INDIVIDUALLEARNINGPLAN(ILP)MATRIX

DateDevised:
08May2015
Student:
William(
Billy)Johnson

ReviewDate:
15May2015
YearLevel:
Grade4

D.O.B.
20/06/2005

ProgramSupportGroupMembersconsultedindevisingthisplan:
ClassTeachers:

BriarMalcolm(HomeTeacher)
AbbySwift(Health&PhysicalEducation)

EmilyHenderson(MathScience)
GinaCollis(ArtsDrama)

Parents:

Hayley

Johnson(mother)
GregWhite(stepfather)

PrincipalRep(PSGChair):
AbbySwift
Other:

PsychologistSamanthaJones

SchoolCounsellorEmmaMiddleton

AdditionalReports:
Psychologistreport
Schoolcounsellorsreport
SchoolReport;Grade4,Term1

A. Academic,socialandemotionaldevelopment(positivelanguage)
EDFD221BALLARAT,2015

Page1of12

Age:
9years11months

EntrySkills(Whatthestudenthasachieved),Challenges(AreasforImprovement)andLearningPriorities(FutureLearning)
EntrySkills
Billyexhibitsabroadrangeofmotorskills(aboveaverageinHealth&PhysicalEducation).
Hehastestedinthelower30%ofnumeracyasevidencedinNAPLAN.

Billyhastestedinthelower40%ofwriting(texttypes)asevidencedinNAPLAN
Heisverballyconfidentandreadsaloudfluentlyandconfidently.
Billyisabletoworkoneononewithanotherstudentand/orteacher.

Challenges

Billyhastroubleusingappropriatestructureandfeatureswhenwritingdifferenttexttypes.
Hehasdifficultywithbasicoperationsinmaths.
Hehasshortconcentrationspanwhenitcomestodifficulttasks.
InteractingingroupsituationcanbeproblematicforBilly.
Hedisplaysdisruptivebehaviourinlearningsituationsspecificallybothduringteacherinstructiontimeandindividuallearning.
Billyusesinappropriateexpressionandhasdifficultycontrollinghisemotions.

LearningPriorities
ImproveBillysbasicoperationskillsinmaths.
Improvehisliteracyskillsinwritingtexttypestobringhimclosertoyear4standard.
IncreaseBillysconcentrationspantokeepontask.
Minimiseverbalinterruptionduringlearningsituations.
Successfullyengageandcollaborateingroupsituations.
Understandingappropriatewaysofexpressingemotions.
Improvingimpulsecontrolwhenfrustrated.
Increaseconfidenceandmotivationwhenworkingwithdifficulttasks,orinanunfamiliarsituation.

EDFD221BALLARAT,2015

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B. I
nclusiveteachingstrategiesforwellbeingandresilienceANDcateringforadditionalneeds(indicateimpact)
ProviderubricsforBillysassessmenttaskssohehasclearideaofwhatisexpectedofhim.ThiswayBillycanclearlyseewhatisexpectedofhimwitha

clearprocessofhowtoachieve.Thistakesawaysomeofthedifficultyoftaskssohewillbemorelikelytoparticipateandlesslikelytobedisruptive.
Visualplanner(
http://lessonpix.com/articles/9/33/Visual+Schedules
)teacherwillprovdeBillywithavisualplannerforhisday/individuallessons.This
meansBillyisabletoclearlyseethecurrenttaskthatisbeingworkedon.ThiswillhopefullyminimisedisruptionsfromBillyashehasaclearvisualcueof
whatisexpected.
RewardssystemforBillyarewardsystemwouldbeconnectedtohisvisualplanner.IfBillysuccessfullycompletessectionsofhisplannerwithout
disruptiontotherestoftheclassBillywillreceivearewardofhischoice.AsBillyprogresses,theserewardswillbecomelessfrequentasBillysbehaviour
improves.NotonlydoesthisincreasetimeontaskforBillysoheisactuallycompletingclasswork,itwillalsominimisedisruptiontotherestoftheclass.
PositivereinforcementbeawareofandreadytopraiseBillywhenhebehaveswell.Thiswillreinforcethisbehaviour,takingsomeoftheattentionoffof
negativebehaviours.AsBillyisreceivingattentionforpositivebehaviour,hewillhopefullyusethistogainpositiveattentionratherthanseekingnegative
attention.
Explicitclassroomrulesclassroomrulesaremadeclearanddiscussedatthebeginningofeachterm,aswellasregularlythroughouttheterm.Theyare
listedandondisplayinclassroom,bothvisuallyandaswrittentext.Billyisalsogivenacopyoftheserulestoplaceonhisdeskasapersonalreminderof
whatisacceptablebehaviourandwhatisnot.Theteacherisencouragedtoaddressnegativebehaviourbyreferringbacktothese,forexample:Inour
classroomBilly,wefollow..."(Barnes,2006).Again,thismayincreaseBillystimeontaskandsoincreaseacademicdevelopment,aswellasminimise
disruptiontotherestoftheclasseslearningtime.
Breathing/relaxationexercisesBillysschoolcounsellorisworkingonthesetechniqueswithhimtohelpregulatehimselfwhenheisbecomingstressed,
angryorupset.Allteachersshouldstriveto(subtly)promptBillytousethestrategiesoftakingdeepbreathsandcountingtotenwhenitisclearheis
becomingagitated.ItishopedthatthiswillcalmBillybeforehederegulates,andwillbecomealearned,automaticbehaviour.
SeatingarrangementsensurethatBillyissittingwithstudentswhoareabletoremainontask,andareunlikelytobedistractedbyhissometimes
disruptivebehaviour.ThismeansBillydoesnothaveanaudiencetoperformtoandwontdisruptasmuch.Thesestudentsarealsolesslikelytobeaffected
byBillysdisruptionandcancontinuewiththeirwork.

