Professional Documents
Culture Documents
Positive Partnerships Planning Matrix
Positive Partnerships Planning Matrix
Positive Partnerships Planning Matrix
ESL
Lacks basic
communication
skills
Poor attention span
Prefers to
communicate with
women (cultural
preference)
Social interactions
Socially isolated
(isolationist) due to
language barrier and
mistrust of others
Bullied due to cultural
differences (different
food, clothing and
interests)
Learning difficulties,
strengths & styles
Functions at/below
foundation level of
learning (poor literacy
and auditory skills)
Strong mathematical
understanding
Visual & kinaesthetic
learner
Requires constant
reassurance from
teacher and
classmate modelling
to complete tasks
Implications
Rarely participates
in small group or
class discussions
Strategies
Encouraging
communication:
Keep to routine
whenever possible
Visual timetables
Introduce new
adults sensitively
(NSW Department of
Education and
Communities, n.d.)
Limited English:
Foster inclusiveness
through lessons,
organised groups and
classroom seating
rotations
Implement weekly
circle time to
promote sharing of
feelings and concerns
Eradicate
Fears attending
school and is
regularly absent.
Lacks continuity in
learning and
foundations. She
does not ask
teacher / peers for
clarification
Unable to write
cohesive sentences.
Can only read basic
level picture books
with minimal text
Rarely participates in
standard curriculum
activities. Frequently
zones out
Reacts negatively to
physical contact.
Suffers panic attacks
Fears load noises/fast
movements. Is
reluctant to
participate in outdoor
activities. At times,
needs an enclosed
area to feel protected
Arrange weekly
Provide pictures,
symbols, diagrams
and concrete
materials when
instructing class tasks
Practice Literacy
Instructional
Strategies (AusVELS,
2015 a), including:
guided reading
sessions (Flint,
Bodily/kinaesthetic
experiences
Gestural language
Buddy support
(NSW Department of
Education and
Communities, n.d.).
Concentration:
Consider
appropriateness of
learning activities
Include topics of
interest
(NSW Department of
Education and
Communities, n.d.).
MEAs:
Assist in the
classroom (one-toone basis)
(Department of
Education and
Training, 2014 c)
Picture Exchange
Communication
System:
Persevere in
communication,
differentiate
symbols, join
symbols into simple
sentences and
answer questions
(Mark Carter. MUSEC
Briefings Issue 20,
July 2009 p.1)
discrimination:
Increase empathy by
building classroom
understanding of
different cultures
Identify positive views
of different groups
Include cultural
activities
(VicHealth, 2009)
check-ins with
Zainab to discuss her
recent emotional
wellbeing. If needed,
liaise with wellbeing
coordinator
Provide regular
affirmation.
Focus on strengths.
Be sensitive when
providing feedback
Withdrawing
behaviour:
Grant space until
the crisis has
passed, then
reassure using
simple sentences
e.g. you are safe
Create a classroom
safe zone tent
Do not overreact to
exaggerated
behaviours
Sit close but do not
touch (respect
personal space)
Conference after
crisis
NSW Department of
Education and
Communities. (n.d.)
Classroom set
behaviours:
Introduce new
materials slowly. Do
Tape recorder:
Record directions,
stories, and lessons.
The student can
replay to clarify
directions and
concepts
(International
Dyslexia
Association, 2015)
not overwhelm
Discuss class values
and rules
Acknowledge
appropriate
behaviours
Celebrate small gains
NSW Department of
Education and
Communities. (n.d.).
Loud noises/fast
movements:
Ease into
loud/fast-paced
situations
Discuss the situation
prior to commencing
the activity
Identify familiar
aspects of the
situation(s)
Establish a safe place
Provide strategies to
deal with change (eg.
buddies)
NSW Department of
Education and
Communities. (n.d.).
Zainab is reluctant to undertake group work. She needs to build confidence to participate in group situations and to ask for
clarification to more fully understand task requirements.
Learning Priorities
To increase her vocabulary and use correct grammar and pronunciation. To read aloud in reading conference groups and
one-on-one with the teacher. Develop fluency and begin to recall key ideas and recognise literal and implied meaning in
texts. To accurately spell four letter words and use capital letters and full stops.
To listen to others and take part and share ideas in conversations using appropriate language features in pair, group and
class discussions. To present a few connected sentences on familiar and learned topics (AusVELS, 2015 c).
To build perseverance and on-task activity. To reassure and support Zainab to build resilience and self esteem.
b. She is comfortable
in familiar settings
within her classroom
Strategies/ Methods
a. Teacher and social
worker will arrange
regular check-ins to
discuss feelings that
have arisen at school
and discuss feelings
expressed in
drawings (see
below).The teacher
will use a calm,
soothing voice and
validating language
to comfort and build
rapport (NSW
Department of
Education and
Communities, n.d.).
b. Provide a
classroom safe zone
tent to enable
Zainab to process her
emotions and regain
composure. Play
soothing music to
create a calm
environment.
