Pupil Learning Profile
This form will help us to learn an awful lot about the pupil in focus. Please fill it out as honestly and as fully as you possible can. The more we know about the child the more we can focus the teaching and learning process for them.
Just click continue at the bottom of each page and hit submit at the end.
Are you his/ her...
Simply write in comments in any boxes where you think you can provide any useful information.
Are there any external agencies involved in the education/ welfare of the child?
For example: A Psychologist, Consultant Paediatrician or Occupational Therapist. Please list any and all professionals/organisations involved in the education/ welfare of the child.
Does he/ she concentrate well in school/ at home or do they lose focus after a short period of time?
Self Management skills
Self-management occurs when a child becomes responsible for monitoring and reinforcing his/her own behaviour. Self-management can be used to decrease undesired behaviours, such as stereotypic behaviours, and it can be used to increase a large variety of desirable behaviours, including social interactions, on-task behaviour, play skills, and academic skills.
Does he/she want to learn? Is it difficult for them to start home or school work or are they eager and willing to get involved in activities?
Social and Interpersonal skills
Can you comment on the child's circle of friends, how they get on with other children etc
How does he/ she see themselves? Are challenges something to be tackled or something that provokes anxiety and stress?
Language and Communication
Receptive language involves being attentive to what is said, the ability to comprehend the message, the speed of processing the message, and concentrating on the message. Receptive language includes understanding figurative language, as well as literal language. Receptive language includes being able to follow a series of commands.
Expressive language is the ability to communicate with others using language. How well does the child communicate?
This is about the social use of language. Can he/she talk appropriately in different social settings, to different people and for different purposes?
How well does he/ she listen?
This is the ability to interpret, analyse, and give meaning to what is read. In reading this involves being able to distinguish between similarly spelled words, remembering what they have read, spelling correctly, recognising left and right, not reversing letters, putting words/ letters in the correct order and linking ideas in what is being read. Try to comment on the child's ability in this area.
This is the ability to recognise or interpret what is heard and is just as important as visual perception. Can he/she hear similarities/ differences in sounds? Are they able to hear your voice among the background noises at home/school? Are they able to blend sounds together to make words while reading?
Can the child recognise rhyming words/patterns? Can they identify syllables in words? Have they good listening skills?
Can the child decode new written words by sounding them out, or in phonics terms, blending the sound-spelling patterns?
This is the list of vocabulary that the child knows by sight and can read without having to think about them too much or work them out.
Fluency is ‘fast’ or ‘automatic’ reading. Fluent readers are able to read quickly and accurately without effort. Is this how he/she reads or do they stop and start a lot?
Word Attack/Decoding Strategies
Does he/she use different strategies to try and figure out the words that they are reading? For example breaking down words, sounding them out, finding smaller parts in the words or flipping the vowel sounds?
How well does he/she understand what they are reading?
How well does he/she understand what they are reading?
Are they good at spelling? How do they learn their spellings? Do they find particular types of words difficult to spell?
What does the child's writing look like? Do they hold their pencil correctly? Do they form their letters correctly?
What is his/her creative writing like? Can they write stories easily or do they find it difficult?
Children learn to write through the process of writing. The skill of formalising thoughts on paper needs to be learned. A child cannot normally be expected to produce a finished piece of writing in a single attempt. That first attempt will usually be incomplete and he/she should be given the chance to improve it and to add to it. The child may feel it necessary to make one or more other drafts to get the piece to a 'presentable' state. This is the essence of the writing process.
How are the child's word processing skills?
Can he/she add, subtract, multiply, divide? Are there any aspects of this that the child finds difficult or any aspects that are easy?
How well does he/she learn maths concepts such as number work, decimals, fractions, percentages, measurement, time, weight?
This refers to the use of maths in everyday scenarios
Gross Motor Skills
Gross motor skills involve the large muscles of the body that enable such functions as walking, kicking, sitting upright, lifting, and throwing a ball.
Fine Motor Skills
Fine motor skills involve the small muscles of the body that enable such functions as writing, grasping small objects, and fastening clothing. They involve strength, fine motor control, and dexterity.
Access to Curriculum
Is the child able to take part in all aspects of the curriculum?
What ICT skills does he/she have?
How does the child learn best? Could it be Visual (spatial):You prefer using pictures, images, and spatial understanding. Aural (auditory-musical): You prefer using sound and music. Verbal (linguistic): You prefer using words, both in speech and writing. Physical (kinesthetic): You prefer using your body, hands and sense of touch. Logical (mathematical): You prefer using logic, reasoning and systems. Social (interpersonal): You prefer to learn in groups or with other people. Solitary (intrapersonal): You prefer to work alone and use self-study. Or is it a mix of any of those?
Hobbies and Interests
Outline any hobbies/ interests that he/she has
Abilities, Skills and Talents
List any and all that you know the child has
What are his/her learning needs?
Priority Learning Needs
What learning needs are the most important for the child in your opinion?
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This form was created inside of Scoil Ursula.