C.Childscharacteristics:
Hypersensitivewhenaskedtoexamineissueswhichrelatetohimself.
Avoidstalkingabouthishomelife.
Attentionseekingbehaviourinclasstodeflectfromlackoffocus/understanding.
Shortconcentrationspans.
Avoidsopportunitiesforfailure.Forexample;difficulttasksorunfamiliarsituations.
Dominatingpersonalitywithfewclosefriends.
Sportisagreatmotivatorwhichisofhighinterest.
Appearsverballyconfident.
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 Kinaestheticlearner
Physicallyhealthy.

D.Impactsofcharacteristicsandimplicationsforplanning
Kinaestheticlearnerneedtodevelopstrategiesthatincorporatephysicalactivityintothelesson.
Attentionandfocusissuesdevelopstrategiesthatincorporaterewardsandmotivationforstayingontask.

Verballyconfidentdevelopstrategiesdemonstratingwhenitisappropriatetospeakandbecomingmoreawareofwhatisspoken.
Hypersensitive/inabilitytodealwithfailure:strategiesthatincreaseselfconfidenceandoffersupport.
Billyneedstohaveconsistencyoverallsubjectssoastofeelsafeandsecureintheenvironmentandknowingwhattoexpect.
DifficultycontrollingandmanagingemotionswhichmeanshebecomesdisruptiveforhimselfandclassmatesDeepsbreath,counttome,usethe
CatastropheScaleand/orremovinghimselffromthesituationtoreregulate.

INDIVIDUALLEARNINGPLAN
STUDENTNAME:
BillyJohnson
Semester
Goals
(LongTerm)

Improve
Billys
academic
skills,social
relationships
and
selfefficacy.

Short
Term
Goals

CurriculumAreas

Devised08/05/2015
Strategies/Methods

ModeofDelivery

(HOW)

(WHO/WHEN)

Involvekinaestheticlearning
withinthemathematical
curriculumforBilly(e.g.using
concretematerialsforbasic
operations)toensuredeeper
learningoccurs.Thekinesthetic
learningcanbedoneto
introducenumbersentences
whichwillallowBillytomove
forwardinthelessonwithother
stylesoflearning.

Atthebeginningofeach
mathlessonthetopicwill
beintroducedand/or
revisedusingconcrete
materialsforBillytogaina
deeperunderstanding.
Towardstheendofthe
reviseddateBillyshouldnt
needtorelysolelyonthese
concretematerials.

ModeofAssessment

dd/mm/yy

(WHAT)
1.
ImproveBillys
basic
understandingof
mathematical
operationsand
hiscapacityfor
usingtexttypes
inLiteracy.

EDFD221BALLARAT,2015

1.
Mathematics
AUSVELSStandard:
Useequivalent
numbersentences
involvingadditionand
subtractiontofind
unknownquantities
(ACMNA083)

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Evaluation

Billysunderstandingof
basicoperationswillbe
assessedthroughout
eachlessononhis
progressionwith
observationsandnote
takingonhisverbal
explanationsofhis
understanding.

2.

