Long Term Learning Goals

3.1 These are a set of long term learning goals I developed for a fictional character, Bonnie (6 year old student with a
physical disability). They demonstrate my ability to create long term learning goals which address the specific needs of a
student with unique abilities, limitations and learning needs.

Goal 1: By the end of the year

Bonnie will productively contribute to the group during group or whole class tasks at least once every day four out of five school days.
Goal 2: By the end of the year bonnie will be able to independently complete simple daily classroom tasks and activities which involve object
manipulation 90% of the time, assisting her daily participation within the classroom.
Goal 3: By the end of the year, Bonnie will independently and orally identify, count and delete syllables in up to three or four syllable words
80% of the time.
3.1 Here my ability to establish challenging but achievable learning goals for students with varying abilities and needs is again highlighted.
Each long term goal has been broken down into a sequence of short term learning goals so that the progress towards achieving each long
term goal is guided and gradual. I have also linked the learning goals to curriculum, additionally demonstrating focus area 2.3

Goal 1:
Development of social skills assist students to become more successful in school through the sustaining of relationships with peers and adults,
improved academic outcomes and the understanding of social and behavioural expectations (Simonsen et al., 2012). By encouraging Bonnie to
participate in group activities and discussions, skills such as decision making, trust building, turn-taking, active listening and conflict
management can be developed and consequently assist the progress of the above positive outcomes (Frey., Fisher., & Everlove, 2009)
Learning Area
Social Development

(2.3)Link to the Curriculum

AusVELS: Foundation:
Interpersonal Development
students identify the qualities of a friend and demonstrate care for other students. They contribute to the
development of positive social relationships in a range of contextsStudents describe basic skills required to work
cooperatively in groups. (VCAA, 2013)

(3.1)Long Term Goal

By the end of the year Bonnie will productively contribute to the group during group or whole class tasks at least once every day four out of
five school days.
(3.1)Short Term Goal 1
By the end of the first term, Bonnie will productively contribute when working in pairs through undertaking an equal share of the workload
and voicing her opinions 80% of the time pair work is set.
(3.1)Short Term Goal 2
By the end of the second term, Bonnie will productively contribute when working in small groups through undertaking an equal share of the
workload and voicing her opinions 80% of the time group work is set.
(3.1)Short Term Goal 3
By the end of the third term, Bonnie will productively contribute to whole class discussions by voicing opinions and suggestions 80% of the
time.
3.3 & 3.4 Not only have a produced individual learning goals and broken them up into sequential short term goals, but I have listed (within the table below) a range of
teaching and learning strategies that will be implemented to help Bonnie progress towards achieving her learning goals. The strategies take into consideration the
students individual abilities and characteristics and include the use of a variety of resources.

Short Term Goal 1

(3.3, 3.4)Activity/Strategy
1) Singing Songs
As a whole class, play and sing along to
songs like No One Like Me once a week
(Appendix B).

Purpose/Benefits
Bonnie has an interest in music, this therefore should be a task that she would enjoy.
This song can benefit a whole class by emphasising the specialness associated with their
individuality. It will also help the students accept diversity and everyones uniqueness.
Having Bonnies class members understand this will help them accept and include her in
their school work and friendship groups.
Bonnies hesitance towards social situations stems from her negative self-perception.
Having her understand the message of this song could help her accept and appreciate her

differences, and therefore may encourage a more likeness to participate in social

situations.

2) Plan a whole class task for any subject which

is based around Music
E.g. Reading
Choose a book that is related to Music
Discuss with students before reading
what they know about music, give
Bonnie ideal opportunities to share her
opinions. Let her share her knowledge
and be an expert on the topic.
Throughout the lesson, allow Bonnie to
share anything relevant to the lesson
topic.

This not only helps relate the reading topic to the students lives but also allows Bonnie
to show her intelligence and knowledge in the area. This is often met by admiration
from peers and could lead to social discussions with Bonnie after the whole class task.

3) Organise paired and grouped activities across Pair and group work assist the development of interpersonal skills such as collaboration
the curriculum.
(Frey., Fisher., & Everlove, 2009). Bonnie can be paired with more or less able students
depending on the learning area which gives her the opportunity to be both learner, such
as in literacy and teacher, such as in mathematics. (Winch, Johnston, March,
Ljungdahl, & Holliday, 2010)

4) Providing opportunities for play within the

classroom setting

Play is foundational to students cognitive, social, physical and emotional development

(Lillard et al., 2013). Play opportunities can assist development of skills such as sharing,
negotiating, resolving conflict and leadership (Milteer & Ginsburg, 2012).

Goal 2:
The refining and mastering of gross and fine motor skills is a crucial part of a child's development, which leads to a child's independence when
completing everyday tasks and activities both at home and at school. By not having these skills a child can be affected in many crucial areas of
learning and development, this being the reason why Bonnies minimal development in fine motor skills has become an area of focus within the
ILP.
Learning Area
Fine Motor Skills

(2.3)Link to the Curriculum

ACARA: Foundation Band of Learning:
Through the development of fine and gross motor skills, physical play, manipulation of equipment and spatial
awareness, children gain a strong sense of movement competence and become sufficiently skilled and confident to
participate in everyday tasks and movement activities (ACARA, 2011).

