1 Koorie Support
SELF CARE Praise: is able to ● Implement strategies to continue to
identify where classroom objects develop self-care, personal hygiene
go and help pack up the room. and personal safety.
● Develop independence regarding his
Prompt: will continue organisational skills, e.g unpacking and
to work on following a set of packing own bag, getting out food and
instructions to organise herself for drink bottle, tidying table, getting
learning activities. pencils or scissors independently.
● Social stories & visuals for eating,
toileting and peer/social interactions.
● 1:1 Koorie Support
SAFETY Praise: makes safe
choices such as walking in the walk
zones when playing at recess and
lunch times.
Prompt: Cynthia Rose will continue
to practise making safe playing
choices before school, at lunch
and recess.
● Provide supervision to assure personal
safety in both classroom and
playground activities.
● Discuss and promote safe behaviours
and strategies to use when making
choices and/or when emotionally
upset.
● Revision of classroom and school norms.
● 1:1 Koorie Support Liaise with SSS -
Special Needs.
● Continue to use social stories.
● Zones of Regulation
● Calm Space in Classroom.
● Wellbeing Area/Teacher as needed.
● Respectful Relationships program –
Personal Strengths, Emotional Literacy,
Positive Coping, Stress Management,
Problem Solving & Help Seeking.

MOBILITY Praise: participates in ● Liaise with an Occupational Therapist to

3/4 huff n puff daily. make adjustments which will help in the
Fine motor skills classroom.
Gross motor skills Prompt: will continue
Movement across to practise gross motor skills in class ● Daily fine and gross motor skills practice.
school games.
● 1:1 Koorie Support

PROGRAM SUPPORT GROUP MEETING RECORD

2022
Student’s Name

Date

Parent/Carer
Class Teacher
Speech Pathologist
Occupational Therapist
Education Support Officer
Inclusion Co-ordinator Lydia Sinclair

Student
●
Parent –

●
Wellbeing/Inclusion – Lydia Sinclair
__________ is PSD funded under the Program for Students with Disabilities under the category of ____________.

This funding commenced from Term 1, 2022 and ceases in Term 4, 2023.