Personalised Learning Plans

What is the purpose of a PLP?

PLP targets should be used to support the child in their areas of most need - not necessarily one each from the key areas that we target e.g. speaking and listening, reading and writing, numeracy and PSD.

Setting Targets

PLP Target

AM7 Target Own ClassAssessment

Target SettingDocument

SMART Targets

Something to think about when you are setting the PLP targets. They should be:

Specific Measureable Achievable Realistic or Relevant Time bound

Specific

What: What do I want to accomplish?

Why: Specific reasons, purpose or benefits of accomplishing the goal.

Who: Who is involved?

Measurable

How much? How many? How will I know when it is

accomplished?

Achievable

How: How can the goal be accomplished? Is the task possible, is it fair, taking into account the child’s current situation?

Targets should still be CHALLENGING!!

Realistic or Relevant

Why is this target important? Is this target moving forward? Is it improving the child’s abilities

and confidence?

Time Bound

When should the target be met by? How often should it be done? If a task is long-term / ongoing,

have you built in review dates to check progress?

Our new PLPs

Oaklands SchoolPersonalised Learning Program

2013 - 2014

This is PLP for Monitored by

Main Areas of Need:

Current Levels: Comprehension and Expression – Reading and Writing – Numeracy PSD –

The top bit will remain the same

Where am I now?

My Big Targets are:

How am I going to do it?

My Suggested Activities are:

Review Date (February 2014 or earlier if target is met)

I am working within P4 and can listen and respond to familiar rhymes and songs.

Target One:To demonstrate

an understanding of 50 simple words in a range of contexts – Comprehension P4a

1a. 10 words (names of familiar people)

1b. +10 more words (basic needs e.g. toilet)

1c. +10 more words (food)

1d. +10 more words (classroom objects)

1e. +10 more words (transport)

Discrimination between different objects – choice of two then 3 etc

Discrimination between different pictures – choice of two then 3 etc

Use of PECs Identification skills

program (ICT) Can you point to the

……? in a book or a picture

1a. A – November 2013

1b. A – January 2014

1c, 1d, 1e – Not yet met.

Children will continue to have 4 targets.

The big target will remain the same for 2 terms unless completed.

The target areas will remain the same for 2 terms unless the child makes so much progress that the yearly target is achieved.

How can parents help at home?

I am working within P8. I can count beyond 10 and show an understanding of ordinal numbers 1st, 2nd, 3rd and last.

Target 5: To recognise

numerals 1 to 9 when represented in order and randomly. To estimate a small number, e.g. 1, 2 or 3 and check by counting – Number P8c

5a. recognise numerals 1 to 5 in order.

5b. recognise numerals 1 to 5 randomly.

5c. recognise numerals 1 to 9 in order.

5d. recognise numerals 1 to 9 randomly.

5e. estimate 1 and count to check.

5f. estimate 1 or 2 and count to check.

5g. estimate 1, 2 or 3 and count to check.

Use of numicon to support numeral recognition

Number songs – see Anne

Use of numerals presented in different ways – mirror numbers, coloured numbers, number pictures (see Rosemary)

Finding numbers in the sand, water, and environment.

Using small sets of everyday objects – can they say how many without counting initially and then count.

What activities could you do to help your child?

I have just completed level P3iia and I can greet people I know. I now need to focus more on books.

Target 3:To listen and

respond to familiar rhymes and stories and to show some understanding of how a book works – Reading P4e

3a. hold a book the right way up.

3b. turn the pages one at a time.

3c. turn the pages front to back.

3d. identify pictures in a book.

3e. turn head in response to familiar rhyme or story.

3f. show pleasure when listening to familiar rhyme or story.

Story time/book sharing activities.

Whole class/small group big book session.

Interactive stories on the whiteboard.

Sensory stories – puppets, props, visual aids.

Song box activities Number rhyme

programs.

What activities could you do to help your child?

I have achieved P1i and now moving on to P1ii. I show simple reflex responses to different situations.

Target 6: Pupil may

briefly turn head or smile at a familiar sound or situation – Shape, Space and Measure P1iid

6a. turn head to familiar adult voice

6b. smile when hears familiar adult voice.

6c. turn head to familiar child voice

6d. smile when hears familiar child voice.

6e. turns head for favoured activity

6f. smiles for favoured activity

Preferred adult to stand behind child and say their name.

Other familiar adults say child’s name from behind.

Use of auditory cues for familiar activities e.g. rustling the nappy bag, the door opening.

Use of songs for transition times.

Through interaction – copying the child, tickles, bubbles.

What activities could you do to help your child?

I am working within P7. I can write my name and copy writing. I now need to work on formation.

Target 4: To use a tripod

grip consistently. To begin to use correct letter formation for a few letters, sometimes with visual prompts. To write from left to right – Writing P7a

4a. uses a tripod grip

4b. forms initial letter of their name correctly.

4c. forms 3 letters of their name correctly.

4d. forms all of the letters of their name correctly.

4e. uses the letters of their name within independent writing.

4f. writes from left to right.

Use of threading, tweezers, and other materials to develop fine motor skills

Use of different mark making equipment

Use of specialist triangular pencils or pencil grips

Opportunities to practice writing individual letters – whiteboards, tracking sheets

Opportunities given to write e.g. through role play areas, shopping lists

What activities could you do to help your child?