Aligning Inspiring Learning to other frameworks
Demonstrate the wider benefits of learning
- MLA Outcomes Framework
- Every Child Matters
- Curriculum aims
- Framework of personal, learning and thinking skills
- Informal adult learning core principles
- RARPA (Recognising and Recording Progress and Achievement)
MLA Outcomes Framework
The MLA Outcomes Framework helps museums, libraries and archives articulate how they contribute to local priorites.
Local Authorities are assessed on the outcomes they deliver in a local area and select 35 indicators from the national set which most closely match their local priorities. Their performance is judged on a set of targets based on these indicators.
It is important that museums, libraries and archives are able to demonstrate the contribution they make to wider community outcomes and to be able to establish this within their local and institutional performance management frameworks. The MLA's Outcomes Framework will help you articulate how you add value to wider outcomes such as community cohesion and helps to strengthen the case for investment in museums, libraries and archives.
More about the Outcomes Framework (MLA website)
Every Child Matters
The overarching strategy for children and young people that identifies five key outcomes which can be aligned to the Inspiring Learning generic learning and social outcomes.
- Be healthy
- Stay safe
- Enjoy and achieve
- Make a positive experience
- Achieve economic well-being
The Generic Learning Outcomes align to the Every Child Matters outcomes (pdf)
Curriculum aims (statutory at Key Stage 3 and being introduced at Key Stage 1 and 2)
Three new statutory aims of the Key Stage 3 curriculum were introduced in September 2008. The Primary Curriculum Review team have recommended in the interim report that they are also introduced at Key Stage 1 and 2.
The three aims state that all children and young people should be supported to become
- Successful learners - who enjoy learning, make progress and achieve
- Confident individuals - who are able to live safe, healthy and fulfilling lives
- Responsible citizens - who make a positive contribution to society
Successful learners can be characterised as children who are
- Creative, resourceful and able to solve problems
- Have enquiring minds and think for themselves - they can reason, question and evaluate
- Effective communicators
- Able to learn independently and with others
- Motivated to achieve the best they can now and in the future and enjoy learning
Confident individuals can be characterised as those who
- Have a sense of self worth and personal identity
- Relate well to others and form good relationships
- Are self-aware and can manage their emotions
- Have secure values, beliefs and principles and can distinguish right from wrong
- Are willing to try new things and make the most of opportunties
- Are open to excitement and inspiration offered by the natural world and human achievements
Responsible citizens can be characterised as those who are
- Enterprising
- Able to work cooperatively with others
- Respectful of others and act with integrity
- Understanding of their own and others’ cultures and traditions, and have a strong sense of their own place in the world
- Able to sustain and improve the environment, locally and globally
A set of accountable measures have been developed to assess how well schools are supporting children to achieve these aims. Museums, libraries and archives can make a contribution to each of them. The Generic Learning Outcomes support you to identify this contribution and can help you build effective partnerships with schools. The big picture of the curriculum is a useful visual resource that identifies the curriculum aims and wider accountable measures.
A big picture of the curriculum (QCA website)
A Framework of Personal, Learning and Thinking Skills
This framework identifies six groups of skills children need to acquire to be successful in learning, life and work
- Independent enquirers
- Creative thinkers
- Reflective learners
- Team workers
- Self-managers
- Effective participators
The Framework identifies outcome statements that are indicative of the skills, behaviours and personal qualities associated with each group which can also be linked to the Generic Learning Outcomes.
A useful tool for museums, libraries and archives to use to develop their practice.
Personal, learning and thinking skills framework (QCA website)
Informal adult learning core principles
The Department for Innovation, Universities and Skills (DIUS) are building a new vision of informal learning suitable for the 21st century. A set of core principles that support informal adult learning will underpin a new Informal Adult Learning Strategy and can be aligned to the GLOs.
The principles identify that informal adult learning supports
- Learning to know – learning to learn, acquiring knowledge and understanding of ourselves, our world and beyond
- Learning to do – gaining skills, competence and practical abilities
- Learning to live together – learning tolerance, mutual understanding and interdependence
- Learning to be - developing our selves, our mental and physical capacity, wellbeing and autonomy, and our ability to take control of our lives and influence the world around us
RARPA framework (Recognising and Recording Progress and Achievement)
Developed by National Institute for Adult Continuing Education (NIACE), the RARPA framework
- Promotes good practice in teaching and learning
- Puts learners at the heart of the learning process
Less light-touch than Inspiring Learning, the RARPA framework centres on a learning journey so that progression can be tracked. MLA Yorkshire and NIACE produced a document which shows how the Inspiring Learning Framework works with the RARPA approach (Word, 1405kb). It also contains examples of ways to evaluate learning.