Literacy(Writing)
AUSVELSStandard:
Plan,draftandpublish
imaginative,
informativeand
persuasivetexts
demonstrating
increasingcontrol
overtextstructures
andlanguage
features.
(ACELY1694)

Explicitlyexplainandmodelthe
texttypetoclassandBilly,
givingclearexplanationsand
examplesofwhatisexpected.

HaveBillyandapartnerdiscuss
theirideas,explicitlystating
appropriatetextfeaturesand
whatinformationwouldbe
includedundereachheadingof
proforma.

Usingaproforma/pre
determinedstructurewillgive
Billyaclearideaofwhathe
needstodo.Itwillalsomake
explicittextfeaturesand
structuresoBillycan
understandexactlywhatis
neededinaninformativetext.

2.
ImproveBillys
interpersonal
skillsinsocial
situationsby
helpinghimbuild
strongerpeer
relationshipsand
EDFD221BALLARAT,2015

1.

HealthandPhysical
Education
AUSVELSStandard:
Theybegintowork
withotherstosetand
achievegoalsinboth
cooperativeand

InordertoachieveBillyworking
cooperativelywithother
studentsinacompetitivegame
situation,teacherwilldiscuss
withBillywhatitmeanstowork
asagrouponmultiple
occasionsTeacherwillprovide
manyopportunitiesforBillyto

Atthebeginningoftheunit
theteacherwillgivethese
explicit
instructions/explanations
frequently.Toberevisited
throughoutunitat
appropriate
moments/beforeBilly
attemptsanewpiece.
StudentBillyworkswell
withandBillywilldeliver
thisstrategy.Itwilltake
placeeverytimeBillystarts
anewpiece,beforehe
startswriting.

Teacherwillintroduce
proformaearlyinunitwhen
modellingstructure.Be
usedthroughoutunitas
supportstructure.

Assess/monitorBillys
developing
understandingoftext
typesthroughclass
discussion.Ensureto
regularlyallowBillyto
sharewhatheis
thinkingtoassess
understanding.

ListentoBilly'sverbal
explanationofhisidea.
Askhimquestions
abouthisideatoallow
forselfassessmentand
reflectiononhisown
progression.

Usingtheproforma
andrubricallowBillyto
selfassesswhetherhe
hascoveredall
necessarytext
features.

Atthebeginningofeach
lessonteacherwillcover
whatitmeanstoworkwith
others.

Attheendofeach
lessontheBillywill
scorehimselfoutof10
foreachmain
teamworkgoal(cards)
Thefourmaingoalson
andpersonallyreflect
laminatedcardwillbegiven onthelesson.
toBillyatthebeginningof
Page5of12

improvehis
groupwork.

competitivegames
settings.

2.
I
nterpersonal
Development
(crosscurriculum
subject):
a)Buildingsocial
relationships:
AUSVELSStandard:
demonstraterespect
forothersandexhibit
appropriatebehaviour
sharingideasand
materials,offering
assistance,giving
appropriatefeedback

EDFD221BALLARAT,2015

participateingroupsituations
bothverballyandactively.

thelesson.WhenBillyfeels
asthoughheisperforming
agoal,hewilltakethecard
Aunitofproblemsolving
outofhispocketandplace
activitieswillbeincorporated
itwiththeteacher's
intotheunittobuildBillys
communicationandcooperative belongings.
skillswithhispeers.

Theteacherwilldothe
sameandprovide
feedbacktoBillywhere
hewentwelland
whereheneedsto
improve.IfBilly
believesheshowed
greatteamworkskills
oneweekandthe
teacheragrees,Billy
willhavethe
opportunitythe
followingweektobea
teamcaptain.

Billywillbeprovidedwithfour
maingoalswhenworkingina
team.Eachofthesegoalswill
beprintedandlaminatedona
separatecardsotheycanfitin
Billyspocket.

Thenattheendofthe
lesson,teacherwillcollect
thecardstohaveagainfor
thefollowinglessonand
haveaconversationwith
Billy,reflectingonhis
teamworkskillsforthat
lesson.

Billywillbeappointed
lunchtimesportsequipment
monitor.ThisrolegivesBilly
responsibility,andalsoensures
interactionwithhispeersinthe
playgroundinanarea(sport)
whichhehasbothinterestand
expertise.Hisroleandthe
expectationsthatsurroundit
willbemadeexplicitboth
verballyandinawrittenlistof
duties.

