Individual Learning Plan

Student Name: Allan

Wong *

School: _____________

Date Devised: 7/06/13

Age: 6.5 years old

Year Level: Grade 1

Year Level: Grade 1

DOB: Age: 6.5 years old
* A pseudonym has been used throughout this Individual Learning Plan to protect the students identity

Background Information:

Allan commenced at ****** Primary School in prep, 2012. He has an Asian background and that is all his teachers
from prep and grade one know about his family, as they have not been able to have contact and acquire more
funds of knowledge and circumstantial information about him.
Following some initial assessments in literacy, it became evident that Allans expressive language ability was
significantly below that of the Grade One cohort, even for Prep students as well. He had difficulties with using
correct grammatical structures, using language for academic purposes such as formulating stories with appropriate
sequences with a beginning, middle and end, and extending his vocabulary development. Allan is currently
involved in a program called BRIDGES with a specialist teacher, he is withdrawn from class 3 times a week for 30
minutes, and the program provides individual, literacy intervention based on his needs.
As for his receptive language ability, he was also expressively below a prep student. He has difficulties
understanding complicated oral language and written text and understanding new ideas and concepts therefore
very basic instructions are conveyed to him. Allan receives English as Another Language (EAL) support at
Blackburn Language School, which helps him with his literacy skills and supports his transition in school.

Strengths:
- Allan has a good numeracy background of basic addition and subtraction
- Can cheerfully occupy himself in his spare time
- Likes using different modes of technology
Barriers:
-

Unable to contact parents, therefore do not know his circumstantial situations at home
Unable to get assistance with his work at home, no one to maintain his homework and reading at home
Cant communicate certain things to him without a student interpreting

Long Term Goals:

1. To develop his skills in working independently with his own work and keep up with homework (with the help

2.
3.
4.
5.
6.
7.

of a specialist teacher in private study periods)

To develop Allans literacy skills so that he can use them in the future
To develop his receptive and expressive language skills so he can participate in all group activities and class
discussions
To engage him in listening at all times when the teacher is talking
To make him feel a sense of belonging in the classroom by participating in all class activities in an active
manner
To gain the best out of his ability from every class
To attend EAL classes until he is competent with his English

Annual Goals (Negotiated with mentor teacher):

1. Recognising the sounds and letters of the alphabet and identify upper case and lower case (AusVELS,
Reading and Viewing PP 0.5)
2. To develop confidence in Allans oral language
3. To develop Allans basic knowledge of terms in mathematics to enhance maths ability
4. To develop Allans listening skills to follow simple instruction
Student Name: Allan Wong*
Year Level: Grade 1
Rationale
School:
Gloomda Primary School
These goals
are based around
the knowledge ENTRY
that teaching
students with
diverse linguistic and
cultural backgrounds
will require
knowledge of
ANNUAL
SHORT-TERM
GOAL
SKILLS
IMPLEMENTATION
STRATEGIES
ASSESSMENT
STRATEGIES
different teaching strategies that are responsive to the learning strengths and needs of these students (AITSL standard 1.3). The goals have been
GOAL
NO.chosen based around Allans current knowledge and what he should learn following the AusVELS - English progression points. The first Annual
1.
To match
sounds
to because he
Knows
letters lookknowledge
Read alphabet
with
himnext Use
cards
to 1.
test
histhough
Goal focuses
on his
alphabet
needswhat
this fundamental
in order tobooks
progress
to the
levelflash
towards
Level
Even
letters and
identify
upper
like level
and how
to to
write
where
upper and lower case
sound to letter and capital
the progression
level
is behind
his cohorts
it needs
be understood
first.
case
and lower
them
the rightwhich
way is essential
letters
introduce
familiar
letter recognition
The next
3 goals
focusescase
on his Speaking
& Listening
before
he progresses
on to all levels.
letters
objects (eg. Aa apple)
To use basic words and
Only knows how to say
Playing a lot of games which
Feedback from teachers
2.
sentences in everyday
yes or no.
require communication like
and observation of Allans
communication
battleship, guess who, go fish
interactions with teachers
and classmates
3.
Learn what each
Knows how to do basic
Math games, worksheets and
Regular maths
mathematic term means
math problems although activities which repetitively
assessments testing his
has problems reading
use these terms
knowledge
and interpreting the
instructions
4.
Listening to basic
Cant follow simple
Completing one on one
Future listening activities
instructions from the
instructions
listening tasks to build on his
as a class
teacher
skills to follow simple
instruction. Use picture cards
to assist him to follow
instructions.