Personalised Learning and the Primary National Strategy

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1 Personalised Learning and the Primary National Strategy Giving every single child the chance to be the best they can be, whatever their talent or background, is not the betrayal of excellence; it is the fulfilment of it. Personalised learning: Building a new relationship with schools, speech by David Miliband, Minister of State for School Standards, North of England Education Conference, Belfast, 8 January Introduction Personalisation is the major theme of public service reform. It is one of the five principles informing the Government s Five Year Strategy for Children and Learners. It means adapting educational provision to meet the needs and aspirations of individual learners to maximise their achievement and create independent, lifelong learners. Chapter 4 of the Schools White Paper, 2006, Higher Standards, Better Schools for All, articulates personalisation in terms of a vision for personalised learning. We will transform the support available to every child by: ensuring that children who fall behind in English or maths receive intensive support to help them catch up; and those that have a particular gift or talent receive extra challenge; using extended schools to give all children access to extra support or tuition in particular subject areas and other activities where they have particular interest or aptitude; providing every school with support and guidance on tailoring their teaching, including using trained, leading teachers; ensuring that schools have expert advice on how to support pupils facing particular challenges including those from black and minority groups, disabled children, Looked After Children and children with Special Educational Needs. What s new? Personalisation is not a new idea. Many schools would readily acknowledge its importance and many primary schools would feel that it has long been at the heart of their practice. What it means now, however, is new. By harnessing best research, new technology, new flexibilities and sustained investment, there is a unique opportunity to fulfil the central aims of personalisation, which can be summarised under four purposes (the WHY): reconciling excellence and equity (high expectations and multiple routes to success, with provision shaped to need); improving synergy and coherence (a learning system starting from the child); achieving high standards and inclusion (progress for all, broadening and deepening the drive on standards); addressing the needs of the whole child (every child is known and receives coordinated support to develop to the full).

2 Personalisation is the unifying link between a range of educational policies, including: the National Strategies; Gifted and Talented; SEN Strategy; Workforce Reform; Strategy; Building Schools for the Future; and Every Child Matters. It relies on developing the New Relationship with Schools (the intelligent use of data, the single conversation with school improvement partners, shorter Ofsted inspections, the school profile and increased school self-evaluation) and workforce reform (enhanced leadership management and increased capacity in and beyond the classroom). It provides a perspective through which schools can monitor and evaluate their performance and become self-improving institutions. Key elements The definition and aims of personalisation lead to five components (the HOW), three in a core and two in an overarching whole school-element: The Five Components of Personalised Learning Assessment for Learning Inner Core Effective Teaching and Learning Curriculum Entitlement and Choice Personalising the School Experience Organising the School for Personalised Learning Beyond the Classroom We need to engage parents and pupils in a partnership with professional teachers and support staff to deliver tailor made services to embrace individual choice within as well as between schools and to make it meaningful through public sector reform that gives citizens voice and professional flexibility (David Miliband, 18 May 2004) The use of ICT permeates all components as a way of enhancing creativity, extending learning opportunities and sustaining varied and challenging paces of learning through grouping arrangements. Primary National Strategy Crown copyright 2007

3 The three components of the inner core Assessment for learning Assessment for learning is about teachers and pupils using evidence to decide where pupils are in their learning, where they need to go and how best to get there. It is a key to personalised learning because it is a powerful means of helping teachers to tailor their teaching to pupils to get best improvement, and to involve, motivate and help them to take the next steps in learning. Effective teaching and learning Personalised learning stresses deep learning as an active, social process and is explicit about learning skills, processes and strategies. The National Strategies projects on learning and ICT (Excellence and Enjoyment: Learning and Teaching in the Primary Years, and Key Stage 3 Leading in Learning, Pedagogy and Practice: Teaching and Learning in Secondary Schools and ICTAC) are at the heart of personalised learning because they involve the systematic and explicit development of learning skills and strategies across the curriculum. The aim is to enable pupils to understand themselves better as learners and so take greater control of and responsibility for their learning, transferring and applying a widening repertoire of learning approaches in different subjects and contexts. They also offer a language for talking about learning which goes beyond reductive notions of learning styles to focus more clearly on cognitive and affective development. Curriculum entitlement and choice Using the greater flexibilities in the curriculum, more varied models of curriculum entitlement are developed throughout the age range. These balance breadth with personal relevance, while being more closely tailored to local contexts. On the basis of high quality teaching and learning across the curriculum, pupils use curriculum subjects as the basis for enquiry, with increased opportunities to study some specialisms in greater depth. Organising the school for personalised learning and beyond the classroom A further aspect to personalisation is personalising the whole school experience for each child. This is about removing barriers to learning and creating the conditions which are needed to ensure that all children are free to concentrate on making the best progress possible. It may mean re-examining child groupings and the organisation and deployment of staff with different roles in the school, as it takes forward workforce reform. It may mean looking again at issues of climate (conditions for learning), and at ways of making sure that children are able to contribute to decisions and play an active part in developing the school as a community. It will increasingly involve schools in engaging with the wider issues of support for families and the provision of services to the whole community, as we move forward with the Every Child Matters agenda.

