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Individual Curriculum Plans


Every student has the ability to learn and should be able to demonstrate progress in their learning.
Schools provide differentiated teaching to respond to the particular learning needs of all students as a regular part of curriculum provision.
Teachers use an ongoing cycle of differentiating and then reflecting on its effectiveness. If there is a lack of student progress, the teacher identifies alternative approaches that are likely to result in the intended student learning.

A whole school approach to supporting diverse learners

A whole school approach directs support to different levels of student need.
Three layers provide a continuum of support with increasingly focused and personalised teaching and intervention at each successive layer — including increasing levels of adjustments, monitoring of student learning and behaviour, and involvement of support staff.
Schools identify the appropriate layer of support through analysis of student data and ongoing monitoring of student progress.

 

Individual curriculum plans

  1. When is an individual curriculum plan required?
    An individual curriculum plan is required when a student is provided a lower or higher year level of the Australian Curriculum than their age cohort and the student will be reported against the lower or higher achievement standard.
    An individual curriculum plan is required for students on a highly individualised curriculum.
    It may also include students:
​with learning difficulties
​identified with a disability in accordance with the Disability Discrimination Act 1992 (DDA)
​who are gifted and talented.

 
An individual curriculum plan can apply to a single learning area, or to the whole curriculum.