Individual Learning Plans
Individual learning plans are a progression tool. They come in various formats, including electronic, and:
- record young people’s plans, progress, experiences and achievements by age 14 and continuously thereafter
- identify personal choices – including entitlement subjects, work-related options, enrichment activities and ideas for work experience
- establish broad learning and career goals for the 14-19 phase and support the continuous monitoring and review of progress towards them throughout the phase
- support smooth transitions by facilitating effective data and information sharing 14-19.
Most 14-19 Pathfinders used individual learning plans as an integral part of IAG activities to encourage and help young people to take ownership of their learning journeys and personal progress. Evidence suggests that such plans have a key role to play in helping to support the implementation of the 14-19 reforms. Local consortia and partner organisations wishing to use individual learning plans as an integral part of an area-wide approach to IAG should ensure that the following are in place.
recognition that individual learning plans are different from ‘next step’ plans – check that staff understand that individual learning plans take a longer term and wider view of progression than the action plans used to support young people with options and course choices (e.g. at ages 14 and 16).
guidelines on how to use them – check that local and organisational guidelines are consistent and that staff and others are familiar with them and can use them with confidence.
protocols for access and information transfer – check that current systems enable young people and authorised personnel to access and update individual learning plans in a range of locations. Review transition arrangements to ensure that they support the continued use of existing plans and do not require young people or the adults working with them to start afresh and develop new ones.
curriculum time to introduce individual learning plans to young people – check that current arrangements provide sufficient curriculum time in year 8 and/or 9 to:
- tell young people about individual learning plans and explain how they fit with other recording, reviewing and planning processes
- give young people time to gather information and clarify their ideas in preparation for developing an individual learning plan.
time for one-to-one planning sessions and reviews – check that there is sufficient time allocated for one-to-one planning sessions from year 8/9 onwards for young people to discuss, review and update their plans with a tutor, teacher, mentor, personal adviser or other appropriate adult.
access to IAG in response to issues raised in planning sessions – check that young people and the adults working with them know how to access IAG in response to commonly raised issues (e.g. the need for additional course information, advice on financial support, and guidance to challenge stereotyped and traditional thinking) and that adults recognise factors that might trigger a referral.
Questions to ask yourself
- Is the use of individual learning plans integrated with careers education and IAG activities?
- What are the strengths and weaknesses of organisational and/or local consortium approaches to using individual learning plans ?
- How do you know?
- How can you improve the use of individual learning plans and who can help?
See also:
Please click on the items below to view, print or download.
Ideas
Better Practice: Focus on individual progression
DCSF: 14-19 Manual of Good Practice
LSN: 14-19 Partnerships – IAG Case Studies
Tools
Prompts to support individual learning planning
ILP prompts - Further Education
ILP prompts - Work Based learning
Weblinks