4 2020 Vision: Report of the Teaching and Learning in 2020 Review Group During their school years, children should grow from relative dependence on their parents and teachers into mature learners, with the skills to adapt to changing demands. Society s aspirations for them are expressed in the outcomes of the Every Child Matters framework: be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Our vision is one in which these aspirations are realised for all children and young people. The education system will need to act now if it is to transform the experience of children starting school today. We do not underestimate the challenges involved. However, we believe that the process of achieving our vision will be an exciting one in which many schools are already leading the way. Together, schools, local and national government need to work towards a society in which: a child s chances of success are not related to his or her socio-economic background, gender or ethnicity; education services are designed around the needs of each child, with the expectation that all learners achieve high standards; all children and young people leave school with functional skills in English and mathematics, understanding how to learn, think creatively, take risks and handle change; teachers use their skills and knowledge to engage children and young people as partners in learning, acting quickly to adjust their teaching in response to pupils learning; schools draw in parents as their child s co-educators, engaging them and increasing their capacity to support their child s learning Vision Crown copyright 2006 What s happened so far? From the outset, the Primary National Strategy has been about raising standards for all and so has been closely attuned to personalised learning. For example: developing from an intensive focus on literacy and mathematics to setting these within the context of the broader primary curriculum and whole-school improvement; renewing the frameworks for teaching literacy and mathematics to focus, in the Primary Framework (2006), on progression in learning, strengthening of subject knowledge, broadening of pedagogy, flexibility to meet the needs and interests of all children and targeted support for specific groups and individuals; extending from a focus on level 3 to level 4 at the end of Key Stage 2 to maximising the progress of all children at all levels of attainment; enriching learning by extending the curriculum offer with an explicit focus on learning and teaching and assessment for learning across the curriculum; extending its reach and scope to the Foundation Stage to secure early learning and promote continuity between phases; increasing support for schools to build stronger links with parents and carers as partners in learning; Primary National Strategy Crown copyright 2007

5 developing CPD resources to support effective whole-school implementation of intervention support for underachieving children; producing a range of resources focused on targeted support for children at risk of underachievement, including children with SEN, dyslexic children and EAL learners; continuing to support the development of effective practice in Assessment for learning, focusing on whole-school systems, children s engagement and the involvement of parents and carers. Implementing personalised learning at school level Use the opportunity afforded by the renewed Primary Framework to review expectations, progression across the school and flexibility in planning for and designing learning. Use the Learning and teaching in the primary years, Learning and teaching for children with special educational needs and Learning and teaching for bilingual children in the primary years professional development resources to: support the creation of a shared and coherent pedagogy in order to continue to improve learning and teaching across the whole curriculum; develop a coherent, whole-school approach to assessment for learning as a high priority; enrich learning by extending the curriculum offer; secure a whole-school approach to meeting the needs of children at risk of underachievement. Continue to use the PNS ICT toolkit and the range of other available PNS guidance on ICT to extend and enhance children s learning in all subjects. Use the PNS curriculum resource Social and Emotional Aspects of Learning to build a wholeschool approach to developing affective aspects of learning. Use the PNS materials Parents, Partners in Children s Learning to increase parental engagement with their children s learning. Implement precise and tailored Wave 2 and Wave 3 interventions within a context of Wave I high quality inclusive teaching in order to ensure that all children are able to make accelerated progress. Use the PNS materials Effective use of Teaching Assistants to review whole-school systems for strategic deployment and securing quality of support. Make use of Strategy materials to develop teachers skills and confidence in inclusive teaching which identifies appropriate learning objectives for all learners, uses a range of teaching styles and plans access strategies to overcome barriers to learning for individuals or groups. Further information Websites which provide more information about personalised learning are: learning (see in particular Learning About Personalisation, a booklet by Charles Leadbetter, produced for a joint DEMOS/NCSL Conference on Personalised Learning which took place on 18 May See also David Miliband s address speech to this conference).

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