CRHS
Phone (00)
Mobile 027 123456
Email / CENTRAL REGIONAL HEALTH SCHOOL /
INDIVIDUAL PLAN
Male Student
22 Oct 2013
Name:Male Student
Date of Birth: 30 Month 1994
School: Central Regional Health School
Year: 13 / Review Date:29 August 2013
Medical Certificate Expiry:14 Dec 2013
Admission Date: 31 Jan 2011
CRHS Admin Number: 11/002
NSN: 01312345678
Te Kura ID Number: 210120120 / Team Members:
Student: Male Student
Parent:
CRHS Teacher:
General Practitioner: Doctor
Maori and Pacific Health Coordinator:
Other: Te Kura (Te Ano o Te Kura Pounamu)
Teachers for Food and Nutrition and Pathways Education
Health Information
1.2.13 Male Student has health issues secondary to obesity including anxiety and depression. He is not able to attend regular school.
Present Needs
29.8.13
At the beginning of 2011, under a Section Nine agreement, Male Student was enrolled with the CRHS. Male Student is enrolled in Te Kura and has been provided with an education programme which is achievable, that he can work on in his own time, and which will give him the opportunity to develop independent learning skills.
Male Student is very positive and expresses his desire for a life style change. He continues to require the support of his family to best manage his personal learning and health and physical well being.
29.5.13
At the beginning of 2011, under a Section Nine agreement, Male Student was enrolled with the CRHS. Male Student is enrolled in Te Kura and has been provided with an education programme which is achievable, that he can work on in his own time, and which will give him the opportunity to develop independent learning skills.
Male Student is very positive and expresses his desire for a life style change. He continues to require the support of his family to best manage his personal learning and health and physical well being.
1.2.13
At the beginning of 2011, under a Section Nine agreement, Male Student was enrolled with the CRHS. Male Student is enrolled in Te Kura and has been provided with an education programme which is achievable, that he can work on in his own time, and which will give him the opportunity to develop independent learning skills.
Male Student is very positive and expresses his desire for a life style change. He continues to require the support of his family to best manage his personal learning and health and physical well being.
Programme Requirements
29.8.13
Curriculum Areas as set by Te Kura :
NCEA L1 / 2
HE200 Home Economics.
PW9000 Pathways Education.
Outcomes: Complete Te Kura booklets in each subject within an expected time frame of one booklet every two weeks.
29.5.13
Curriculum Areas as set by Te Kura :
NCEA L1 / 2
HE200 Home Economics.
PW9000 Pathways Education.
Outcomes: Complete Te Kura booklets in each subject within an expected time frame of one booklet every two weeks.
1.2.13
Curriculum Areas as set by Te Kura :
NCEA L1 / 2
HE200 Home Economics.
PW9000 Pathways Education.
Outcomes: Complete Te Kura booklets in each subject within an expected time frame of one booklet every two weeks.
Responsibilities
29.8.13
LEARNING
Male Student will:
Work on Te Kura booklets every school day.
Aim to complete one Te Kura booklet per subject per fortnight.
Gain as many NCEA L1/2 credits as possible.
Male Student’s family will:
Support and encourage Male Student to complete work set.
The CRHS teacher will:
Make home visits for one hour, up to twice a week to teach Male Student, collect and return booklets and help with any areas of difficulty.
Liaise with Gabrielle and the Te Kura teachers.
PHYSICAL HEALTH AND WELLBEING
Male Student will:
Plan short and long term goals.
Develop strategies to overcome barriers.
Remain focused on tasks.
Give tasks his best effort.
Ask the appropriate person when he needs.
Attend the Hastings Disability Resource Centre twice a week.
Male Student’s family will:
Support and encourage Male Student to meet set goals.
The CRHS teacher will:
Liaise with Gabrielle and Doctor.
29.5.13
LEARNING
Male Student will:
Work on Te Kura booklets every school day.
Aim to complete one Te Kura booklet per subject per fortnight.
Gain as many NCEA L1/2 credits as possible.
Male Student’s family will:
Support and encourage Male Student to complete work set.
The CRHS teacher will:
Make home visits for one hour, up to twice a week to teach Male Student, collect and return booklets and help with any areas of difficulty.
Liaise with Gabrielle and the Te Kura teachers.
PHYSICAL HEALTH AND WELLBEING
Male Student will:
Plan short and long term goals.
Develop strategies to overcome barriers.
Remain focused on tasks.
Give tasks his best effort.
Ask the appropriate person when he needs.
Plan and set goals for an achievable fitness programme which will include:
Attending the Hastings Disability Resource Centre twice a week.
Monitoring dietary intake and make informed choices regarding good foods / bad foods and where they fit in his weekly eating plan.
Male Student’s family will:
Support and encourage Male Student to meet set goals.
The CRHS teacher will:
Liaise with Gabrielle and Paddy Twigg.
Record Male Student’s weekly fitness / dietary programme goals and evaluation.
Potace will:
Monitor Male Student’s weight and overall physical health and wellbeing.
LEARNING
Male Student will:
Work on Te Kura booklets every school day.
Aim to complete one Te Kura booklet per subject per fortnight.
Gain as many NCEA L1/2 credits as possible.
Male Student’s family will:
Support and encourage Male Student to complete work set.
