LEARNING AND ASSESSMENT PLAN EXEMPLAR
Stage 2 Modified Subjects
(THIS PLAN IS FOR A LIKE COHORT OF STUDENTS OR AN INDIVIDUAL STUDENT)
School
Contact Teacher
Subject:
HEALTH
SACE
School Code
Enrolment Code
Year
Stage
2015
This plan is for a like cohort of students
Starting semester (1 or 2)
2
Subject Code
H
E
No. of Credits
(10 or 20)
M
20
This plan is for an individual student
x
Result due (June or December)
D
1
(J or D)
STUDENT/CONTEXT DESCRIPTION
This should:
 describe the like cohort or individual student(s) (e.g. student learning needs and pathways, accommodations
required)
 identify the personal learning goals (number each goal 1, 2, 3 ). Goals should reflect the learning requirements and
content of the subject, as described in the subject outline. When the student undertakes the same subject at Stage 1
and Stage 2, the goals should be a further development of those undertaken in the subject at Stage 1. If the student
has not undertaken the subject at Stage 1, the goals should show development of those undertaken in at least one
other subject at Stage 1.
(Note: Adjustments to personal learning goals for specific students within a like cohort may be required. Details of
adjustments are likely to be maintained at a school level, although teachers may choose to include details in the
Addendum)
This plan is written for a student with an intellectual disability, severe autism and a major heart condition. This student
has an NEP (updated each year) where they, along with significant others have had input into identifying the individual
learning goals that will assist the student to foster independence and successfully transition to life after school. This
student requires varying degrees of support and modified programs to achieve these goals.
1. Further develop physical skills, abilities and sportsmanship (to encourage lifelong involvement in recreational
activities)
2. Participate in physical activities (to further enhance feelings of wellbeing)
3. Further identify and engage in activities with community members and facilities that may be of benefit after leaving
school.
ADJUSTMENTS TO PERSONAL LEARNING GOALS

review and adjustment of personal learning goals for specific students within a like cohort may be required to
ensure goals are developmentally appropriate. Details of adjusted goals for individual students may be maintained
at a school level, alternatively the table below may be used to document adjusted goals for individual students
once this learning and assessment plan has been approved.
Student(s)
Page 1 of 4
Personal learning goals (number each goal 1, 2, 3,.. )
Stage 2 Modified Subjects learning and assessment plan for use from 2015
A79842 (updated February 2015)
© SACE Board of South Australia 2011
LEARNING PROGRAM DESIGN
This should describe:
 how the learning program has been designed to engage the student, or range of students in the like cohort
described above
 the intended delivery of the learning program (e.g. students undertake elements of the program off-campus,
program delivered over ten weeks)
 key area(s) chosen.
This program is delivered over a year incorporating participation in weekly swimming sessions at the local leisure
centre and weekly sport sessions at the school and within community facilities. Students are engaged because they
enjoy the activities. The program goals for the student are based on the student’s NEP with a focus on the student
further developing skills in various physical activities to further enhance his feelings of well being and connection with
the community in which he lives. It is hoped that the student will gain the confidence and the skills to participate in
various physical activities so that he may choose to continue to participate in these or similar alternate activities after
leaving school.
Key Areas covered include Key Area 2: Healthy Living (being active); and Key Area 8: Indoor and Outdoor Recreation
(T-Ball, Goldenchild and Tennis SA sessions).
CAPABILITIES, LITERACY AND NUMERACY OPPORTUNITIES
This should explain:
 how the program provides the student(s) opportunities to further develop their capabilities, and their literacy and
numeracy skills (e.g. strategies and resources), identified at Stage 1.
This program provides opportunities for students to further develop capabilities in communication, learning and
personal development. Through participation in school and community based learning activities including swimming,
T-Ball, Goldenchild and tennis sessions, it is anticipated that confidence in personal development and learning will
further increase, e.g. through group skills and interacting with others. Communication capabilities develop through
interacting with support staff and others, following instructions, showing concern for, and encouraging others.
This program provides numerous opportunities for the student to enhance literacy through communication with support
staff and others and to engage in numeracy activities including number operations (addition to tally the number of laps,
runs, hits etc.).
Recommended by Principal or nominee (signature)
Signature of SACE Board Officer
_________________________________
______________________________________
Date
__________
Date
__________
SACE Board Officer Number
______________________________________
Accession Number
___________________________________________________________________________
Expiry date of Learning and Assessment Plan
__________________
Page 2 of 4
Approved / Not Approved
Stage 2 Modified Subjects learning and assessment plan for use from 2015
A79842 (updated February 2015)
© SACE Board of South Australia 2011
ASSESSMENT OVERVIEW
Complete the table below to demonstrate how the set of assessments addresses the personal learning goals and the capabilities.
Assessment Design Criteria
KEY AREA 2: HEALTHY LIVING
1 Participation in weekly swimming sessions with a
focus on skill development
Achievement against personal learning goals
(Number each goal as written on page 1)
Work
Personal
Development
Learning
Communication
(as described in Assessment Details following)
NB One assessment may enable the student(s) to demonstrate
achievement of more than one goal.
Citizenship
Development of capabilities
(Tick focus capabilities)
Name of Assessment



