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Personalised learning
An introduction to recent thinking on personalisation in learning in schools in practice and policy.Aspects of personalised learning
In characterising key aspects of personalised learning it is impossible to identify different aspects which are mutually exclusive. The nine features summarised here naturally link and overlap. Users can select an aspect and be taken directly to the corresponding webpage.High quality teaching and learning
Supporting pupils to keep up with the pace of learning and to make good rates of progress with high quality teaching and learning.Target setting and tracking
Precise target setting and rigorous and regular tracking of progress can be seen as underpinning personalised learning.Focused assessment
Secure knowledge of each pupil's current progress is a core element of personalised learning.Intervention
The great majority of pupils can succeed through quality first, class-based, teaching (Wave 1). However, even in a classroom where personalised learning is effective, for some pupils this approach will not be sufficient. These pupils will benefit, at key moments, from additional small group or one-to-one interventions to enable them to make the progress needed to achieve their full potential.Pupil grouping
Classes can be organised to cater for a wide variety of pupil strengths and weaknesses. In addition there are numerous other ways of grouping or pairing learners according to the task in hand, for example by age, ability, friendship groups or gender.The learning environment
Where the learning environment is well organised and used flexibly to support a range of different interactive teaching and learning approaches, personalised learning can be considerably enhanced.Curriculum organisation
Personalising the curriculum means finding the right challenges for pupils and addressing their particular needs so all have an equal opportunity to succeed.The extended curriculum
Helping children and young people to discover or develop new interests and talents is an important aspect of personalised learning. Extended schools can do this, and much more, by offering a range of cultural and social opportunities and are a key way of delivering the Every Child Matters (ECM) agenda.Supporting children's wider needs
Schools that are able to identify barriers to learning beyond the classroom and address them are in a strong position to provide personalised learning for each individual pupil.Leading on intervention: Personalisation questions and answers
Document
Document containing some frequently asked question on personalisation. Some of the questions are: Is personalised learning a move away from subjects to a focus on learning? Does personalised learning mean identifying pupils’ preferred learning styles? Does the move to personalisation imply a shift away from the focus on standards? This resource is a part of leading on intervention resources which are designed to encourage and support leading teachers and schools.Leading on Intervention: Making sure that children's experience is coherent
Warning about the possible damaging effects of uncoordinated series of interventions in any one school year or over a period of several years. Links to 'A cautionary tale'. Considerations of the effects of fragmentary provision and how to overcome its deficiencies. This page is part of section five (of five) of the 'Leading on Intervention improvement cycle'.Leading on Intervention: Planning and using effective additional interventions
Explanation of the resources side of the 'What must we do to make it happen?' stage in the school improvement cycle, with complementary attention to professional development and team focuses. This page is part of section four of five of the 'Leading on Intervention improvement cycle'. See the introduction: Improvement cycle for further information and links to the other sections.Provision maps
Explanation of Provision maps, an at-a-glance way of showing the range of provision the school makes for children with additional needs, through additional staffing or peer support. Links to an example from Balshaw Primary School where additional provision, particularly in the Foundation Stage and Key Stage 1, has proved effective in preventing long-term problems and thus improving the climate for learning and raising standards throughout the school. This page is part of section four of five of the 'Leading on Intervention improvement cycle'. See the introduction: Improvement cycle for further information and links to the other sections.Leading on Intervention: Steps to a provision map
Links to case studies describing how schools have used provision maps. There are seven key steps involved in the process of planning and implementing effective provision. This page is part of section four of five of the 'Leading on Intervention improvement cycle'.Identify available resources
Description of funding streams and local resources available when planning provision, and how effective schools combine all these in order to plan coherent provision across the school, ring-fencing only funding that is allocated through a statement of SEN (a declining consideration due to the trend to greater delegation to schools of SEN resourcing and priorities). Emphasises that in Ethnic Minority Achievement (EMA) and bilingual learner provision the focus should be on learning outcomes and not piecemeal use of pockets of money. This page is part of section four of five of the 'Leading on Intervention improvement cycle'.What works and what's next
Explanation of how to make choices about the particular interventions that will be used in provision mapping, using evidence of impact as main driver whether from local authority, national or international evidence about what works. Links to: 'Summary of research on commonly used provision'. This presents challenging findings about the impact of traditional responses such as setting and the use of teaching assistants, and identifies a number of interventions that work. They range from nurture and social skills groups to language interventions to interventions for literacy and mathematics. This page is part of section four of five of the 'Leading on Intervention improvement cycle'.The Learning Conversation e-learning modules
Module 1: Primary
E-learning module exploring interactions between small groups of learners and an adult coach to support learning in primary schools.
Module 2: Secondary
E-learning module exploring interactions between small groups of learners and an adult coach to support learning in secondary schools.
Gifted and Talented (G+T) e-learning modules for leading teachers
Module 10: English
This module will explore what we mean by gifted in English, how you identify and develop gifted pupils, and develop an approach to measuring impact that aligns with your objectives and strategies.
Pupil progress
Introduction to Support for Writing materials, using steps in learning, pupil writing targets, and text types guidance. Also included are links to a range of documents.Secondary Intervention: Core module 1: Leading and managing intervention
Information about the contents of the leading and managing intervention module. Includes three key points as well as a short video about pupils who receive intervention support.Secondary Intervention: Teaching assistants training module – Supporting the class teacher
Guidance on teaching assistant training modules in the context of secondary intervention which introduces the various issues involved in classroom support. This page forms part of the teaching assistant training modules section of secondary intervention.Teaching assistants training module: pairs activity
Training module for teaching assistants which sets out a lesson example on the theme of targeted pairs, with the aid of a video clip, and poses points for reflection.
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