Personal Learning – Concepts and Skills Charts

Introduction
The individual learner chart
Managing personal learning chart
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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:

The individual learner
Learning strategies
Responding to and learning from feedback
Learning environment

Managing personal learning
Organisation and goal setting
Personal growth.

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 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.

Key concepts and skills	Level 1 and 2	Level 3	Level 4	Level 5	Level 6
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.	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.
Developing a positive learning environment			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