Curriculum is designed to suit the specific learning needs of each student at Laburnum Primary School. Curriculum Documents are planned as part of the Professional Learning Communities (PLC) cycle to meet the needs of all learners. The use of an Individual Learning Plan (ILP) is an additional way that specific learning goals and strategies can be recorded to best support student learning outcomes. ILPs can also be known as Individual Education Plans (IEPs).
At Laburnum Primary School, teachers write ILPs for some students who require a range of support with their education. An ILP is a written statement that describes the adjustments, goals and strategies to meet a student’s individual educational needs so they can reach their full potential. An ILP is essential as it helps teachers plan and monitor a student’s unique learning needs. It is usually devised by the teacher in consultation with parents/carers, to address a particular learning area. Parents are asked to support these goals at home and the ILP is signed off as completed when the goals have been achieved.
An ILP is usually created when a student is assessed as being 6 months or more below the expected standard (Victorian Curriculum - Learning Areas or Capabilities), or if the teacher has other concerns. It can also be used to support students who are working well above the expected level.
Developing an ILP is an opportunity to recognise and discuss student learning concerns. The ILP should:
ILPs are also written for students who:
|Stage 1||Stage 2||Stage 3||Stage 4||Stage 5|
need to be made to
or signing off and
Stage 1: Identifying the student’s needs
Teachers bring to an ILP their expertise in designing and delivering a teaching and learning program. Teachers are also able to identify and meaningfully consult with others (e.g. parent/guardian/carer, consultants) when profiling a student’s strengths, skills, learning preferences and abilities, and identifying the most appropriate learning style.
Stage 2: Determining adjustments that need to be made to the curriculum
An ILP can be used for short-term educational goals for students with academic challenges. When setting goals for students, a teacher should, in consultation with the parents, consider these principles:
Stage 3: Completing and implementing an Individual Learning Plan
An ILP typically defines what needs to be taught, priorities for the content to be taught, and appropriate pedagogies (ways of teaching). It is assumed in an ILP that the learning may occur in the classroom and at home.
Stage 4: Monitoring and Evaluation
Assessment and the development of revised strategies for teaching and learning is a core area of expertise of teachers. Monitoring and evaluation for students enables progress to be measured, the effectiveness of the program to be assessed and new goals to be developed. Where a student’s progress does not seem to be occurring within the anticipated time frame goals, targets, activities and methods will be reassessed. Other professionals may be consulted, if this has not already occurred, including school-based student services or recommendations for external assessments.
Teachers should refer to the ‘Implementation for Teachers’ information, available in the staff manual.
Department of Education and Training: Support for Students with Special Needs:
Victorian Curriculum and assessment Authority (VCAA)
Australian Curriculum and Assessment and Reporting Authority (ACARA)
Laburnum Primary School Student Engagement and Inclusion Policy
This policy will be reviewed every four years or as required.
|This policy was last ratified by School Council in:||February 2021|