Sign up to our monthly e-news update featuring the latest news, courses, resources & career opportunities / Subscribe now

Home » News » Planning Learning and Recording Progress and Achievement

Planning Learning and Recording Progress and Achievement

Key Documents , Individual Learning Plans
Skills for Life Network

Planning Learning and Recording Progress and Achievement: a guide for practitioners

This guide is now published and is available free from DFES publications.
To order a copy ring 0845 6022260 please quote reference PLRA 1
Email dfes@prolog.uk.com Fax 0845 6033360 (Up to 5 copies per organisation)
A web version will also be available very soon and will be accessible through the readwriteplus website – http://www.dfes.gov.uk/readwriteplus/LearningInfrastructurePlanningLearning.
Other outcomes from this project include:
A video on ‘Differentiation in ESOL teaching’ This video was produced by the London Language and Literacy Unit. It is designed to be used in initial and in-service training and provides excellent examples of differentiation in two very different classes. It comes with notes, which include ideas for use of the video, copies of the session plans for each class and copies of the materials used. The video is available from DFES publications. Please quote reference PLRA V1.
Ideas for in-service training on topics relating to planning learning and recording progress and achievement. These resources will be able to be downloaded soon from http://www.dfes.gov.uk/readwriteplus/LearningInfrastructurePlanningLearning . They are in Word format to make it easier to customise them to local requirements. The resources include:
1. An introduction to the process of planning learning and recording progress and achievement
2. The stages of the process
3. Setting goals and targets
4. Involving the learner in the process

A report of a research project on the use of Individual Learning Plans in ESOL. This report summarises the findings of a project undertaken in Summer 2003 which investigated the ways in which a wide range of ESOL providers were using ILPs and the issues and questions their use raised.
Coming soon
A report of a research project undertaken by South Tyneside College on use of ILPs with learners with little or no English.
For more information contact Halim Abdul Halim.Abdul@dfes.gsi.gov.uk

Further Information

No further information

Sign up for our e-News Update
Subscribe

You may also like

Creating Neuro-Inclusive Events

Creating Neuro-Inclusive Events

Professor Amanda Kirby provides a checklist covering what you can do before, on and after the day to ensure that your event is as neuro-inclusive as possible.

Demystifying Accessibility

Demystifying Accessibility

Join Learning Technology specialist Sammy White to find out how to make your practice more inclusive. This free Demystifying Accessibility webinar will offer lots of ideas for you to implement straight away. 

Reform of Level 2 and Level 3 qualifications

Reform of Level 2 and Level 3 qualifications

The government has issued an important update report on the reform of Level 2 and Level 3 qualifications which will see new quality criteria and approval processes implemented.