Personalised Learning
Personalised Learning
Planning takes different forms. It varies dependent on the context, sector and
individual needs of children and young people. Key processes to ensure effective
personalised learning can happen include: dialogue, curriculum planning, learning,
assessment, and tracking and monitoring. These processes, which are integral to
each other, need to take place within an ethos and culture of high expectations.
With the right processes, supports and culture in place, what then does
personalised planning ‘look like’ for children and young people?
Each learner engages in meaningful and on-going dialogue and
communication with an adult who knows them well. They share
discussion and communication around learning targets in order to reach
a shared understanding of next steps based on prior learning. Quality
feedback underpins the learner’s understanding of where they are in
their learning and their views are captured by whatever means best
supports them as individuals. Their learning needs and preferences are
fully understood by all staff and partners.
The profiling process is firmly embedded. This ensures every learner is
given the opportunity to reflect on their progress. Every learner is
encouraged to develop their own profile. Their profile identifies,
recognises and captures their personal achievements, attainments and
skills development.
Learner voice: “The teaching system has definitely changed
from a more disciplinary kind of focus to a more active and
involving the pupils a lot more – which I think is effective.
Because there are a lot of pupils who don’t learn by reading out
of books and strictly by text book examples - they need to be
involved actively. They need to be engaged.”
Further information about profiling can be found here:
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achie
vement/profiling.asp
The development of the individual and unique skills, capabilities and
attributes of each learner is a key consideration when planning learning.
Opportunities to show what each learner knows and to demonstrate
his/her individual and unique skills, capabilities and attributes in a variety
of contexts should be planned. The curriculum design principles within
Curriculum for Excellence should be central to the development of a
flexible, relevant and personalised curriculum.
Staff have a shared understanding of what success looks like at each
level / stage. Progression routes for learners are at the heart of the
planning process. Breadth, challenge and application of learning are key
considerations when ensuring appropriate progression in learning.
Agencies and partners work closely together to support and inform the
planning process for learners. Supports are identified, evaluated and
reviewed on an on-going basis and are a key consideration when
planning learning and support for learning. Supports are in place to
ensure progression, achievement and attainment.
Learner voice: “An ambitious school is one where they try and
get the best out of you, whether it be academically or through
practical skills. They try and stretch your ability to do things and
expand what you’ve already got.”
Further information about planning can be found here:
http://www.educationscotland.gov.uk/resources/c/genericresource_tcm4783185.asp?str
ReferringChannel=educationscotland&strReferringPageID=tcm:4-615801-64
http://www.educationscotland.gov.uk/resources/c/genericresource_tcm4809983.asp?str
ReferringChannel=educationscotland&strReferringPageID=tcm:4-615801-64
Barriers to learning are identified and solutions to support learners to
overcome them are actively sought. A variety of strategies, approaches
and supports are used as appropriate and learning activities are
designed to reflect and meet the individual needs of learners.
Differentiation ensures learning is meaningful for every learner.
Learning tasks, activities and contexts, including opportunities for
independent, collaborative and active learning, are designed to reflect
and meet the individual needs of every learner.
Learners are encouraged to take responsibility for their learning and are
appropriately supported to make choices and decisions about
themselves as learners and their own learning journey.
Learner voice: “I'm Roddy and I'm in P3. I'm making a box about
Scotland because our project was Scotland and I was doing a lot
about it. I chose a witch because witches fly and they wear hats. I
just think up things and it's good and I like it.”
Further information about learning can be found here:
http://www.educationscotland.gov.uk/learningteachingandassessment/approaches/ind
ex.asp
Learners are assessed primarily to support their learning journey and
their holistic needs. Assessment indicates where support and / or
challenge is needed in learning. Assessment is central to the on-going
dialogue / communication around targets and next steps in learning. The
‘whole’ child is seen and understood through wider assessments (for
example medical, psychological, therapeutic) and their identified needs
supported accordingly.
A range of assessment approaches is used to produce a body of
evidence which demonstrates where a learner is in their learning.
Assessment is on-going as well as summative, and is an integral part of
day to day learning and teaching. It focuses on personal achievements
within the four contexts of learning and it marks the attainment of
outcomes in curriculum areas.
Learners are central to the assessment and moderation process. They
have a shared understanding of what success looks like and through
clear, shared learning intentions and success criteria, know what they
have to do to achieve it. Learners understand that there are different
ways to show what they know and are involved in creating and agreeing
success criteria. Learners then know what they have to do to improve
their learning and achievement.
Learner voice: “Self-evaluation is really important because it helps
you identify the aspects of the course that you’re really doing well
and the green areas that we’ve got on our spreadsheet shows us
that we’ve been doing those questions really well. So, it gives us
confidence in doing these questions so when we see these
questions coming up, possibly in the final exam, we can say ‘Oh,
that’s good. I know how to do this question.”
Further information about assessment can be found here:
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/in
dex.asp
Children and young people know themselves as learners. They engage
meaningfully in on-going dialogue / communication to reflect on
progress in relation to targets and planned learning and to consider
next steps. They understand their own unique and individual journey
through learning. Learners are supported through the school’s tracking
and monitoring process.
A range of information and evidence (including evidence from partners
and parents) is used to track and monitor learners’ progress,
attainments and achievements. Learners are involved in gathering,
selecting and evaluating evidence of learning and agreeing next steps
based on the information and evidence gathered.
Tracking and monitoring is based on discussions which support
learning. Central to this process is the learner’s relationship with an
adult who knows them well and can help them reflect upon, and
understand, their learning. The quality and on-going nature of the
dialogue / communication with this member of staff secures effective
engagement in the tracking and monitoring process. Learners know
what they have to do to improve.
Learner voice: “This is your diary…..before you hand it in to your
teacher you write a little bit about what you’ve been doing in it.
Your teacher looks over it and signs it off. Once you’ve done it
and you’re onto your next topic you look back over what you’ve
done and see if you can improve it on your next piece of work.”
Further information about tracking and monitoring can be found here:
http://www.educationscotland.gov.uk/Images/MonitoringTracking200214_tcm4754310.pdf
Further information about personalised learning can be found here:
http://www.educationscotland.gov.uk/Images/CfEBriefing5_tcm4-741643.pdf
Education Scotland
Denholm House
Almondvale Business Park
Almondvale Way
Livingston EH54 6GA
T +44 (0)141 282 5000
E enquiries@educationscotland.gov.uk
www.educationscotland.gov.uk