1,2
Participation in weekly swimming sessions with a
focus on building stamina and increasing fitness
levels



1,2
Participation in weekly swimming sessions with a
focus on activities for fun and enjoyment



1,2,3
KEY AREA 8: INDOOR and OUTDOOR RECREATION
4 Participation in weekly T-Ball sessions for a school
term



1,2
5
Participation in weekly Goldenchild sessions for a
school term



1,2
6
Participation in Tennis SA sessions



1,2,3
2
3
Three to five assessments for a 10-credit subject, and six to ten assessments for a 20-credit subject. Please refer to the Modified Subjects Subject Outline.
Page 3 of 4
Stage 2 Modified Subjects learning and assessment plan for use from 2015
A79842 (updated February 2015)
© SACE Board of South Australia 2011
ASSESSMENT DETAILS
Use the table below to provide details of the planned assessments designed to provide opportunities for the student, or like cohort of students, to show evidence of their learning
against the identified personal learning goals (in reference to the Subject Outline).
Description of Assessment (describe the assessment activity and how it enables
student to demonstrate development of capabilities and achievement of personal
learning goals, and the assessment conditions as appropriate (e.g. support, time
allocated, assessor, etc.)).
Evidence of Learning (i.e. evidence the student uses to
demonstrate their personal learning goals and relevant
capabilities)
Participation in weekly
swimming sessions with a
focus on skill development
Student participates in 40-minute swimming lesson each week and works with
swimming instructors either individually or in small groups. Swimming Teacher, as an
expert in their field, provides feedback.
1. Student gets organised and ready for swimming as independently as possible.
2. Student follows instructions given by swimming instructor.
3. Student practises stroke correction including arm and leg movements.
Student record of achievement that includes:
 teacher’s or instructor’s notes
 digital image/s.
and that may include feedback from student and/or
others, e.g. School Services Officer (SSO), carer, family
member.
Participation in weekly
swimming sessions with a
focus on building stamina
and increasing fitness levels
Student participates in 40-minute swimming lesson each week and works with
swimming instructors either individually or in small groups. Swimming Teacher, as
an expert in their field, provides feedback.
1. Student participates in swimming activities for the duration of the entire lesson.
2. Student builds on his ability and fitness levels by increasing the duration of
activities, as instructed by the swimming instructor.
3. Student increases the number of laps he initially could achieve at the beginning
of the year.
Student record of achievement that includes:
 teacher’s or instructor’s notes
 digital image/s.
and that may include feedback from student and/or
others, e.g. SSO, carer, family member.
Name of Assessment
1.
2.
3.
Participation in weekly
swimming sessions with a
focus on activities for fun
and enjoyment
Page 4 of 4
Student participates in 40-minute swimming lesson each week and works with
swimming instructors either individually or in small groups. Swimming Teacher, as
an expert in their field, provides feedback. Student demonstrates having fun and
enjoyment as he:

