Learning to Learn Project Home
The Campaign for Learning defines learning to learn as - “a process of discovery about learning. It involves a set of principles and skills, which, if understood and used, help learners to learn more effectively and so become learners for life. At its heart is the belief that learning is learnable.”. The Learning to Learn Project is split into two areas: Learning to Learn in Schools and Learning to Learn in FE. Further information on both projects can be found by clicking in the left hand navigation bar.
Learning to Learn in Schools
The Learning to Learn in Schools project ran for eleven years. Over the course of the project it has had government support. The then Minister of State for Schools Jim Knight launched the Phase 3 project report, pointing out that with its new focus on personalisation the Government is now recognising the evidence of the success of our approach. The project has demonstrated a positive impact on SATs results, motivation, attendance and behaviour, as well as on ‘soft skills’. Phases 1 & 2 ran from September 2000 to July 2002 with Phase 3 following from September 2002 to March 2007 and Phase 4 running from September 2008 to March 2011.
Learning to Learn in FE
The Learning to Learn in FE project is in its infancy, conceived in the light of 14-19 developments and the need for new models which will help young people take charge of their own learning in the lead-up to the proposed raising of the learning leaving age. There is a long-established body of practice in many FE Colleges that owes a great deal to Learning to Learn approaches, although relatively few Colleges use this terminology. In Colleges, however, these may be restricted to certain areas, and extending the approach across the curriculum presents particular challenges in an FE context. By working with Colleges within the areas we work with schools we are allowed the opportunity to investigate the impact of Learning to Learn approaches in the FE delivery and to track progress of young people taught through these approaches in schools we have worked with.