(3.1)Long Term Goal:

By the end of the year Bonnie will be able to independently complete simple daily classroom tasks and activities which involve object
manipulation 90% of the time, assisting her daily participation within the classroom.
(3.1)Short Term Goal 1:
By the end of term 1, Bonnie will be able to independently manipulate and therefore effectively use common classroom objects/resources
30% of the time.
(3.1)Short Term Goal 2:
By the end of term 2, Bonnie will be able to independently manipulate and therefore effectively use common classroom objects/resources
50% of the time.
(3.1)Short Term Goal 3:
By the end of term 1, Bonnie will be able to independently manipulate and therefore effectively use common classroom objects/resources
70% of the time.

(3.3, 3.4)Activity/Strategy
1)

Purpose/Benefits

Playdough

Playdough can strengthen and improve fine and bilateral motor skills (Scholastic,
2013).

Bonnie will be able to use playdough when

doing some maths activities and games. The
playdough will be used instead of counters
where appropriate.

The muscles we use to hold a pencil are the same muscles we use when playing with
playdough (Scholastic, 2013). Therefore, by Bonnie manipulating playdough
through squeezing, rolling and patting prior to a handwriting task, she will be
warming up the vital muscles needed to complete the set work during a writing
class.
Due to Bonnies inability to independently manipulate small objects, she struggles to
complete tasks which use math resources such as counters and the likes. Allowing
Bonnie to use playdough as a substitute will not only be assisting the strengthening of
her fine motor skills through the playdough manipulation, but she will be able to
create her own counter like objects which she can handle and effectively use,
therefore allowing her to participate in the same activities and games as the other
students.
This should benefit Bonnie by assisting her to work towards eventually using math
resources like counters.

TIP: To encourage a more frequent improvement in fine motor skills and to include
her family within the learning process, Bonnie should have access to playdough
whilst at home.
2) Stickers
When rewarding Bonnie with stickers, allow
her to place the sticker on herself or on her
work by herself.

Stickers are a great way to encourage and reward any of Bonnies work, behaviour or
achievements (also assisting with the development of a positive self-perception). To
apply a sticker to a page or to ones self, it requires the use of finger tips and small
precise movements. Having Bonnie manipulate the sticker herself is allowing her
opportunity to practise refining the fine motor skills within her fingers (Oram, J.,
2009).

Practising such movements and muscle use should benefit Bonnie in eventually being
able to independently do classroom tasks which use precise finger movements like
doing up her Velcro shoes, opening her zip closed lunch box and gluing paper.
TIP: encourage Bonnies family to provide her with sticker activity books to complete
whilst at home.
3) PE Lessons: Using Bean Bags.
Have Bonnie using bean bags instead of balls in
throwing, catching and aiming focused PE
lessons.

4) Writing Lessons: Finger Warm Ups.

At the beginning of a writing lesson, have the
students participate in a finger warm up activity.
Ensure to monitor Bonnies success in the
activity and give assistance when necessary.

Bonnie can participate in the same throwing, catching and aiming PE lessons as her
peers if she is given the opportunity to use bean bags as a pose to balls. A bean bag is
a lot easier to hold and control as it moulds to ones hand.
Using bean bags will assist in developing her motor skill development, both fine and
gross, and also assist in other areas like coordination and balance.
Being able to more easily participate in PE lessons will encourage her willingness to
have a go and try new things (linking to development in her confidence). Physical
activity also promotes better health and wellbeing and encourages team work, both
which can be beneficial to Bonnies other focus areas; social skills and self-perception.
This strategy is inclusive as lessons have been slightly altered so that Bonnie remains
in the general classroom, working with others, as opposed to learning in a secluded
setting. (Prater, 2010)
Example warm up tasks: Appendix C
This task would not only benefit Bonnie, but would assist most students at this year
level in a handwriting task. Taking 5 minutes to implement this strategy before each
writing lesson will help Bonnie control the fine motor movements within her hands
and therefore positively impact her handwriting. This strategy also promotes an
inclusive environment as it keeps Bonnie included within the mainstream lesson of
the entire class.

Goal 3:
Bonnies oral language skills are crucial to assist the development of phonological knowledge which influences her ability to read and write.
Her slow, slurred and unclear speech affects the sounding-out and oral production of words. Knowledge of syllables within words is a key level
of phonological development, crucial to the reading and spelling aspects of literacy (Fellows & Oakley, 2010; Winch et al., 2010).
Learning Area
Oral Language

(2.3)Link to the Curriculum

AusVELS: Foundation Level:
Speaking and Listening:
Recognise rhymes, syllables and sounds (phonemes) in spoken words(VCAA, 2013).

(3.1)Long Term Goal

By the end of the year, Bonnie will independently and orally identify, count and delete syllables in up to three or four syllable words 80% of
the time.
(3.1)Short Term Goal 1
By the end of term 1, Bonnie will be able to orally identify and count the syllables in three or four syllable words 80% of the time with
assistance.
(3.1)Short Term Goal 2
By the end of term 2, Bonnie will be able to orally identify and count the syllables in three or four syllable words 80% of the time
independently.
(3.1)Short Term Goal 3
By the end of term 3, Bonnie will be able to orally identify, count and delete the syllables in three or four syllable words 80% of the time
with assistance.

