Negotiated Education Plan Nathan Dawson

Year Four NEP LOS - D Class Teacher: Dylan Evans

Created: March 2015 Achieved: March 2015 June 2015 December 2015
Learning Outcome Indicators Strategies
English Can
*Recognise and write with assistance the Set structure and routine for Nathan to
Working towards Foundation Year and following 5 Jolly Phonic Sounds by the end follow including visual cues in classroom
Year 1. of term 2 – t c k r m to provide support- timetables, schedule,
tasks, etc.
Nathan will develop functional literacy *Work through independent spelling
skills programme with a focus on four letter Provide clear and explicit instructions
words. (step by step).

*Begin to develop rhyme of three and Clearly model activities so Nathan has a
four letter words. visual cue to work from.

*Sequence sentences and copy/write
underneath. Orally formulate own
sentences
*Write simple explanation with support.
1:1 support with daily reading and sight
word drill with SSO/adult.
Prepare Nathan for silent reading time by
ensuring he has a familiar and
appropriately levelled book to read.

*Read at instructional RL 5. Use manipulative materials for greater

understanding (cut and paste objects, A-Z
*Participate in class discussions without magnets, whiteboards, etc).
support.
Alphabet chart on desk.
*Recognise with fluency the next 10
 Oxford sight words by the end of Term 2.

*Participate in Silent Reading time

independently.

*Summarise a story and share the basic

features of a narrative.

*See speech report for speech/language

goals
Can
Mathematics *Connect number names, numerals and
quantities including zero initially up to 20.
Working towards Foundation Year and
Year 1. * Write numerals 1-10 (reverses 2). (Able
to write up to 28 but reverses 2 regualrly).
Nathan will develop functional skills in
numeracy * Subitise collections of objects to 30.
Set structure and routine for Nathan to
follow including visual cues in classroom
to provide support- timetables, schedule,
tasks, etc.
Clearly model activities so Nathan has a
visual cue to work from.

* Use visual aids (counters, arrays, etc) to Spend added time with Nathan to ensure
show simple problems and answers in he is aware of the task and clarify even
addition, subtraction and multiplication. further if needed.

* Represent simple addition with support
up to 20.
*Read, recognise and count fluently up to
50.
*Begin skip counting in 2’s up to 20.
(Developing)
Strong focus on Trusting the Count
Brainstorm knowledge of topic - pre-test
/post-test
Use of word wall for maths topics to build
vocabulary.

Health and Physical Education
Working towards Foundation Year and
Year 1.
*Read and recall days of the week in
sequential order independently.
Read and recall months of the year
independently.
Read and record o’clock and half past
times on clock with minimal support.
Can
*Participates and develops his
fundamental movement skills including
running, jumping, throwing and dodging.
*Understand correct terminology in
relation to Fundamental Movement Skills
(with support).
*Work cooperatively with partners and in
small groups (occasionally).
*Contribute in class discussions
independently.
*Complete set tasks with support.
*Play cooperatively, safely and
appropriately with other students at
Provide concrete materials for tasks
Differentiated maths groups.
Set structure and routine for Nathan to
follow including visual cues in classroom
to provide support- timetables, schedule,
tasks, etc.
Clearly model activities so Nathan has a
visual cue to work from.
If needed or warranted provide SSO
support and Recess/Lunch time in order
for Nathan to have a successful time in
the yard.
Encourage Nathan to branch out and play
different games and a variety of children.
Encourage him to not rely on SSO to be
his ‘friend’, but to acknowledge her role is
to support him and be there to guide him
if necessary.
 recess and lunch eg. Take turns and play
fairly.
*Follow instructions of all adults working
with him.
Raise his hand when participating in
classroom discussions consistently.
Use cool down time to enable him to be
successful in class.
Participate positively in the yard and
make the correct choices regarding
friendships and activities (developing).
Alternative programme provided in
LOTE – Japanese Japanese time.
Focus on handwriting, multiplication and
social skills (negotiated with Nathan and
SSO).
Science Can
*participate in class activities
Working towards Foundation Year *use and understand subject specific
language (eg label, diagram, record) with
Monitor who Nathan is playing with at
recess and lunch and encourage him to
make the right choices with who he plays
with and what games he plays.
Encourage practice of fine motor skills to
improve Nathan’s confidence.
Use physical movement when Nathan is
becoming restless as a break.
Provide SSO support time to focus on the
three key learning areas negotiated
during this time.
1:1 support.
Regularly check with Nathan to ensure he
understands the task and is on track to
complete it. Monitor progression.
Explicitly teach how to draw a diagram
Work one to one with Nathan where
possible
Provide short tasks with breaks
 support Word wall in classroom on topic
understand simple features of simple
machines
can describe how simple machines work
with support
ARTS Can Clearly model activities so Nathan has a
*Actively involve himself in assemblies visual cue to work from.
Working towards Foundation Year and and show audience skill (eg applauding,
Year 1. listening quietly, etc). Have Nathan practice independently and
ask for assistance rather than expecting it.
*Participate in class run assemblies by
successfully completing a role (eg Encourage participation.
announce news items, hand out awards,
etc). Encourage Nathan to practise at home.

