Strategy to achieve the policy • For some, personalisation is about delivery
There was a consensus that this is an ‘excellent method
_
access to learning ‘anywhere, anytime’.
policy’ that will take planning and time to This would suggest that implementation requires
implement properly. However, given the changes in a range of media
_
books as well as ICT
_
with
strategy and investment in resourcing required, technology devices being portable, plus a range
there were concerns that there might be little real of learning environments: in-school, outside, in
implementation until some attainment gains are the community, with ICT-based learning
demonstrable. There are signs of these reservations platforms supporting different learning style
and confusion in Figure 5 below. 30% of schools preferences and abilities. The job of teachers
and 45% of industry think that the concept of would be to mediate what would be a
personalised learning does not yet have ‘real substantially common curriculum through
meaning’ for teachers. On the plus side, over half personalising learning methods, with assessment
of schools do agree or strongly agree that it does according to norms enshrined in standard.
have meaning.
• For others, personalisation is more about
personalisation of the curriculum. The learning
needs of an individual pupil would be met by the
design and provision of an individual learning
programme. Again, a range of resources and
esponses
learning environments would be necessary plus
% of r
materials, not just pitched for ability and learning
style preference, but that can be disaggregated
into learning objects capable of integration into
bespoke learning programmes. This
interpretation suggests much more flexibility in
setting learning outcomes. The job of teachers
Fig 5
Personalised learning has real meaning for every teacher
would be to jointly establish desired learning
(Response = 181)
outcomes, co-construct a curriculum and act as
facilitator and assessor. It is difficult to see how
There was some sense that this is ‘new clothes’. this would fit with current standards and
prescription. Some respondents concluded that
the National Curriculum, for example, would be
‘A good practitioner will always make weakened.
learning personal for the pupils in his
or her care.’ School leader, Primary phase The need was articulated for different educational
organisations to work together to ensure provision
of a variety of learning opportunities, such as those
There was commitment to the principle of for vocational learning and Diplomas. Clearer
personalisation. However, there seemed to be national leadership was requested, for example
confusion in interpretation and therefore about from Becta and DCSF, to help shape schools’
implementation. decisions on resources.
43
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