Module 3.2 Supporting students through curriculum planning

Module 3.2 of the Language Support Program provides advice about how schools and teachers can use sound curriculum planning approaches to ‘profile’ students with language difficulties. You will learn about how to profile using the approach outlined in guidelines for ‘Individual Learning Plans’.

• Resources
• Glossary
• Timing
• Going further
• About this module
  
  
  
• Student Support Groups
• Individual Learning Plans

 

Resources

• Student Support Group Guidelines
• Resource 3.4 Understanding the student (Word - 34Kb)
• Resource 3.5 Goal setting (Word - 37Kb)
• Resource 3.6 Program Planning (Word - 49Kb)
• Resource 3.7 Implementation (Word - 38Kb)
• Table 3.2.3 Evaluation of the program (Word - 33Kb)

 

Glossary

ICPAL language framework – Ideas, Conventions, Purposes and Ability to Learn in both the expressive and receptive areas of (oral) language

ILP – Individual Learning Plan

SSG – Student Support Group – a cooperative partnership involving parents, school representatives and professionals that ensures coordinated support for each student’s educational needs through the development of specific educational goals and a tailored educational program

Timing

60 minutes

 

Going Further

The assessment and profiling tools described in Module 3.2 can be used within a class or across a school.

 

Professional learning activities

• Participate in collegiate professional development

You might go further, and develop for a school a customised information kit for teachers and parents about Individual Learning Plans for students with language difficulties. The kit could include a presentation outlining the process and teacher-ready templates.

 

About this module

After completing Module 3.1, you will already have a general understanding about identifying students with language difficulties through curriculum knowledge and assessment practice. Module 3.2 relates these to the role of pedagogy, and describes how curriculum planning can meet the needs of students with language difficulties.

Figure 3.2.1 The learner is at the centre of all decision-making about learning