ThisjobwillinvolvesBilly
supplyingsportsgearto
otherstudentsatthe
beginningofthelunchand
checkingitbackinatthe
endofthebreak.Billys
appointmentwillinitiallybe
fortwoweeks,butwillbe
extendedtotheendof
termiftheroleis
performedsuccessfully.

Page6of12

Billysprogressinthis
rolewillbemonitored
ratherthanformally
assessed,withyardduty
teachersobservinghis
behaviourandreporting
backtoclassroom
teacher.Billywillbe
askedtoselfassessin
conversationwith
classroomteachereach
Fridayafternoon.

b)Workingingroups:
AUSVELSStandard:
cooperatewith
others...foragreed
purposes,takingroles
andfollowing
guidelinesestablished
withinthetask

Beforeundertakinggroupwork
Billywillbesuppliedwitha
visualaidwhichreinforces
acceptablebehaviouringroups.

Thislaminatedvisualaid
willhavebeengiventoBilly
atthebeginningofthe
semesterandhewilluse
wheneverundertaking
groupwork.

Groupworkwillusecooperative
learning,assigningeachstudent
withexplicitrolesuchasleader,
recorder,orpresenter.Billywill
begivenacardoutliningthe
expectationsofhisappointed
role.

Cooperativelearningcards
willbegivenoutbyteacher
oncegroupshavebeen
designated.

RoleplayforBillywithteacher
tomodelappropriategroup
behaviour.

*NOTE:Asinstrategiesfor
increasingBillysconcentration,
confidenceandmotivation,
allowBillybreaks/timeoutin
groupworkifnecessary.Start
EDFD221BALLARAT,2015

Teacherwillconductarole
playofpossiblegroupwork
situationswithBilly.This
roleplaywillprecedeany
groupworkBillyengagesin,
untilclassroomteacher
observesimproved
behaviour.

Page7of12

Billywillbeaskedto
selfassesswhetherhe
hassuccessfully
compliedwiththe
acceptablebehaviour
outlinedinhisvisual
aid.
Classroomteacherwill
observegroupworkas
itisinsession.Group
willbeaskedforbrief
writtenreflectionon
theirindividual
contributionandalso
thatofthegroup
members.Classroom
teacherwilldiscuss
individuallywithBilly
hisreflection,and
thoseofhisgroup
members,offering
feedback.

Classroomteacherwill
offerverbalfeedback
toBillysroleplay
responses.Teacherwill
positivelyreinforce
Billysbehaviour
whereverpossible,and
offerpositive

alsowithshortgrouplearning
activities,buildinguptolonger
projects.

suggestionsand
alternativeresponse
wherenecessary.

3.

IncreaseBillys
concentration,
confidenceand
motivationinthe
learning
environment.

1.
TheArts:Drama

*Thesestrategiescan
beusedacrossthe
Dramacurriculumand
beyond.

2.
Science
AUSVELSStandard:
Scienceinvolves
makingpredictions
anddescribing
patternsand
relationships
(ACSHE061)

*NOTE:thiscanalso
beappliedtoother
curriculumareas
EDFD221BALLARAT,2015

AllowBillytochooseasubject/
themewhichinterestshimand
heisknowledgeableaboutfor
hisroleplay/performances(e.g.
football).

Keepactivitiesatamanageable
lengthoftime.Slowlyincrease
thistimebysmallincrementsas
Billybecomesusedtothem.

ForBillysbenefitgivetheclass
smallbreaksinlongersessions
togivetimetoregulateand
readjust.

Giveconstantverbal
encouragementandmotivation
duringsciencetasks.

TeacherencouragesBilly
tochoosetopicwhen
appropriate

Strategiestobe
implementedat
appropriatetimeswithin
classbyArts(Drama)
teacherbeforeBillybegins
tolose
focus/motivation/become
disruptive.

EachweekBillyandthe
teacherwillagreeona
motivationalrewardthat
Billywillreceiveanagreedupon Billycandoatthe
rewardatsetintervalsifhe
completionofhisscience
completesaparticularscience
tasks.Areminderofthis
taskintherequiredtimeframe. motivationalrewardmay
begiventhroughoutthe
lessonswithacommentof
encouragementonBillys
progressiontokeephim
focussedonhistask.

Page8of12

Monitorratherthan
assess.
Keepajournal/record
ofBillysbehaviourand
focusduringclass
sessions.

