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Personalised learning

Personalised learning features strongly in most discussions about current education policy and developments and is an underpinning concept in the government’s Five Year Strategy.

It aims to provide an integrated model for schools to attend to the widely differing needs of pupils whilst striving for excellence for all and is seen as a vehicle for transforming the experience of disadvantaged children, as suggested in ‘Every Child Matters’ (DfES, 2003), as well as enriching the learning of the most gifted and talented.

The aspiration towards personalised learning signals an important shift in mindset towards a focus on learners rather than providers, and human entitlements rather than deployment of resources.

Although the philosophy of personalisation is still in its developmental stages and there is much to do in identifying how school leaders can most successfully achieve the aspirations of personalised learning, the DfES has identified five closely related components for the model:

Assessment for learning and the use of evidence and dialogue to identify every pupil’s learning needs and the steps they need to take

Teaching and learning strategies that actively engage and challenge learners and develop their ability to focus on their learning skills and their capability to take ownership of their own progress

Curriculum entitlement and choice that allow for breadth of study, personal relevance and flexible curriculum pathways

Creative approaches to school organisation to enable a student-centred approach which integrates performance with wellbeing and inclusive approaches with attainment

Strong partnerships beyond the classroom , both to enrich learning and support care of pupils in the wider sense through, for example home-school links, inter-agency work or community partnerships

The first three of these components focus on pedagogy and curriculum, while the final two relate to how schools can create a culture and environment that removes barriers to learning and enables the involvement and achievement of all.

It is important to note that the five components are viewed as an integrated whole, not as a set of discrete activities which can be ‘ticked off’.

The shift towards learners and learning is reflected in another characteristic of personalisation, namely an emphasis on using what we know from research about learning to promote learning autonomy and to develop learners’ capabilities. Some of the insights offered by the research include:

• Learning is both an individual and a social process that relates to both understanding and behaviour.
• Prior learning and environmental factors are important dimensions in learning and need to be taken into account.
• Learning requires the active engagement of the learner and the ability to monitor, review and reflect on learning.
• Learning ability is not fixed, but capable of development with the support of others.
• Dialogue that promotes critical thinking and an active engagement by the learner is a key component of effective learning processes.

In the first pack of learning-centred leadership materials a number of writers, such as Conner, Pollard, Watkins and William (2004) discuss these ideas more fully and provide helpful pointers to the implications for school leaders. What is clear is that the theme of personalised learning offers a model for learning-centred leaders to build on the now considerable body of evidence about learning to focus on critical aspects of teaching and learning.

The leadership of learning relates to more than teaching and learning processes, however, as discussed in the introductory article to the first learning-centred-leadership materials by Geoff Southworth (2004). He draws attention to the need for systems and processes in school which complement and enhance the quality of learning. Personalisation has brought this into even sharper focus.

However complex the implementation of personalisation, its expression of commitment to individuals’ needs and its aspirational messages have captured widespread enthusiasm amongst school leaders, many of whom are already leading learning-centred schools and wish to move towards personalised provision.

Other resources:

Learning about Personalisation(Charles Leadbeater, Demos, 2004) provides a good general overview of personalised learning and poses some challenges and practical questions for schools.

Leading Personalisation in Schools: Helping individuals grow (2004) is an NCSL publication that will be available soon. It aims to support headteacher s who want to learn more about, and plan for, personalisation. It is built on the work of the College’s Leadership Network and other research.

Personalised Learning: a commentary from the teaching and learning research programme(Pollard, A, & James, M, (Eds), Economic and Social Research Council, 2004) gives a research-based perspective on personalisation and outlines specific ESRC projects on related areas.

The DfES Personalised Learning website crystallises what has been learnt about personalised learning in practice and policy to date. It aims to provide headteacher s, teachers, support staff, parents and governors with a shared foundation for the development of personalised learning. It provides an opportunity for you to join in the national conversation about personalisation.

Gifted and Talented - this education programme supports schools in personalising education at the top end of the ability range. S tudents will receive a tailored teaching and learning programme built around the five components of personalised learning, together with complementary out-of-school study support.

Special Education Needs and Disability – this SEN website pro vides a growing range of materials for teachers and governors, setting out schools’ responsibilities and highlighting effective practice in supporting particular groups of children with special needs.

The Innovation Unit website aims to enable all parties to develop innovative responses to learning challenges that face the education system. It welcomes ideas and comments from all who have an interest in education to help create a better system for every young person in our schools.

Further resources, and a case study, are available in the second learning-centred leadership pack.