Personal Learning - Concepts and Skills Charts
Introduction | The individual learner chart | Managing personal learning chart | Downloads | Show all
Introduction
The Personal Learning standards focus on a number of concepts and skills. The charts below identify, for the two dimensions of The individual learner and Managing personal learning, the concepts and skills and the expectations of students at each level.
Key concepts and skills identified for each dimension are:
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As students progress from levels 1 to 6 the concepts and skills become increasingly complex. This complexity is developed through:
- a supportive learning environment which encourages and supports the students to take greater responsibilities in their own learning
- students being active participants in learning activities and learning communities
- developing the capacity to reflect on their own learning in systematic ways and learn to seek and use feedback in effective ways.
In some cases, elements of the standards have been used verbatim in the charts; in other cases the standards include elaborations.
The individual learner chart
This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.
This symbol in the Concepts and skills charts links to a teaching and learning activity that illustrates how the particular concept or skill might be explicitly taught.
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Key concepts and skills |
Level 1 and 2 |
Level 3 |
Level 4 |
Level 5 |
Level 6 |
|---|---|---|---|---|---|
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Developing effective learning strategies and habits |
Standards do not apply at Levels 1 and 2.
The Level 1 and Level 2 learning focus statements suggest appropriate learning experiences from which teachers can plan relevant teaching and learning activities that support students to develop the concepts and skills. |
Describe the factors that affect learning and identify strategies that will enhance their own learning. With support, identify learning habits that improve learning outcomes. |
With support, identify their preferred learning styles and use strategies that promote learning. Demonstrate learning habits that address their individual needs.
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Identify, select and use an expanded range of learning strategies appropriate to particular tasks. Identify a variety of learning habits and adopt those which assist their learning. |
Work independently to implement a range of strategies, as appropriate, to maximise their learning. Evaluate the effectiveness of learning strategies, study techniques and learning habits and make appropriate modifications. |
| Monitoring learning |
With support, identify their learning strengths and weaknesses. |
Monitor and describe progress in their learning. | Monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to address their weaknesses. | Monitor, reflect on and discuss their progress as autonomous learners, identifying areas for improvement in their learning and implement actions to address them. | |
| Learning from feedback | Seek teacher feedback to develop their content knowledge and understanding. | Seek and respond to teacher feedback to develop their content knowledge and understanding. | Seek and respond to feedback from peers, teachers and other adults. Explain how their ideas have changed to develop and refine their content knowledge and understanding. | Seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. | |
| Developing learning improvement goals | Make and justify some decisions about their learning. With support, set learning improvement goals. | Negotiate learning improvement goals and justify the choices they make about their own learning. | With support, students determine learning improvement goals, justifying their decisions and making appropriate modifications as necessary. | Identify their interests, strengths, weaknesses and use these to determine future learning needs, especially in relation to the post-compulsory pathways. | |
| Developing a positive learning environment | Contribute to the development of protocols that create a positive learning environment in the classroom. | Actively develop, monitor and refine protocols that create a positive learning environment in the classroom. | Consider their own and others’ needs when making decisions about suitable learning processes and the creation of a positive learning environment within and outside the classroom. | Establish, follow and monitor protocols for a variety of learning situations. Determine the factors that contribute to the creation of positive learning environments. | |
| Identify and explain how different perspectives and attitudes can affect learning. | Demonstrate an awareness of different cultural and societal beliefs, values and practices, identifying and discussing the effect of ethical issues on learning and working with others. | Identify the ethical frameworks that underpin their own and others’ beliefs and values. Describe how the conflicts and dilemmas they identify may affect learning. |
Managing personal learning chart
This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.
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Key concepts and skills |
Level 1 and 2 |
Level 3 |
Level 4 |
Level 5 |
Level 6 |
|---|---|---|---|---|---|
|
Managing tasks |
Standards do not apply at Levels 1 and 2.
The Level 1 and Level 2 learning focus statements suggest appropriate learning experiences from which teachers can plan relevant teaching and learning activities that support students to develop the concepts and skills. |
Set short term, achievable goals in relation to specific tasks. |
Develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources. |
Set realistic short-term and long-term goals within a variety of tasks. |
Initiate personal short-term and long-term learning goals and negotiate appropriate courses of action to achieve them. |
| Complete short tasks by planning and allocating appropriate time and resources. | Complete competing short, extended and group tasks within set timeframes, prioritising their available time and utilising appropriate resources. | Allocate appropriate time and identify and utilise appropriate resources to manage competing priorities and complete tasks, including learner-directed projects, within set time frames. | |||
| Developing independence | Independently undertake some multi-step, extended tasks. | Undertake some set tasks independently, identifying stages for completion. | Initiate and undertake some tasks independently within negotiated timeframes. | Initiate and negotiate a range of independent activities with their teachers. | |
| Monitoring and improving tasks |
Comment on task progress and achievements. |
Describe task progress and achievements. | Describe progress towards achieving tasks. | Provide progress and summary reports for teachers and stakeholders. | |
| Suggest how outcomes may have been improved. | Review the effectiveness of task management, identifying successes and suggesting strategies to improve outcomes. | Monitor and evaluate effectiveness of their task and resource management skills. Reflect on their progress and suggest and implement appropriate management strategies for improvement. | |||
| Develop and use criteria to evaluate their work and make appropriate refinements. | Review and modify the criteria they use to check that their work is relevant, accurate and meets task objectives and make appropriate changes. | ||||
| Developing a positive attitude to learning | Manage their feelings in pursuit of goals. | Persist when experiencing difficulty with learning tasks. Practise positive self-talk. | Demonstrate motivation to complete short, extended and group tasks. | Demonstrate control of impulses and mood modulation. | |
| Demonstrate a positive attitude towards their learning. | Demonstrate a positive attitude to learning within and outside the classroom. | Demonstrate a positive and structured approach to learning, both at school and home. |
Take responsibility for their learning environments, both at school and at home, anticipating the consequences of their actions. | ||
| Developing effective study strategies | Seek and use learning support when needed from peers, teachers and other adults. | Identify and use effective strategies that assist with study both at school and at home. | Identify and refine the strategies they use to study, organise and revise their work both at school and at home. |
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