The long awaited Gilbert Review was published on January 4th 2007. The Campaign for Learning was involved in the consultation process and suggested four lessons from learning to learn, which were included in the last newsletter. The review aimed to establish a clear vision of what personalised teaching and learning might look like in our schools in 2020. The review defined personalised learning as 'focusing in a more structured way on each child's learning in order to enhance progress, achievement and participation.'

Below is the Campaign For Learning's inital response to the key recommendations

High quality teaching
We welcome the emphasis on high quality teaching and the recommendation that a commitment to personalising learning should be reflected in the learning and teaching policies and plans of schools. The Learning to Learn Phase 3 project has supported schools to explore Learning to Learn through professional enquiry. Schools have been more reflective in their judgements about what is effective and acted on the basis of evidence.

Assessment that promotes progress
The Gilbert review recommends that 'assessment for learning is embedded in all schools and classrooms so that its benefits are fully realised'. Assessment for learning was a key area of investigation for Phase 3 schools and schools have demonstrated the benefits of this approach on attainment and confidence in learning.

Summative assessment and the National Curriculum
We welcome the recommendations to investigate flexible approaches to the National Curriculum and its assessment. Some of the Learning to Learn Phase 3 project schools have already looked at developing curriculum flexibility and the assessment of learning skills and dispositions. Inclusion of all pupils including under-achieving groups and gifted and talented is at the heart of the Learning to Learn philosophy.

Pupils taking ownership of their learning
We are delighted that the report recommends that schools should consider how best to integrate 'learning how to learn' into the curriculum. Developing ownership of learning so as to promote habits and dispositions which will support life-long learning is a key goal of Learning to Learn. Schools in Phase 3 of Learning to Learn have used a number of techniques to find out what pupils think about their learning including interviews, learning logs and diaries and pupil views templates, all of which foster the development of pupil voice in teaching and learning.

Engaging parents and carers in their children's education
We are pleased to see that the impact of parents and carers on their children's education is emphasised in the report. We welcome the emphasis on engaging parents and the recognition that their level of interest and their aspirations for their children's learning can have more bearing in the child's attainment than the school itself, especially in the early years. The involvement of parents and carers in their children's education is also a key feature of Learning to Learn in Schools. Findings from Phase 3 indicate that "one of the clear effects identified by the schools is the development of better relationships with parents and better communication about and understanding of their children's learning, which the schools believe will have a beneficial impact on learning in school."

Designing schools for personalising learning
The report highlights how personalising learning can be enhanced by investment in the new technologies. The use of ICT was a key part of the 'Learning to Learn' project. ICT clearly has an important role to play in supporting learners' personal reflection on their learning as they understand and develop their learning capabilities.

Skills for personalising learning
We welcome the recognition of teacher development needs and believe that a framework, which identifies a set of positive attitudes and habits for learning, is valuable in supporting learning over the long term. The Learning to Learn project has used the "5Rs" framework to help teachers, and learners, retain a bigger picture of learning. The development of Learning to Learn approaches in the schools through action research has been welcomed by the teachers involved and has been supportive of their professional development.

A strategy for systemic innovation
The recognition of the need to share good practice mirrors the Learning to Learn 'community of enquiry' approach. Our schools are experienced at attempting systemic innovation, but it is not without its challenges. It is evident that the structures and cultures of some schools are a 'better fit' for innovation. Success in some cases can be traced to leadership but also to those in non-leadership positions. The enthusiasm and commitment of key individuals in non-leadership positions, their willingness to experiment and share experiences have been significant.

Ensuring a strong focus on progress for all schools
Progress and success for all pupils is an essential aspect of developing confident, life-long learners, which is central to Learning to Learn in Schools. Some schools in the L2L project have looked at progression in learning skills and pupils' understanding of their learning as well as transition issues between Key Stages.

Establishing an entitlement to personalised learning
We believe that Leaning to Learn offers a route to personalising learning through developing pupils' knowledge and understanding of their own learning and by involving families. The achievement of progress in the curriculum leading to success in tests, examinations and qualifications is clearly essential, but so is the development of learners who understand their own learning and who are motivated to continue to learn outside of and beyond formal schooling.

The Gilbert Report can be downloaded from the DfES website.

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