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PERSONAL LEARNING PLAN PROGRAMME: 2002-2004
EVALUATION REPORT
The Personal Learning Plan (PLP) Programme: Summary of Key Points from the Evaluation
The process of personal learning planning includes concepts of individual learning; and matching needs to strategies for personal development. It emphasises the responsibility of the learner and negotiation with those who provide the learning environment. Thirty-two Scottish schools took part in a PLP development project over two years from Spring 2002. (This was part of a wider programme - Assessment is for Learning.) Initially school staff devised their own approaches to personal learning planning, based on a set of common principles. In a later phase, a number of schools worked with an externally-provided, skills-based template.
- In both phases of PLP development work, teachers and pupils experienced and commended enriched dialogue about pupil achievement and individual learning needs.
- Pupils generally appreciated clearer explication of what they were expected to learn and the sense of progression that came from review and planning next steps. Many identified increased self-confidence as a particular benefit.
- Early consideration of planning formats and processes led to clearer identification of appropriate learning outcomes. Teachers welcomed the process of learning-focused discussion with pupils and particularly liked its contribution to more accurately targeted planning and teaching.
- Almost all review and planning programmes had sizable elements based on the formal curriculum. Many also covered aspects of personal development, including health improvement. It was difficult combining a comprehensive focus on the curriculum with an emphasis on personal development; and also allowing sufficient time for associated individual discussion between pupil and teacher.
- Self-evaluative and peer assessment practices were more effectively developed where personal learning plans were less ambitious in coverage, with correspondingly more time devoted to review of progress and planning next steps.
- Amongst schools the balance varied between personal learning within the formal curriculum and that related to wider personal development. Overall, there were perceived under-emphases on personal, social and health aspects; and on creative and aesthetic elements.
- Pupils were generally enthusiastic at the start of the of PLP projects. However, without careful planning for progression, the continuing review and goal-setting process could be experienced as repetitive.
- Parents were largely in favour of the PLP process. Strategies for sustaining and developing their involvement and contribution are needed.
- In relation to the formal curriculum, there were few problems about permitted access to PLPs for individual pupils and their teachers. Generally, parents also had access to entire or abbreviated plans. Personal development issues, however, range in sensitivity; and matters of confidentiality, security and access need careful consideration. Staff taking part in the discussion of personal development may need additional training.
- A comprehensive skills-based model ( Skills for Living) was welcomed in theory by many local authority officers and some practitioners. In practice, several teachers selected specific skills and mapped these on to the curriculum being taught at any stage. In some cases, language levels were modified for the age group and the meanings of generic skills were explained and contextualised by teachers.
- Where teachers took time to interpret the 'skills' language, the quality of discussion with pupils was seen as richer than in the curriculum-based context.
- Where sufficient time was given to planning for lower-attaining pupils and those with additional needs, the process was perceived to be of benefit. Additionally, combining personal learning planning with existing review procedures for pupils with additional needs was helpful for pupils and teachers.
- Concerns about workload were prevalent. However, it was seen as essential to preserve and enhance pupil-teacher dialogue, albeit within a simplified PLP framework.
- Development work was generally more successful in primary schools; and in schools where development had taken place prior to the 2002 initiative, for example, as part of the New Community Schools programme.
- IT approaches were in an early stage of development. The emerging need for flexibility in preparing plans from a central bank of skills and related curriculum outcomes suggests a significant demand for further IT development. This would also help to overcome the challenges of implementing a person-centred approach within the subject-based secondary school structure.
- The links between personal learning planning and principles of formative assessment were seen as fundamental.
- Continuing staff development, in both formative assessment and personal learning planning, was seen as essential.
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