Personalised learning and support plan

The personalised learning and support plan accurately reflects the practice described by Standard Descriptors 1.6.2, 2.5.2 and 3.7.2. For example, the learning and support plan, the evaluation and the student work samples demonstrate the teacher has designed and implemented teaching activities to support the participation of a student who experiences difficulty with learning in literacy and numeracy (Standard Descriptors 1.6.2 and 2.5.2).

The team meeting notes and student work samples demonstrate that the implementation of adjustments are supplementary to the strategies and resources readily available to all students in the class enabling the student requiring adjustments to achieve the identified literacy and numeracy outcomes (Standard Descriptors 1.6.2 and 2.5.2). This evidence shows that the teacher has been successful in meeting the mandatory obligations of the Disability Discrimination Act 1992 and Disability Standards for Education 2005 (Standard Descriptor 1.6.2).

The evidence item shows that the teacher has planned and implemented relevant opportunities for the carer to be involved in their child’s learning. The carer has been included in the personalised learning and support plan at relevant points and the meeting notes show that the carer has actively participated in planning and review meetings to discuss their child’s interests, goals and achievements (Standard Descriptor 3.7.2).

Application of the teacher’s practice is visible in the personalised learning and support plan. The plan includes specific SMART goals that have been developed in consultation with learning support team members and the student’s carer to support the student’s literacy and numeracy achievement. The teacher’s evaluation shows that the plan has been implemented. The meeting notes demonstrate that opportunities for the carer to be involved in the student’s learning have taken place. The work samples show that the teaching activities and supplementary adjustments have been successful and have supported the student’s participation and learning, relevant to their learning goals.

This item of evidence is effective in demonstrating the impact of the teacher's practice on the student's learning. The inclusion of student work shows that the scaffold and guiding strategies have supported the student to engage successfully with the writing task. The two work samples that were collected at different points in time also demonstrate progress against the student's SMART goals, and therefore the impact of the teacher's practice (Standard Descriptors 1.6.2 and 2.5.2).

The meeting notes and parent/carer feedback communicate that the strategies implemented have been effective in supporting the student's literacy and numeracy learning, therefore demonstrating the impact of teacher practice.

The annotation provides the context for the evidence and explains that the personalised learning and support plan has been used by the teacher to support the learning and participation of a student who experiences difficulty with learning in literacy and numeracy. The annotation explains that the plan was developed in consultation with specialist staff and the student’s carer.

The annotation clearly explains how the personalised learning and support plan demonstrates the practice described by Standard Descriptors 1.6.2, 2.5.2 and 3.7.2.

The annotation goes beyond a description of the evidence and explains the impact of the teacher’s practice on student learning in relation to the nominated Standard Descriptors. The annotation states that implementation of the literacy and numeracy strategies within the plan have enabled the student to develop the knowledge and skills related to the personalised SMART goals determined by the team.

The teacher's annotation demonstrates reflective practice. It includes an explanation about why specific strategies have been used and the impact they have had on the student's learning. For example, the annotation explains that the teacher and other members of the student’s learning support team have used planning scaffolds and stimulus materials to support the student to engage successfully in creative writing tasks.

The annotation

• includes a reflection that the personalised learning and support plan has been successful in guiding the implementation of differentiated strategies to ensure consistency in how team members have supported the student’s learning.
• The annotation demonstrates professional reflection through the use of evaluative comments and goes beyond descriptions of the evidence.