Keeprecordofhow
manybreaksare
needed/howlongeach
sessionwasableto
continuefor.
Ajournalwillbekept
forBillywithnotes
takenofhis
progressionduring
tasksandtheamount
ofsciencetasksheis
completing.Thiswill
giveanindicationof
theeffectivenessofthe
strategy.Thesenotes
willbetakenfrom
observationsand

generaldiscussionwith
Billywhileinclass.

3.HealthandPhysical
Education

AUSVELSStandard:
Theylearnskillsfor
maintainingand
supportingtheir
selfworth.

and

Interpersonal
Development
(Crosscurriculum)

AUSVELSStandard:
Studentsbeginto
explorethelink
betweentheirfeelings
andtheirbehaviour.
Theylearnabout
empathyandusethis
tobegintorespondto
theneedsofothers

EVALUATIONKEY: 1
=LittleorNoProgress

Teacherwillorganisewiththe
FootballCoachtohaveBilly
assistwiththeyearlevelbelow
himinFootballtrainingas
FootballisBillysmaininterest
andfindsenjoyment.Overthe
firsttwoweeksifBillys
concentration,confidenceand
motivationisnoticeably
developinghewillbeaskedto
takeontheroleofAssistant

TheFootballCoachwill
meetwithonlyBillyevery
TuesdayandThursdayat
recesstodiscuss/workout
whattheywilldoattraining
atlunchtime.
TheFootballCoachwill
thenmeetBillyandtherest
ofthefootballteamat
lunchtimeonthesedays
fortrainingonthefootball
oval.

Coach,furtherdevelopingthese
areas.

Billywillbeaskedto
selfassessandgivena
templatewhichhewill
useaftereachtraining
session.Hewillshare
hisselfassessment
withtheClassroom
Teacher.

2
=SatisfactoryProgress

EDFD221BALLARAT,2015

Billysassessmentfor
thissubjectwillbea
combinationof
observationofhis
behaviourbythe
FootballCoach,who
willhavearubric
suppliedenabling
him/hertojudgeBillys
performance.Billywill
alsobegiventhe
rubric,sohehasa
clear/explicit
understandingofwhat
theexpectationsare.

Page9of12

3
=ExcellentProgress/GoalAchieved

E.Protectivefactorsandimpact(forchildandpeers)
AlltheabovestrategiesareaimedatachievingBillysshortandlongtermgoals.Theyareintendedtoactasprotectivefactors,impactingpositivleyinhis
specificareasofneedwiththeaimofimprovinghisoverallperformanceatschool.
Allowing Billy choice whenever possible to incorporate his own interests and strengths into learning situations. This should promote Billys
motivation, confidence and concentration. The ILP specifies this tactic in Drama and English but it should be applied crosscurriculum when
appropriate.
Keeping thelengthofBillysactivitiesflexible,withoptionsfortimeout,alsograduallyincreasingtheirlengththroughoutthesemester.Thisshould
minimise Billys boredom, increasing time on task, and improveBillys abilitytofocus, gradually increasing hisconcentrationspan.Itshouldalso
minimisehisdisruptionofclassmates.Anotherstrategytouseacrossthecurriculumwhenpossible.
Encouraging selfassessment and reflection over all areas of school performance, whether by the use of provided templates, journaling or
discussions with class teacher. Research shows that providing opportunities for students to selfassess, and reflect after tasks helps develop
selfawareness and metacognition. These skills will contribute to Billys selfefficacy as he gains an understanding of how his behaviour and
attitudesimpacthisperformance,bothpositivelyandnegatively.
Engaging kinaesthetic learning techniques. The use of concrete materials whenintroducingBillyto new concepts,especiallyinMathematics will
increasehisopportunitiesforlearning,andshowsaconsiderationforhisindividuallearningtendencies.
Encouragement and reinforcement of positive behaviour from teachers in all of Billys subjects. Also teachers will calmly reiterate expected
classroom behaviours if Billy becomes disruptive. The school should have a wholeschool approach to dealing with Billys potentially disruptive
behaviours,thisconsistencyofhisteachersresponsewillhelpcreateastableenvironmentforBilly,animportantfactorinhelpinghimselfmanage.
The use of explicitinstructions during class:whether expressedverbally, usingwritten rubrics,laminatedcards, visual aids or dailyplanners. This
shouldallowBillytoclearlyunderstandtheexpectationsofhisteachers,andhelpprovidehimwithastepbystepguidehowtobestachievethis.
Using avisualplanner,whichincorporatesrewardsforsuccesstohelpregulateandmotivateBillyinclass.ThiswillallowBillytotakecontrol
of his own learning, and by using the agreed upon rewards when Billy completes a particular task in the required time,thisshould also
improvehisconcentrationandinterestineachsubject,asGrossman(2004)saysrewardincreasesstudentsintrinsicmotivation(p.311).
In Literacy the use of a proforma for required tasks. This form of explicit teaching shouldhelp Billy visualise thestructureand required
features within the specified text type every time he plans, gradually increasing his understanding of text structure and features. This
increasedunderstandingshouldbereflectedinhisacademicperformance
In team sport using laminated cardswithexplicitgoalsstatedon them,tobedeliveredtotheteacheronceachieved.Thiswilltohelpbuild
Billysteamwork,encouraginghimtoremainawareofhispeersandtheirneeds,ratherthanbewhollycaughtupinplayingthesport.
EDFD221BALLARAT,2015

