PSSC PERSONALISED LEARNING

Blooms Taxonomy: Create, Evaluate, Analyse, Apply, Understand, Remember. Varied release of responsibility: Modelled, Guided Practice, Independent Practice Activities are tiered Opportunities for students to construct and demonstrate knowledge using digital resources and technologies Compact curriculum Use a range of strategies to cater for different learning styles Scaffold Share learning Invite feedback

Modify to include opportunities e.g: Independent inquiry Creative thinking e.g: William's Model Design thinking Flexible groupings: whole class, small group, individual Use of support provisions e.g: teacher aide, STLaN, human resources Flexible learning spaces Vary time frames Visual stimuli

Provide opportunities to demonstrate mastery through different modes of assessment Negotiated curriculum Vary levels of support through scaffolding to cater for different learning needs Feed up, Feedback, Feed forward Assessment that encourages effective participation, self-management, team work Cater for learning needs and abilities by adjusting tasks e.g: provide concrete, digital, hard copy

Strategies to determine prior knowledge e.g: pre-test, graphic organisers Build on prior knowledge Make real life connections Make learning relevant and authentic Modify content in terms of abstractness, complexity, variety, choice, organisation

based on Maker Model & SER curriculum team

Year/Class: 8C
Support required Students
Cooke, Madison Dimauro, Chloe Fraser, Emily Haste, Thomas Huxford, Mitchell Picard, Teagan Sainty, Brodie

Term:
Some support required

Three Subject: ENGLISH

Learning Strategies
Students are receiving LS once a week where they are withdrawn and are working on modified program to develop reading comprehension, grammar skills and writing as these are areas that have been identified as needed development through diagnostic testing. SWD/LS- students are withdrawn once a week for one on one support with work, particularly assessment. They work on a modified assessment task that scaffolds their learning. Spelling: students are aware of what spelling phase they are in and what they are working on. Specific focus on long and short vowel sounds and complex consonant patterns Reading: these students are focussed 70% of the time on fluency/ comprehension and 30% of the time on the other phases. Writing: These students will focus on writing simple and compound sentences using capital letters and full stops correctly They will focus on including one idea per paragraph Assessment will be heavily scaffold

Students
Box, Mikayla Brennan, Lewis Depinto, Jack Harrop, Chelsea Hornby, Bryce Jones, Jarod Kovac, Bernie Marsden, Bryanna Morley, Courtney Mullen, Jack Osborne, Miriana Woodhouse, Mikayla Wright, Kieran Brittain, Matt Coggan, James

Learning Strategies
Spelling: students are aware of what spelling phase they are in and what they are working on. Specific focus on prefixes and suffixes Reading: these students are focused 70% of the time on comprehension and 30% of the time on the other phases (mainly inferential and HOT) Writing: These students will focus on writing compound and complex sentences with correct punctuation including capital letters, full stops, commas and apostrophes. They will focus on the correct structure of a paragraph using a topic sentence.

Assessment will include a scaffolding sheet to help

them organise their ideas. Students will use a thesaurus to help extend their vocabulary and make better word choices. Naplan focus will start a at a year 7 level Differentiation for these students will take place in the form of group work, use of virtual

Students
Brolly, Alyssa Canterbury, Angela Corrie, Benjamin Crawford, Gaelen Fien, Kaitlin Gilbert, Brooke Michaels, Ethan

Learning Strategies
Spelling: students are aware of what spelling phase they are in and what they are working on. Reading: these students are focused 70% of the time on HOT and 30% of the time on the other phases Writing: These students will focus on writing using a variety of sentence structures and the full range of punctuation. Blogs will focus on having a flair with extensive vocabulary and a variety of THINKING different language such asSKILLS metaphors, similes, irony, evaluative language. Naplan focus will start a at a year 7 level and continue onto a year 9 level as Naplan approaches. Differentiation for these students will take

21st CENTURY TOOLS

More extension required

PRE-ASSESSMENT

FEEDBACK

Extension required

Students

Learning Strategies

S C HO OL F O R O NE