participates in team water games organised by the swimming instructor

attempts to dive or collect objects placed under water

attempts to have a turn on the waterslide, assisted or unassisted.
Student record of achievement that includes:
 teacher’s or instructor’s notes
 digital image/s.
and that my include feedback from student and/or
others, e.g. SSO, carer, family member.
Stage 2 Modified Subjects learning and assessment plan for use from 2015
A79842 (updated February 2015)
© SACE Board of South Australia 2011
4.
5.
6.
Participation in weekly TBall sessions for a school
term
Student works with PLSS staff including teachers and SSOs to assist with the
development of skills and smooth organisation of the game. Assistance is offered, as
required.
1. Student shows the ability to get organised for sport as independently as possible
(hat, sunscreen, equipment).
2. Student further develops an understanding of rules of the game.
3. Student takes turn to be a Team Captain and further demonstrates good
sportsmanship by encouraging others’ participation and congratulating peers on
their efforts and positive behaviours.
4. Student is a team player and further demonstrates good sportsmanship amongst
teammates.
Student record of achievement that includes:
 checklist of participation
 teacher’s or instructor’s notes
 digital image/s.
and that may include feedback from student and/or
others, e.g. SSO, carer, family member.
Participation in weekly
Golden Child sessions for a
school term
Student works with PLSS staff including teachers and SSOs to assist with the
development of skills and smooth organisation of the game. Assistance is offered, as
required
1. Student gets organised for sports as independently as possible (hat, sunscreen,
equipment).
2. Student further develops an understanding of rules of the game.
3. Student takes turn to be a Team Captain and further demonstrates good
sportsmanship by encouraging others’ participation and congratulating peers on
their efforts and positive behaviours.
4. Student is a team player and further demonstrates good sportsmanship amongst
teammates.
Student record of achievement that includes:
 teacher’s or instructor’s notes
 digital image/s.
and that may include feedback from student and/or
others, e.g. SSO, carer, family member.
Participation in Tennis SA
sessions
Tennis SA provides professional coaching services. Students work with PLSS staff
including teachers and SSOs to assist with the development of skills and smooth
organisation of the session. Assistance is offered, as required.
1. Student gets organised for tennis as independently as possible (hat, sunscreen,
drink bottle).
2. Student further develops ball-hitting skills.
3. Student further develops an understanding of how to hit the ball with the tennis
racquet.
4. Student practises hitting the ball over the net.
Student record of achievement that includes:
 teacher’s or instructor’s notes
 digital image/s.
and that may include feedback from student and/or
others, e.g. SSO, carer, family member.
Exemplified with the kind permission of Susan Holland, Port Lincoln Special School
Page 5 of 4
Stage 2 Modified Subjects learning and assessment plan for use from 2015
A79842 (updated February 2015)
© SACE Board of South Australia 2011
Addendum to:
LEARNING AND ASSESSMENT PLAN
Stage 2 Modified Subjects
School
_______________________________ Contact Teacher
Subject:
________________________________________________________________________________
SACE
School Code
_______________________________
Enrolment Code
Year
Stage
Subject Code
No. of Credits
(10 or 20)
2
CHANGES MADE TO THE LEARNING AND ASSESSMENT PLAN
Describe any changes made to the Learning and Assessment Plan to support students to be successful in meeting
the requirements of the subject. In your description please explain:
 what changes have been made to the plan, including adjustments to the personal learning goals for
specific students
 the rationale for making the changes, including adjustments to assessments to meet the specific needs of
individual students.
PRINCIPAL ENDORSEMENT
The changes made to the Learning and Assessment Plan support student achievement and retain alignment with
the subject outline.
Signature of Learning and Assessment Plan Contact Teacher _____________________ Date ____________
Signature of Principal or nominee ___________________________________________ Date ____________