Frequently Asked Questions
Who needs a Personalised Learning Plan [PLP]?
In 2004 the NSW Government conducted a review of Aboriginal Education, as a result there were 27 recommendations documented. One of the recommendations was the development of Personalised Learning Plans (PLPs) for all Aboriginal and Torres Strait Islander students. It is recommended that all Aboriginal and Torres Strait Islander students Year 1 to Year 10 have a PLP however, it is also suggested that students that have an IERP/ILP don’t need a PLP but would benefit from the inclusion of cultural and social components of their IEP/ILP. PLPs are for all students’ even gifted and talented students and those achieving excellent outcomes.
Why are PLPs just for Aboriginal and Torres Strait Islander students?
Many schools have implemented PLPs for all students and have found them to be extremely successful in raising teacher knowledge about the strengths of each student, home knowledge and the support structure available to the child. By targeting all Aboriginal and Torres Strait Islander students, schools will ensure that all students reach their potential, something that has failed generation after generation.
How do we fit these into the busy life of a teacher?
Schools are encouraged to provide relief for teachers to establish their PLP processes. PLPs should not be seen as something extra to do but rather should be an integral part of school organisation e.g. three-way reporting to parents is completed by most schools.
How do I get my community to come along to the PLP meetings?
Schools have used many ways to encourage community engagement with PLPs. The use of school and/or regional Aboriginal and /or Torres Strait Islander staff to nurture the home/school connection has been most successful. So too have principal and staff home visits, taking the initial PLP meeting to the community, holding them as part of a cultural event within the school etc.
Who can help me get PLPs started in my school?
Schools are encouraged to talk to their own Aboriginal and /or Torres Strait Islander staff in the first instance, but Diocesan Aboriginal Education sector staff and/or the local IECB can also provide strong support to the process. Failing that, your own network of Aboriginal and /or Torres Strait Islander parents provides a great communication network that can be tapped into.
What pro-forma can I use to record the information?
This package has provided a number of ideas but ultimately the best pro forma will come form from your Aboriginal Education team in consultation with the community. The pro forma format will evolve from your discussions with parents and students. The relationship forged in these meetings far outweigh the pro forma.
Do I really have to start talking careers to my kindergartens class?
The earlier we link learning with a purpose, the more engaged students usually become at school. The more we talk up professions, trades, jobs and vocations in the early years the more it becomes a part of everyday living.
What questions should I ask my students and parents?
Why is it you need to know about someone to establish a relationship? Do you need to know what they enjoy doing, playing, reading, participating in? Do you need to know about their family, their aspirations and desires? Do you need to know about their health, their academic achievements and their goals? Your questions are framed around what students and parents think is important for you to know. The more interest you show, the more information will be forthcoming.
Which teacher should look after the PLPs in a Secondary school?
Some schools have made the Pastoral Care teachers the PLP teachers/mentor, or members of a faculty like English. There are many possibilities depending on your enrolments and staff support for the concept.
How do we release staff to complete PLPs?
Always a tough question, and demands vary much on individual school situations. Some schools have arranged casual teachers to look after classes while teachers complete PLP meetings; others have built them into class free time; others have released staff using executive members who are off class. The answer is within each school budget and staffing – but mostly depends on the desire to see the PLPs effectively implemented. Where there is a will there is a way!
In 2004 the NSW Government conducted a review of Aboriginal Education, as a result there were 27 recommendations documented. One of the recommendations was the development of Personalised Learning Plans (PLPs) for all Aboriginal and Torres Strait Islander students. It is recommended that all Aboriginal and Torres Strait Islander students Year 1 to Year 10 have a PLP however, it is also suggested that students that have an IERP/ILP don’t need a PLP but would benefit from the inclusion of cultural and social components of their IEP/ILP. PLPs are for all students’ even gifted and talented students and those achieving excellent outcomes.
Why are PLPs just for Aboriginal and Torres Strait Islander students?
Many schools have implemented PLPs for all students and have found them to be extremely successful in raising teacher knowledge about the strengths of each student, home knowledge and the support structure available to the child. By targeting all Aboriginal and Torres Strait Islander students, schools will ensure that all students reach their potential, something that has failed generation after generation.
How do we fit these into the busy life of a teacher?
Schools are encouraged to provide relief for teachers to establish their PLP processes. PLPs should not be seen as something extra to do but rather should be an integral part of school organisation e.g. three-way reporting to parents is completed by most schools.
How do I get my community to come along to the PLP meetings?
Schools have used many ways to encourage community engagement with PLPs. The use of school and/or regional Aboriginal and /or Torres Strait Islander staff to nurture the home/school connection has been most successful. So too have principal and staff home visits, taking the initial PLP meeting to the community, holding them as part of a cultural event within the school etc.
Who can help me get PLPs started in my school?
Schools are encouraged to talk to their own Aboriginal and /or Torres Strait Islander staff in the first instance, but Diocesan Aboriginal Education sector staff and/or the local IECB can also provide strong support to the process. Failing that, your own network of Aboriginal and /or Torres Strait Islander parents provides a great communication network that can be tapped into.
What pro-forma can I use to record the information?
This package has provided a number of ideas but ultimately the best pro forma will come form from your Aboriginal Education team in consultation with the community. The pro forma format will evolve from your discussions with parents and students. The relationship forged in these meetings far outweigh the pro forma.
Do I really have to start talking careers to my kindergartens class?
The earlier we link learning with a purpose, the more engaged students usually become at school. The more we talk up professions, trades, jobs and vocations in the early years the more it becomes a part of everyday living.
What questions should I ask my students and parents?
Why is it you need to know about someone to establish a relationship? Do you need to know what they enjoy doing, playing, reading, participating in? Do you need to know about their family, their aspirations and desires? Do you need to know about their health, their academic achievements and their goals? Your questions are framed around what students and parents think is important for you to know. The more interest you show, the more information will be forthcoming.
Which teacher should look after the PLPs in a Secondary school?
Some schools have made the Pastoral Care teachers the PLP teachers/mentor, or members of a faculty like English. There are many possibilities depending on your enrolments and staff support for the concept.
How do we release staff to complete PLPs?
Always a tough question, and demands vary much on individual school situations. Some schools have arranged casual teachers to look after classes while teachers complete PLP meetings; others have built them into class free time; others have released staff using executive members who are off class. The answer is within each school budget and staffing – but mostly depends on the desire to see the PLPs effectively implemented. Where there is a will there is a way!