Planning for Learning, Planning for
Volunteering, Planning for Excellence
Planning for Learning
Planning for Learning is the national learning quality
assurance tool. In the development of a national Planning for
Learning process, a unique and innovative approach to the
validation of learning opportunities in out-of-school-hours
settings has been devised with the support of Professor John
MacBeath of the University of Cambridge. The 'Planning for
Learning - A National Framework for Validating Learning'
document sets out a rigorous process of self-evaluation and
planning to ensure that the highest quality of learning is provided
in all Children's University learning activities and in all
activities accredited by the CU. The approach to the Planning
for Learning process is a positive one and will fit in with
the ethos and focus at local Children's University level.
Local Children's Universities may want to prioritise local
provision to be validated to their local CU agenda and capacity and
build their pool of Learning Destinations from there - the
'pebble-in-the-pond' approach. As far as their own learning
provision is concerned, validation in existing local CUs can take
place as and when learning activities occur; typically therefore
all local CU provision should be validated within a 12 month period
from becoming active.
Once the validation process has been completed and the outcomes
agreed, the CU 'Learning Destination Summary Sheet' (from
the Planning for Learning document) will be completed and
published on the national Children's University website. Children
and parents can then access a national bank of public Learning
Destinations to visit after school, during school holidays or
weekends. By being able to exercise choice as to where to use the
Passport To Learning the child will be developing in to a
more independent learner.
Participation in the Learning Destination process is a
part of the membership criteria of the national Children's
University.
Planning for Learning validators will have been
accredited by the national Children's University following their
participation in a national CU training programme. The training has
been designed with the support of Professor John MacBeath and his
team from the University of Cambridge. Planning for
Learning validators will be issued with a national Children's
University certificate which entitles them to validate learning
provision locally on behalf of the national CU and award
Learning Destination status. The certificates are linked
to the national membership status of the local Children's
University.
A national register of Planning for Learning validators
by local CU will be retained by the national Children's University
for quality assurance purposes and to share resources and good
practice. Continued professional development will be made available
to Planning for Learning validators annually as a
Planning for Learning 'service'.
If you wish to purchase a copy of Planning for Learning
then please contact the national CU office.
Planning for Volunteering
Planning for Volunteering is aimed at the age 15+ and
is the national guide to CU Volunteering. The idea of CU
Volunteering was developed in partnership with University of
Plymouth, Staffordshire University and the national Mentoring and
Befriending Foundation and introduced in 2011, The aim of
Planning for Volunteering is for Children's University
alumni at local level to become Children's University Volunteers.
The scheme is partnered with the volunteering section of the Duke
of Edinburgh Award scheme.
- To read the CU Volunteering info leaflet, please click here
- To view the CU Volunteering presentation, please
click here
Planning for Excellence
Planning for Excellence, the organisational quality
assurance tool has been developed in partnership with Quality in
Study Support (QiSS) and Canterbury Christ Church University, to
provide a rigorous approach to the accreditation of local CUs'
organisational structure and development. Planning for
Excellence is based on the national publication 'Extending
Learning Opportunities: A framework for self-evaluation in study
support'.
The Planning for Excellence process focuses on the
organisational and structural quality assurance and includes policy
and adherence to statutory requirements such as safeguarding
children.
Planning for Excellence is distinctly different from
Planning for Learning in that it focuses on the
organisation (and its systems and structures) that is the local
Children's University whilst Planning for Learning
concerns itself with what children learn and how good it is i.e.
the quality assurance of the learning (and its processes and
outcomes). In the overall quality assurance framework the two
complement each other.