*Follow instructions to create artwork Practise use of equipment.

independently.

*Participate in class discussions and offer

ideas and opinions on various topics
(developing)

* Use and understand subject specific

Design and Technology
Working towards Foundation Year and
Year 1.
language with support.
Can Demonstrate how to use equipment
*Use scissors, tape, staplers, glue safely safely.
and appropriately.
*Use correct joining equipment when Explicitly teach joining of materials.
creatively making.
Use and explain correct language to
*Use and understand subject specific ensure Nathan is aware of what each
 language with support. term means.

*Share iPads if necessary.

*Use computers independently (including

Microsoft Word, internet searches, etc).

History/Geography Can Encourage Nathan to actively participate

*Contribute to class discussions and
Working towards Foundation Year and debates with and without support.
Year 1.
*Use and understand subject specific
language with support (orally).
*Use ICT to facilitate learning of specific
nations (with support March 2015).
(with and without support).
Check with Nathan for clarification.
Use and explain correct language to
ensure Nathan is aware of what each
term means.

Accommodations
*By using clear, concise and explicit instructions Nathan will have a greater grasp of understanding when undertaking tasks and
activities.
*Keeping Nathan in a regular routine that is structured with minimal change will ensure he stays focused works to the best of his
ability. Continue to work with Nathan and give reminders that occasionally he may need to adapt when his regular routine cannot
be followed.
*Remind Nathan (by using explicit language) of the class rules and agreements that may have been made through negotiation.
*Allow Nathan “cooling off time” – teacher and student request.
*Ensure Nathan has adult support to aid him with his understanding of the task or activity he is undertaking. Regularly check on
him through the duration of the lesson to re-iterate his understanding.
*Make sure Nathan is aware of the time and time it may take to complete a task so he has guidance so he is able to easily
transition to another activity.
*Encourage Nathan to work collaboratively with his peers. He currently sits at a group table with a spot free for teacher or SSO
support with two people opposite him. He will occasionally invite someone to other than an adult to sit next to him (which should
be encouraged to continue his peer development).
*Give Nathan the time and support needed to completely finish a task. Other lessons and activities may be interrupted if he has
not finished his original task.

Other comments
Nathan received an Asperger diagnosis in 2011 and takes Ritalin y for ADHD. Nathan takes medication at home.

Nathan appears to have poor coordination, muscle tone and spatial awareness, (trips over, walks into/over others, has difficulty
sitting on the mat – requires space from others). Regular swimming lessons may assist with developing his muscle tone and may
assist him in being more successful in curriculum areas.

Nathan shows more confidence and willingness to do some written tasks, he is also provided with alternatives to paper and pencil
(eg use ICT, whiteboards, cut and paste, etc). However, for the majority of the time he is willing to copy under an adult’s writing. He
will also compromise and write a little bit while an adult writes some more.

Nathan has expressed his desire to improve his handwriting numerous times. This should be a focus for him in order to boost his
self-esteem and confidence.

Provide support in the class for some areas, as Nathan likes to be with his peers, however he may need to be withdrawn for specific
activities such as intense drill, speech, OT.

Nathan is responding to clear and explicit expectations. He needs ‘down’ time to defuse at times and is beginning to ‘cool down’
and return to class a lot quicker.

Nathan needs to be made accountable for his behaviour and once cooled down is required to apologise to people for his
inappropriate actions.
Parent/Caregiver Input:

Student Input

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