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Through debate, discussion and innovation a new model for the implementation of personalising learning has evolved. The original nine gateways are now clustered to recognise their interdependence and linkage. A series of publications has been produced to support this new model.
At the heart of personalisation is a commitment to deep learning by students. Whilst there is an acceptance of the importance of student performance in national tests, examinations and qualifications, learning cannot be limited to these; it must involve wider educational purposes and the student outcomes that realise such purposes.
Deep learning is driven by the first three gateways - Student Voice (through which learners articulate their needs), Assessment for Learning (through which assessment is used to improve learning, not just record achievement) and Learning to Learn (through which students acquire the generic skills of learning). These gateways overlap and interconnect, but deep learning is not limited to them.
Deep learning fails to occur with some students because their life in school and classroom falls short of a deep experience that engages them in their learning and education. Some schools recognise that to promote deep engagement some rethinking of curriculum content and structures is essential. New approaches to the 11-14 curriculum and making advances in the use of new technologies are central to creating deep engagement, but part of the task is to explore what else is involved in enriching the experience of school.
Deep learning and deep experience within personalisation demand deep support for students - a type and level of support that far surpasses anything we have provided to date. Rethinking advice and guidance and building on the multiple forms of mentoring and coaching are central features of deep support, but the next task is to explore the concept further
Developing the above three deeps cannot be achieved by conventional approaches to leadership. Deep leadership is the capacity to achieve the transformation of full personalisation by:
In some schools, basic assumptions about school design and organisation and the role of the workforce are also being questioned.
Deep leadership is not a new theory of leadership; rather, it is a conceptualisation of what is needed beyond the basic stages of the nine gateways to reach the pioneering stage of transformation through personalisation.