Encourage Zainab to
express her
feelings through
drawing
Mode of Delivery
a.
Teacher/social
worker
(Thursdays weekly or more
often if Zainab
is distressed)
Assessment
Observational formative.
Zainab initiates
discussion with
teacher about
her feelings.
Zainab
processes her
emotions
through
drawings. Uses
the safe zone.
Evaluation
1
2
3
b.
Teacher/social
worker/aide
(when Zainab is
anxious/
distressed)
a. Teacher
(beginning of
each day)
Observational formative.
Zainab collects
correct
materials and is
Rarely completes
tasks independently.
Requires further
explanations in
addition to whole
class instructions.
Struggles to engage
in tasks and often
copies others work
English Domain
To reach PM Reader level 3-4 red
(by term end)
Currently at PM
Reader level Starters
1. Does not selfcorrect or ask for
assistance when
reading texts aloud
a. Present a visual
timetable (pictureword association) to
show the order of
daily activities, and
the materials
required for each
lesson
b. Use simple and
concise language to
transition between
lessons (International
Dyslexia Association,
2015).
Visual instructions
and clues on how to
undertake tasks
(Kathryn Williams,
Teacher at Berwick
Chase Primary School
2015). Record
instructions via
tape/ipad to increase
Zainabs
understanding of task
requirements
(International
Dyslexia Association,
2015).
b. Teacher
(during lesson
transition)
Teacher (before
each lesson)
ready to start
lessons at the
same time as
her peers
without
additional
instruction.
Observational formative.
Zainab
completes her
tasks without
requiring
assistance
a. Teacher
(twice per
week)
Running Record
- formative.
Progresses in
PM Reader
b. Teacher/aide/ levels (Flint et
MEA
al., 2014, p.
(Department of 341-342).
a. Whole-class shared Education and
Undertakes
reading (teacher
Training, 2014
every two
reads; students join
c). (twice per
weeks for low
in at key points) (Flint week)
performing
et al., 2014, p. 156).
students.
English Domain
To write two simple connecting
sentences with correct spelling
and grammar 80% of the time.
To read them to the teacher with
correct pronunciation 90% of the
time (within four weeks)
Able to use
graphophonics to
sound out words, but
is unable to make
meaning. Written
work requires
frequent correction
Communication Domain
To make meaning, predictions
and inferences about
appropriate levelled texts by
answering text-based questions
accurately 80% of the time (by
the term end)
Uses illustrations to
show meaning of
texts. Unable to
verbalise meaning in
group situations
b. Engage Zainab in
one-on-one modelled
reading. Teacher/aide
reads one sentence
aloud and Zainab
repeats. Use levelled
texts to ensure text
suitability (Learning
A-Z, 2015 b; Flint et
al., 2014, p. 151)
Language Experience
Approach: Teacher
provides photographs
or artefacts of an
experience. For
modelled writing,
Zainab will use
picture cues to
construct words and
sentences describing
and making
observations about
the experience (Flint
et al., 2014, p. 156157).
Individualised guided
reading sessions
used to ask literal,
inferential and
evaluative questions
about the levelled
text (Flint et al., p.
CAP (Concepts
about Print) test
- summative
(Flint et al., p.
189). (Test midterm)
Teacher/aide
(once per
week)
Test Summative.
Demonstrates
accurate writing
and becomes
increasingly
fluent in reading
sentences aloud
Teacher/aide
(twice per
week)
Observational
Speaking and
Listening
assessment
where teacher
asks questions
after reading
and notes
accuracy of
Zainabs
responses.
(Department of
Education and
Training, 2014
a; b)
157)
2 = Satisfactory Progress
Below is a list of learning priorities that may be included in the Individual Learning Plan:
Daily Living Skills
Social Skills
Behaviour
Motor Skills
Communication
Literacy
Numeracy
Parents Signature__________________________
Teachers Signature____________________________________________
_____________________________________
References
AusVELS. (2015) a. English Curriculum Overview. Retrieved from
http://ausvels.vcaa.vic.edu.au/English/Curriculum/F-10
AusVELS. (2015) b. Foundation Level. Retrieved from
http://ausvels.vcaa.vic.edu.au/Foundationlevel
AusVELS. (2015) c. Level 1. Retrieved from
http://ausvels.vcaa.vic.edu.au/Level1
Autism Spectrum Australia (Aspect). (2014). Positive Partnerships Planning
Matrix. Retrieved from
http://www.positivepartnerships.com.au/planning-matrix
Department of Education and Training. (2014) a. Assessment and
Reporting. Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/di
versity/eal/Pages/ealreport.aspx
Department of Education and Training. (2014) b. EAL Learners in
Mainstream Schools. Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/di
versity/eal/Pages/ealschools.aspx
Department of Education and Training. (2014) c. Multicultural Education
Aides (MEAs). Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/di
versity/eal/Pages/ealschools.aspx
Emmitt, M., Zbaracki, M., Komesaroff, L., & Polloc. J. (2012). Language &
Learning: An Introduction for Teaching (5th ed.). South Melbourne,
Australia: Oxford University Press.