Short Term Goal 1

(3.3, 3.4)Activity/Strategy

Purpose/Benefits

1)

Setting syllable identification tasks within Bonnies

Zone of Proximal Development and use of teacher
scaffolding strategies to work towards independence.
The teacher can scaffold Bonnies learning through
techniques such as; joining in as a co-learner,
directing attention, extending understanding and
demonstration (Fellows & Oakley, 2010)

The Zone of Proximal Development is the distance between the level of the
childs knowledge or understanding of a topic and their potential development
in the same area when supported and guided by adults or skilled peers. The
scaffolding provided throughout this learning is gradually lessened and finally
removed so that Bonnie is able to work independently (Hyde & Rymarz, 2008).
Use of questions, prompts, redirecting statements and suggestions (Fellows
& Oakley, p.115) are beneficial scaffolding techniques.
Bonnies teacher is able to listen and observe her development, direct her
attention to important pieces of information (such as a letter that helps identify a
syllable in a certain word) and model through verbalising their own thoughts
(Fellows & Oakley, 2010).

2)

Produce examples and words from rhymes to assist

identification and counting of syllables

Exposure to rhymes, poems, songs and language play add enjoyment and are
valuable tools for the development of phonological awareness through
repetition, rhyme and the pleasurable matching of sounds. (Winch et al., p.74)
Knowledge of words including rhyming words is the first level of phonological
awareness and precedes the syllable level. Therefore this strategy/activity both
concretes Bonnies knowledge of rhyme and links it to her developing
understanding of syllables (Fellows & Oakley, 2010).

3)

Having small guided student group activities during

literacy sessions made up of students at the same or
similar academic level as Bonnie.
E.g.
Syllable Categories

As phonological awareness varies widely in early years much teaching takes

place in small groups, it has been proven by research that explicit and
systematic approaches to phonological teaching is beneficial for students
(Fellows & Oakley, 2010).
As year 1 students are still using and extending their knowledge of syllables the
achievement of this goal can be fluently integrated into lessons (VCAA, 2013).

4)

Students used pre-prepared pictures and sort them

into columns titled 1,2,3 or 4 syllables.
Students pick a picture
Say the word name of the picture out loud
Identifying the number of syllables in the word
Place the picture in the appropriate column
(Fellows & Oakley, 2010)

The difference between Bonnie's group and other classmates activities will be
the difficulty level.
Guided groups can assist students to try out new skills with high levels of
support from the teacher and give the teacher opportunities to work on each
students particular stage of development and cater to the needs of smaller
groups within the classroom (Winch et al., 2010).

Linking Bonnies interest in music to encourage clear

pronunciation of words through singing songs as a
whole class.
Opportunities for Bonnie to sing such as whole class
sing along and choir practice during lunch or after
school hours.

Incorrect pronunciation can affect students spelling, reading and writing ability
as these students often add or delete syllables within words. Bonnie faces this
challenge due to her slurred, slow and sometimes unclear speech. Clear
articulation can be practiced through songs and poems that reveal the
importance of pronunciation in particular (Winch et al., p.337).
Singing supports the development of phonemic awareness and helps students
identify and use rhyme, rhythm and build vocabulary (Routman; Zarrillo;
Miller, as cited in Bintz, 2010)

Assessing the Learning Goals

3.7 Here I have demonstrated my recognition of the importance of a childs family

and other support systems in progressing towards and achieving learning goals.

Assessing whether or not Bonnie has achieved these goals, or to what to degree, will be evident through observing her capability during
classroom activities. Her accomplishments and challenges will be assessed through informal observation during whole class, small group and
individual tasks recorded with checklists and anecdotal notes.
Regular contact with colleagues involved in Bonnies development as well as her parents will assist in achieving consistent progress towards the
learning goals. Whether or not Bonnie has reached the goals at the end of the desired time frame determines the course of action for the
following time frame and next set of short term goal.

Appendix A:
Song Lyrics:
Theres no one like me (echo)
No one like me (echo)
I am very special (echo)
I think youll agree (echo)
No one in this great big world can ever be
Exactly like one of a kind little old me
Theres no one like you (echo)
No one like you (echo)
Youre important stuff (echo)
Lets make a hullaballoo (a hullaballoo)
Listen to the fanfare there is much ado
Cause lots of people care about little old you
Theres no one like us (echo)
No one like us (echo)
Please it isnt necessary (echo)
Dont make a fuss (echo)
Oh you shouldnt have sent a rock star bus
Cause we already know we are spectacular us
(Ross, Dr. W., 2012)

Appendix B:
In and Out: Place your hand flat on the desk. Slowly spread your fingers out wide without lifting them from the table, then pull them back
together again. (Thomas, B., 2012)
Finger Touch: Touch your thumb to each finger in sequence from the index to the little finger and then the reverse, first with eyes open and then
with eyes closed. Repeat with the other hand and then with both hands together. (Thomas, B., 2012)

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