Building on personal learning planning in the primary sector
Focus and context
Assessment AS Learning
- Our pupils and staff help to set their own learning goals
- Our pupils and staff practise self and peer assessment
- Our pupils and staff identify and reflect on their own evidence of learning.
Cross-curricular, Pre-school/Primary
Project summary
Clackmannanshire Council is the smallest Local Authority in mainland (central) Scotland. This project built on the previous year’s work on personal learning planning, but this time it also attracted the interest and input of the Sports Development Team. The project involved six primaries and the work stretched across all stages (P1-7) including composite classes.
This ASG demonstrated skills in collaborative planning, action research, time management, and reflection. The group worked well to overcome the challenges created by the process. Various systems of recording and filing, and communications evolved in relation to the age and stage of the pupils.
This project was backed up with relevant research, reading and group meetings involving all stakeholders. The Local Authority hopes that the findings from this pilot will inform and improve the processes used in personal learning planning.
Case study extract
Primary 4/5 Composite class – Personal Learning Planning
The Focus
The pupils involved had limited experience of personal learning plans, in that we had trialled a few formats earlier in the year as a result of the school based working party. However, they were used to sharing learning targets, referring to them regularly and evaluating them after lessons and blocks of teaching etc.
A maths target, a language target, a PSD target and a home target were set in consultation with pupils on the Monday of each week. Pupils and teacher would then comment/reflect upon the learning targets. After completion, the pupil would take the targets home to discuss their progress with their family.
Reflection
The speed at which pupils became familiar with the process and took ownership of their work was surprising. More able pupils also seemed keen to demonstrate their skills to me and were happy to engage in dialogue about their learning. It also provided a good opportunity for pupils to share with the class and teacher some successes outwith school, in clubs, etc.
Points to consider
- It has become evident from this work that the personal learning planning process is more important than the product. How can you develop an approach to personal learning planning which provides reliable and robust evidence of children’s learning and progression without overloading staff?
- How can you ensure that parents are involved with their children in planning their learning?
Posted February 2008
Contact details
If you would like further information on this case study, please contact the local authority assessment co-ordinator. You can find contact details for each authority area on our local authority co-ordinators' contacts page.