Page10of12

 Encouraging Billys involvement in cooperative or competitive team situations.This willimprovehisproblemsolving skills, whichhe shouldthen
translate into other area of the school curriculum, thusresultingimproving hisoverallacademicperformance(The FoundationforGlobal Sports
Development,2015). Participation in team sport
willalsohelpBillytodevelopmorerespectfulrelationshipswithhispeers,learningtocooperate
with them through shared goals. Working towardsgoals willalsobuild resilience andincreaseworkethicasthe team strivesfor success. (Coles,
2014).
Giving Billy responsibility within the School Community in the role of assistant Coach to theGrade3Footballteam.Thisenableshimtouse his
sporting skills, an area of confidence, to help improve his less developed social skills.Billywill havea positive adultmentoringexperience inan
informalsetting.Hewillhave an exampletomodelbehaviourfromasheestablishespositiverelationshipswiththeCoachandplayers.Thisshould
contributetohissocialdevelopment,increasehissenseofbelongingandhelptodecreaseriskfactors(Harrison&Wong,2012).
The abovestrategies andphilosophiesforincorporatingBillysindividual learningneedswill hopefullyminimisethe impactofhisbehaviouronhis
peers in their shared learning environment.Theunderlyinginclusive nature oftheseapproaches however willinform the generalatmosphereof
the classroom. Ballarat Primary School is committed to explicit teaching strategies, encouraging selfreflection and building a respectful and
supportivecommunityforthewellbeingofalltheirstudents.

F.References(10minimum)

Barnes,R.(2006).
ThePracticalguidetoprimaryclassroommanagement.
SAGEPublicationsLtd.doi:
10.4135/9781446213193
.

Burke,K.,&Dunn,R.(2002).Teachingmatheffectivelytoelementarystudents.(Thescholarshipofteachingandlearning).
AcademicExchangeQuarterly,
6
(1)
,
p.9196.Retrievedfrom
http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?&id=GALE|A85916964&v=2.1&u=acuni&it=r&p=AONE&sw=w&authCount=1#

Coles,J.(2014).Howsportcanputyouonthewinningside.
TimesEducationalSupplement.
1506.pp.1819.Retrievedfrom
http://search.proquest.com.ezproxy2.acu.edu.au/docview/1552835551?accountid=8194

TheFoundationforGlobalSportsDevelopment.(2015).
ResearchArticles:BenefitsofSchoolBasedSports.
Retreivedfrom
http://globalsportsdevelopment.org/benefitsofschoolbasedsports/
EDFD221BALLARAT,2015

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rd
Grossman,H.(2004).
Classroombehaviourmanagementfordiverseandinclusiveschools
(3
ed.).UnitedStates:Rowman&LittlefieldPublishers,INC.

Harrison,L.,&Wong,S.(2012).Policysupportforchildren,familiesandcommunities(4thed.).InJ.Bowes,R.Grace,&K.Hodge(Eds.),
Children,Families
andCommunities:ContextsandConsequences
(pp.1735).SouthMelbourne,Australia:OxfordUniversityPress.
Hellison,D.(2003).
Teachingresponsibilitythroughphysicalactivity
(2nded.).Champaign,IL:HumanKinetic

Parker,M.&Hellison,D.(2001).TeachingresponsibilityinPhysicalEducation:standards,outcomesandbeyond,JournalofPhysicalEducation,Recreation
&Dance,72:92527,DOI:10.1080/07303084.2001.10605863.

VictoriaCurriculumandAssessmentAuthority.(2015).
AusVELS:Level4.
Retrievedfromhttp://ausvels.vcaa.vic.edu.au/Level4

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