Learning plans for Aboriginal students
Throughout their time at school, Aboriginal students have an individual learning plan designed to improve literacy and numeracy skills.
Developing the plan
Students work with their teacher and parents to develop the plan and a personalised curriculum. This is updated every year. The plan:
- highlights learning needs and goals
- helps students gain a greater self-awareness of their abilities
- builds on personal strengths
- identifies ways to provide a supportive learning environment
- assists parents in supporting their child
- helps students transition to high school.
Reviewing the plan
The plan is reviewed regularly to assess progress and to check that short-term goals are being met. Parents also receive progress reports from the school.
For more information contact your school or phone Aboriginal Services on 8226 2167.
Learning plans for young people in care
Children and young people in care (under the Guardianship of the Minister) are given additional support during their preschool and school years.
This involves developing an individual education plan (IEP) that recognises the child's individual needs.
Individual education plans
An IEP helps to create a stable and supportive learning environment for children and young people who are in care and living away from their parents. The plan tries to anticipate potential issues and any extra learning support they require. Areas covered include:
- learning goals
- strategies to achieve educational goals
- roles and responsibilities of the school, carer and agencies
- information sharing between the carer and agencies
- how the carer can support the child’s learning
- ways to build self-esteem and support positive behaviour.
Preparing the plan
The child or young person's case manager from the Department for Child Protection starts the process by ensuring the school knows that the child or young person is under the guardianship of the Minister.
The school then organises an IEP meeting which involves key school staff, the case manager, carer and other appropriate agencies. If possible the student is also involved in meetings and the planning process.
An IEP is usually prepared within one month of the young person being placed in care.
Reviewing the plan
The plan is formally reviewed every year, preferably at the beginning of each school year. More frequent monitoring is recommended for short-term goals.
A review is also carried out when there are changes in the care placement, case manager or school to ensure the new carer/case manager or school is fully able to support the educational needs of the child or young person.
Special needs learning plans
Children and young people with special needs or disabilities attending public preschools or schools may require additional support. A negotiated education plan (NEP) or learning plan is a learning support plan that describes the support that will be provided.
Who should have a NEP
Preschool children will be given support using a NEP if they have any disability or special needs. Learning plans can be developed for any student with special learning needs
School students must have a NEP if they are verified by an educational psychologist or speech pathologist as having one or more of the following specific disabilities:
Preparing the plan
The preschool or school develops the plan with input from families, a disability coordinator and other support services involved with the child. Where possible students should also contribute to the development of the plan.
What the plan covers
The plan describes the support children and young people need to obtain a broad and balanced education. It includes information about:
- their strengths and interests
- their current level of functioning
- concerns and barriers to learning
- effective teaching strategies
- the involvement of support services such as physiotherapy and speech therapy
- eligibility for other support such as transportation
- eligibility for aquatic program
- specific learning goals and priorities
- agreed actions.
The NEP should be reviewed annually and more frequently if issues arise. Interpreters can be organised to help families from non-English speaking backgrounds.
Special Education Resource Unit (SERU)
Phone 8235 2871