Features describe practices, approaches and elements you would expect to see at work in a learning programme. They may not be continuously in evidence, but reflect how the programmes are realised in schools and other settings. The features identified are neither exhaustive nor exclusive. While they allow for flexibility in the design and implementation of learning programmes, they also ensure a certain degree of coherence across them.
Programme planning requires a collaborative approach, between students, their parents, subject teachers, learningsupport or resource teachers, special needs assistants, and other relevant professionals.
Tailoring teaching and learning to individual learning needs is necessary to achieve the best possible progress and outcomes for the student. Relating programmes to a student’s IEP where one exists, achieves a better fit between the programme and the student’s prior knowledge, learning achievements, special interests and future aspirations. Given the diversity of students who can undertake a L2LP an universal approach is key.
Building the capacity of the student to transfer learning to new situations is a priority. Students need considerable and continual support to develop this capacity. This involves offering regular opportunities for learning activity that sees the student transferring learning from one context to another, reinforcing the initial learning and building on it.
Linking learning with the wider community
Tapping into resources within the local and wider community offers a variety of opportunities for the student to develop their vocational, social and personal skills. This might include work experience opportunities, linking with other schools and inviting guest speakers into the school.
Using information & communication technology (ICT)
The potential that ICT offers for students is recognized in the learning programme. ICT can enable students to complete tasks at their own pace in areas which might otherwise be difficult or stressful such as writing a story, reading activities, developing language skills and awareness, and numeracy. It can also enable students to progress their work individually while still being part of a wider class group.
Recognising progress and achievement
Although progress usually implies vertical movement through a hierarchy of knowledge, concepts and skills, progress for some students may be lateral in nature. Some students may continue to learn at the same level but in new and different contexts rather than moving to a higher level of complexity or
difficulty. Success is viewed in broader terms than those of academic achievement and accomplishment, and encompasses aspects of learning like effort and persistence.