1. Personalised Learning Plans

2. 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.

3. Setting Targets PLP Target AM7 TargetOwn Class Assessment Target Setting Document

4. SMART Targets Something to think about when you are setting the PLP targets. They should be:  Specific  Measureable  Achievable  Realistic or Relevant  Time bound

5. Specific  What: What do I want to accomplish?  Why: Specific reasons, purpose or benefits of accomplishing the goal.  Who: Who is involved?

6. Measurable  How much?  How many?  How will I know when it is accomplished?

7. 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!!

8. Realistic or Relevant  Why is this target important?  Is this target moving forward?  Is it improving the child’s abilities and confidence?

9. 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?

10. Our new PLPs Oaklands School Personalised 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

11. 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 respon d to familia r rhymes and songs. Target One: To demonstrate an understandi ng of 50 simple words in a range of contexts – Comprehens ion 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 – Novembe r 2013 1b. A – January 2014 1c, 1d, 1e – Not yet met.

12.  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.

13. How can parents help at home? I am workin g within P8. I can count beyon d 10 and show an unders tandin g of ordinal numbe rs 1 st, 2 nd, 3 rd and last. Target 5: To recognise numerals 1 to 9 when represente d 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?

14. I have just comple ted 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 understand ing 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?

15. I have achiev ed P1i and now moving on to P1ii. I show simple reflex respon ses to differ ent situati ons. 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?

16. I am workin g within P7. I can write my name and copy writing. I now need to work on forma tion. Target 4: To use a tripod grip consistentl y. 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?