In the new up-scaled learning communities of 150-300 students in the BEP(2005), learning was to be personalised for all students. However, drawingmainly on Tomlinson (2005), the writers of the BEP were at best sketchy aboutthe characteristics of personalised student learning experiences, their rationale, andstrategies/procedures likely to promote these experiences. These authors viewedpersonalisation as predominantly a teacher-directed technical accomplishmentaround academic learning, rather than a process of optimising quality learning inacademic, social, cultural and personal development terms, as suggested by Fielding(2004, 2006), Rogers (2013) and others. We concur with this broader conception,noting that over the three years of our study the teachers experimented with variouscurricular adaptations to enhance the likelihood of both academic and personaldevelopment processes/outcomes.
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