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City College Birmingham - Case Study

Introduction and background to the project

During the academic year 2005–06 City College, Birmingham, ran a pilot project to develop the use of individual learning plans (ILPs) with initial teacher training (ITT) students. This pilot followed on from a pilot project concerned with the use of ITT mentors, which was implemented in 2004-05.

 

Students working towards all three stages of the City and Guilds 7407 Certificate in Further Education were involved in the ILP pilot.

 

Towards the end of the project we used a range of evaluative instruments to assess the strengths and weaknesses of the initiative and to make recommendations for further development.

 

Key idea
"The aim of the project was to implement a paper-based ILP scheme, related to the City and Guilds 7407, for all teacher trainee students and at all three stages. More specifically we hoped to:

• assess to what extent an ILP approach might be of value as part of the delivery mechanism for the 7407
• explore ways of planning and recording more individualised learning programmes for students, including the use of distance learning using web-based technology
• assess the contribution that an ILP might make to overall rates of progress and final success."

 

The structure of the pilot

The ILP which was developed consisted of the following sections:

• personal details
• training needs analysis (including ILT questionnaire)
• preferred learning styles analysis
• records of tutorial meetings
• action planning documentation.

 

We introduced students to the ILP during the induction phase of their 7407 course (September–October 2005). The purpose and importance of the ILP process, and the related documentation, were outlined. We emphasised that ‘ownership’ of the ILP remained with the individual and students were encouraged to begin by completing the sections on their preferred learning styles and initial training needs analysis.

 

Throughout the 7407 course, all students were entitled to regular formal tutorial sessions with their course tutor. These were normally scheduled at termly intervals, but additional meetings were often also arranged. The ILP was intended to be an essential document for use during these tutorials and students were asked to bring them along to each session. During these tutorials, checks were made on student progress with regard to completing the ILP.

 

A small number of students opted to complete Stages One and Two of the 7407 by an Accreditation of Prior and Experiential Learning (APEL) route. The APEL students were supported by regular meetings and e-mail contact with the designated tutor from the 7407 team; they were not issued with the ‘standard’ ILP documentation but made use of materials more focused on the APEL process of providing evidence of competence.