Phase 3
Phase 3 (2003 – 2007)
Phase 3 of the project buildt on work from Phases 1 and 2 and involved 32 schools from 3 Local Autorities: Cheshire, Cornwall and Enfield. Represented within these Local Authorities were a variety of primary and secondary schools from different geographical and socio-economic catchment areas.
A research team based in the Centre for Learning and Teaching at Newcastle University evaluated Phase 3. The team acted as facilitators and supporters of the action research projects in the schools involved and undertook additional activities to identify the impact of the use of Learning to Learn approaches in schools.
capable lifelong learners.
More generally the project aimed to explore the impact of Learning to Learn approaches adopted in Phases 1 and 2 of the project with a larger number of representative schools and assess how Learning to Learn can be integrated most effectively into schools more widely. This included a number of issues such as:
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how best to link Learning to Learn in school with out of school hours learning and family and community learning;
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how to assess Learning to Learn;
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how to achieve transfer of Learning to Learn approaches into other curriculum areas; and
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the potential for and impact of online Learning to Learn and its fit with other online learning.
In order to achieve this it was necessary to deepen our understanding of Learning to Learn and its application among different groups for different purposes in schools including:
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the interplay between positive learning environments and effective Learning to Learn teaching;
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the impact of Learning to Learn approaches in overcoming challenging behaviour;
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the role of Learning to Learn in helping pupils manage school transition and transfer;
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the potential for Learning to Learn approaches in overcoming underachievement among boys and specific ethnic minority groups; and
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assess the impact of Learning to Learn over time on pupil attitudes, achievement and lifelong learning dispositions and practices.
A model of the knowledge, skills and dispositions utilised by effective lifelong learners has been developed as the framework for research in Phase 3, known as the 5Rs model (Readiness, Resourcefulness, Resilience, Remembering and Reflection). The schools were introduced to the model at the outset of the project and identified aspects of the 5Rs that they feel they particularly need to develop in their schools. They have then developed their research projects and hypotheses to show how they will develop this aspect and how they will measure the impact, using a range of quantitative and qualitative data.