The CRHS teacher will:
Make home visits for one hour, up to twice a week to teach Male Student, collect and return booklets and help with any areas of difficulty.
Liaise with Gabrielle and the Te Kura teachers.
PHYSICAL HEALTH AND WELLBEING
Male Student will:
Plan short and long term goals.
Develop strategies to overcome barriers.
Remain focused on tasks.
Give tasks his best effort.
Ask the appropriate person when he needs.
Plan and set goals for an achievable fitness programme which will include:
Attending PATU once a week.
Monitoring dietary intake and make informed choices regarding good foods / bad foods and where they fit in his weekly eating plan.
Male Student’s family will:
Support and encourage Male Student to meet set goals.
The CRHS teacher will:
Liaise with Gabrielle and Paddy Twigg.
Record Male Student’s weekly fitness / dietary programme goals and evaluation.
Potace will:
Monitor Male Student’s weight and overall physical health and wellbeing.
Transition Plan
1) Goal 1,2,13 By the end of the 2013 school year Male Student will have developed confidence and sufficient independent learning skills to assist him in the transition between school and work.
Outcome: Partly Achieved
Comment: I have had a number of days off school and I feel this has put me off track but my desire is to be ready to leave school at the end of the year. I have slowed down too much and do not think I would be able to do much Te Kura school work next year. I have talked about this with Mum and we have decided to try to look for a course of some kind for me to attend.
2) Goal 29.5.13 By the end of the 2013 school year Male Student will have developed confidence and sufficient independent learning skills to assist him in the transition between school and work.
Outcome: Partly Achieved
Comment: 29.8.13 Attending the Disability Centre twice a week has helped build my confidence. I will be able to better manage my personal recreation time when I leave school.
3) Goal 29.8.13 By the end of the 2013 school year Male Student will have developed confidence and sufficient independent learning skills to assist him in the transition between school and work.
Key Competencies / Working towards / Comment
1) Managing Self / Develop skills to work independently. / 29.5.13 Partly
Plan, set goals, and engage in an achievable fitness programme / 29.5.13 Partly
2) 29.5.13 Managing Self / Develop skills to work independently. / 29.8.13 Partly
Plan, set goals, and engage in an achievable fitness programme. / 29.8.13
3) 29.8.13 Managing Self / 29.8.13 I will email Lee weekly. When appropriate I will attach my work for Lee to edit and print.
Evaluation: 29.8.13 Key Competencies My skills since the last evaluation have increased. I now have access to email so communication should be easier. My only problem with achieving set tasks is not that the task is too difficult but my ability to concentrate. I am only motivated twice a week, when my teacher visits. Physical I am not engaged in an achievable fitness programme and this is unlikely in the future. 29.5.13 Key Competencies Since the beginning of the school year I have been out more. I am now attending the Disabilities Resource Centre for up to, three days a week. This has been life changing because I now have a network of other people outside my family to support me and for me to associate with. The Centre has strengthened my social skills. All has improved, I am relating to people with more freedom. I am happy and now I am a lot more relaxed when I am with strangers. The cooking class at the centre has pushed me and I now feel that I am part of the staff because I have skills and abilities that many of the people there do not have. Because I am able, the environment has forced me to take responsibility and help others. I am free to use cooking equipment independent of the supervisor and I try to help the less able if there is a need. Physical Levi’s gym was not the place for me because I just wasn’t free to attend. I didn’t mind the atmosphere there. Disability Centre: I now attend Ten Pin Bowling, and play billiards and darts. Playing darts is very good for my hand - eye coordination. I am no longer swimming because there is the risk of getting a cold.
Curriculum Area: HE2000 Home and Life Science NCEA L2 Level 7
Achievement Objectives / Learning Intention / Progress / Date
A1 Personal growth and development: Assess their health needs and identify strategies to ensure personal wellbeing across their lifespan. / HE2001 Your buying power / Completed / 07/03/2013
HE2001T1 Exercise informed choice in deciding on a major goods or service purchase (US7127) / Completed / 11/03/2013
HE2002 Think global, act local / Completed / 16/04/2013
HE2003 Preserve for the future / Completed / 24/06/2013
HE2003Y1 Evaluate sustainable food related practices (AS91302) / Completed / 04/09/2013
Evaluation: 11.3.13 Male Student researched two brands of Holden cars from a local dealer. Male Student considered their design features and the payment options available to make an informed choice of which one to purchase. Male Student identified all the costs associated with each payment method and demonstrated understanding and maturity in making an informed choice. HE2002 Male Student explored a range of sustainable food practices and critically looked at the different ways food is produced, industrially or sustainably. Male Student’s written work demonstrated his understanding of the social, economic and environmental implications of buying food. HE2003 Male Student successfully preserved food using different preservation methods. Male Student recorded skills learned and product examples using photographs.
NCEA Standards
Code / Standard / Ver / I/E / Result / Credits
Achieved / Date
Core Generic Level 2
7127 / Exercise informed choice in deciding on a major goods or service purchase / 5 / I / Achieved / 2 / 2013-03-11
Health and Physical Education Level 2
91302 / Home Economics 2.4 - Evaluate sustainable food related practices / 1 / I / Merit / 5 / 2013-06-24
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