Summary profile - Primary (K-6)
Curriculum
The class teacher completes the student profile for the learning and support team.
Curriculum (KLAs) are taken from curriculum reference data.
Stage ES1, S1, S2, S3 or P should match descriptors used to report to parents.
Personalised learning plan (P) will be selected for each KLA where the learning program does not follow the age/stage curriculum expectations of the NSW ÌÇÐÄvlog¹ÙÍø Standards Authority (NESA) syllabuses. Consultation on curriculum outcomes and content occurs with parents/carers.
If Integration Funding Support has not been selected as either 1st Priority or 2nd Priority or 3rd Priority then the profile level dropdowns are not available and the class teacher makes a comment against the access domains that are applicable.
Access domains
If Integration, Funding Support has not been selected as either 1st Priority or 2nd Priority or 3rd Priority, the class teacher completes the section comments that are applicable.
If Integration, Funding Support has been selected as either 1st Priority or 2nd Priority or 3rd Priority, the learning and support team coordinator uses the drop down to the right of each focus area to add the appropriate level and then adds a comment for all focus areas that are greater than zero. N/A is added to comment boxes where the focus area level is zero.
Your local Central Integration Funding Support Officer can provide advice on the access domain levels that match your specific student.
| DOMAINS | FOCUS AREA | DEFINITION |
|---|---|---|
| KLAs | Curriculum | Changes required in curriculum and teaching practices to enable the student to achieve the learning outcomes described in syllabus documents |
| COMMUNICATION | Receptive Language | The student’s ability to receive and understand information being conveyed by others |
| Expressive Language | The student’s ability to convey a message to others | |
| PARTICIPATION | Social Competence | The management strategies required to ensure the student’s safety |
| Safety | ||
| PERSONAL CARE | Hygiene | Essential hygiene routines which require intensive individual management to support participation |
| Eating and Dietary | Eating, drinking and dietary needs which require individual management | |
| Health Care Procedures | The procedures specified in an individual health care plan which require specialised support | |
| MOVEMENT | Mobility and Positioning | The student’s level of functional independence in mobility and positioning |
| Hand Motor Skills | The student’s ability to use the hand motor skills required to participate in learning activities |
Integration, Funding Support Program
Levels are available for completion only where Integration Funding Support is selected as one of the three priorities in the section Provision requested.
- If Integration Funding Support has been selected as either 1st Priority or 2nd Priority or 3rd Priority, the learning and support team coordinator will select an access domain level and provide a comment, where the Level is other than 0.
- Comments should provide relevant information to support the level selected.
- There are pink ‘Help’ tabs to the left of each domain which provide just in time support while completing the levels and comments.
- The ‘Access Request summary profile’ courses can also be accessed via the My access request home page or MyPL
- The Disability, learning and support Integration Funding support webpage provides information about eligibility, the application process and Access Domain descriptors of each level.
- for further assistance
Student comment (if applicable)
This is an optional field. In some cases, students may not be aware that there is a request for alternate provisions