Individual Learning Plan (Ilp)
Individual Learning Plan (Ilp)
Individual Learning Plan (Ilp)
Student: Mia Bailey Year Level: 1 D.O.B. 2 / 01 / 2010 Age: _6_yrs _4_ months
Program Support Group Members consulted in devising this plan:
Class Teachers: Garry Rodgers
Parents: Sue and Ethan Bailey
Principal Rep(PSG Chair): Noel Stevens
Other: Deborah Armstrong (Aide)
2. Social 1. English Exposure to formal and informal group Classroom: Observation: 123
work: Formal group work Observe Mia
Develop Literacy:
positive peer Interacting with Encourage Mia to discuss and share her ideas can be incorporated working in a group
relationships others in both a formal (classroom, set task) setting easily on a daily setting, with
Engage in and an informal (outside, free choice) basis, either during various people in
when working
conversations and environment, through watching and listening to the warm up activity the class and on
in groups
discussions, using other students, thinking about what they have or throughout the various tasks.
active listening, said and how she then feels about this. (Turner, body of the lesson. Ensure notes are
showing interest, 2001). Circle time and peer taken if you notice
and contributing acquaintance anything positive or
Classroom Layout/positioning of groups: activities do not of concern.
ideas, information
and questions, Ensure Mia is working in a space where she has have to be long, and
Questioning/
taking turns and easy access to information about the task, such may also be a nice
way to transition
Consultation:
recognising the as near the whiteboard, and with people she has
contributions of a level of trust with. This would then limit her from one activity to Talk with Mia at the
others (VCAA, temptation to stray from set work due to basic another. end of a class/day,
2016, VCELY210) necessities being too difficult to access (Almeida and ask questions
Playground:
Diniz & Reid, 2001). about how she felt
Language: Recess and lunch about the days
Circle time and peer acquaintance time gives Mia a
Language for group work. What
activities: great opportunity to did you enjoy?
Interaction
Understand that Before Mia begins working with a new group of interact and work What didnt you
language is used in people on a certain task, students may gather in together with her enjoy?
combination with a circle and play a quick warm-up game that peers and others
other means of encourages Mia to learn some information about under supervision.
Explore different
ways of expressing
emotions, including
verbal, visual, body
language and
facial expressions
(VCAA, 2016,
VCELA201)
Strategies:
Well-being and resilience
Inclusivity: Circle time, group discussions, working in pairs, mixed ability grouping and the inclusion of peer acquaintance activities
provide Mia with the opportunity to feel included in the class, and to develop social and emotional skills that are beneficial for her to
make friends.
Confidence: The inclusion of activities that complement Mias preferred learning styles allow her to feel comfortable with her own ability
to complete tasks, developing positive self-esteem. These may also include communication games so that Mia develops confidence
and the skills to talk to people her own age.
Emotional well-being: Consultation with Mia one-on-one after each lesson or after experiencing a situation that is not previously
familiar to her is effective in analysing Mias emotional well-being/feelings towards the situation.
Protective factors
High quality school: The school environment Mia works in is comfortable and welcoming, and has the privilege of providing Mia with
an Individual Learning Plan that is accommodating to her needs.
Well educated parents/experiencing consistent parenting: Having parents that can support Mia at home and implement the
strategies she uses at school in a familiar environment can help Mia develop positively in all areas of development.
Positive relationships with the teacher: It is essential Mias classroom teacher is supportive, approachable, and has the ability to
form a strong connection that gives Mia motivation to learn.
Scaffolded tasks: Scaffolding tasks allows Mia to develop a deeper understanding of what is being taught and the opportunity to learn
at her own pace.
(Bowes, Grace & Hodge, 2012)
Catering for Additional Needs
Improvement of working memory: Embodied learning will help Mia to remember the content more clearly as she has actively
experienced the process of learning.
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