Flint, A. S., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies
for Engagement. Milton, Qld: John Wiley & Sons Australia Ltd.
International Dyslexia Association (2015). Reading Rockets:
Accommodating Students with Dyslexia in All Classroom Settings.
Retrieved from http://www.readingrockets.org/article/accommodatingstudents-dyslexia-all-classroom-settings (FROM LEO)
Learning A-Z. (2015) a. Reading A-Z: Leveled Books. Retrieved from
https://www.readinga-z.com/books/leveled-books/?lbFilter[level-A]
Learning A-Z. (2015) b. Reading A-Z: Level Correlation Chart. Retrieved
from https://www.readinga-z.com/learninga-z-levels/level-correlationchart/
NSW Department of Education and Communities. (n.d.). Foundation House:
Resource 3: Strategies to help students with a refugee background
who are experiencing behavioural issues. Retrieved from
http://www.foundationhouse.org.au/wpcontent/uploads/2014/08/Schools_In_Resource_03_Strategies_to_supp
ort_students_with_behavioural_issues.pdf
Ontario Ministry of Education and TFO. (2015). Online Teaching Resource.
Retrieved from http://eworkshop.on.ca/edu/core.cfm
VicHealth. (2009). Building on Our Strengths, Victorian Health Promotion
Foundation. Retrieved from www.vichealth.vic.gov.au
Woolfolks, S., & Margetts, K. (2013). Educational Psychology (3rd ed.).
Frenchs Forest, Australia: Pearson.
Characteristics
(LO4)
Mark: Distinction
Distinctions
Credit
Pass
Fail (NN)
Satisfactory knowledge
and understanding of
the characteristics of
the child within an
inclusive educational
setting. Satisfactory
documentation within
the planning matrix.
Impacts on
individuals and
others (LO4)
Implications for
the setting (LO2,
LO5, LO8)
Highly insightful,
connected and
comprehensive
consideration of possible
impact of these
characteristics on childs
learning, peers, family
and school/centre teams.
Excellent documentation
within the planning
matrix.
Very high quality, creative
differentiation of
instruction and
curriculum to meet the
needs of the child in the
inclusive setting.
Good consideration of
and thoughtful detail of
possible impact of
these characteristics
on childs learning,
peers, family and
school/centre teams.
Good documentation
within the planning
matrix.
Satisfactory
consideration of possible
impact of these
characteristics on childs
learning, peers, family
and school/centre
teams. Satisfactory
documentation within
the planning matrix.
Good consideration to
differentiating
instruction and
curriculum to meet the
needs of the child in
the inclusive setting.
Good consideration of
goals and task analysis
to scaffold learning to
meet the needs of the
child.
Satisfactory
consideration to
differentiating
instruction and
curriculum to meet the
needs of the child in the
inclusive setting.
Satisfactory
consideration of goals
and task analysis to
scaffold learning to
meet the needs of the
child.
Comprehensive detailed
knowledge of student
wellbeing and teaching
for resilience and high
quality relevant
strategies for catering for
the needs of the child in
an inclusive setting.
Substantial insight into
the impact of these
strategies connected to
the needs of the child.
Comprehensive detailed
Good knowledge of
child wellbeing and
teaching for resilience
and relevant strategies
for an inclusive setting.
Very good
understanding of the
impact of these
strategies connected to
the needs of the child.
Satisfactory factual
knowledge of child
wellbeing and teaching
for resilience and
generally relevant
strategies for an
inclusive setting.
Adequate understanding
of the impact of these
strategies connected to
the needs of the child.
Good knowledge of
Satisfactory knowledge
Strategies to
enhance
protective
factors
minimising risk
(LO2, LO4)
Specific
Strategies that
cater for the
individuals
additional needs
(LO5, LO8)
of relevant strategies to
enhance protective
factors minimising risk
for all in an inclusive
setting. Adequate
consideration into the
impact of these
strategies connected to
the needs of the child.
Satisfactory
documentation within
the planning matrix.
knowledge of relevant
strategies to enhance
protective factors
minimising risk for all in an
inclusive setting. Limited,
poor or no clear
consideration into the
impact of these strategies
connected to the needs of
the child. Limited, poor or
no clear documentation
within the planning matrix.
Satisfactory and
generally relevant
strategies to cater for
the childs needs.
Satisfactory
documentation.
Communication of information and ideas & connecting to the literature in the field
Sources/literatur
e
Presentation/For
mat of Planning
Matrix
REFERENCING
Explicitly used.
Satisfactory selection
and generalisation to
practical experience.
Very Good
Improvement
Needs
General Comments:
You addressed all the criteria. Your planning matrix was detailed and your ILP clearly showed how you planned to improve
Zainabs low level skills. An area that needed further work related to the strategies that you would invoke to ensure that Zainab
grew in confidence in interacting with others. Also, some discussion on the challenges of implementing this program would have
been insightful. Stewart.