Guidance notes for Learning Log C
(These notes need to be read in conjunction with the Learning Log for adults with
The Learning Log is a resource:
to assist in planning learning, so that all learners have an equal opportunity to
to involve the learner in the planning and recording of their learning
to ensure that all aspects of the ‘learning journey’ have been carefully considered
to support the rich and varied way learning is recognized, recorded and
to ensure we have asked and have a clear record of how the learner would like to
be supported as they learn and develop skills
The Learning Log for adults with learning difficulties includes:
PART ONE – Can be used throughout the academic year
Initial assessment of how ‘you like to learn’, ‘support needs’ and ‘interests and
hobbies’. Changing support needs are identified and recorded as learner’s skills
and confidence grow.
PART TWO – to be completed for each course (each enrolment)
Key information about the course including course aim
Initial assessment of competence and confidence in group learning outcomes
Identification of personal learning goals
Recording work undertaken during the course – record key achievement steps or
make an entry each session
Evaluation of progress and achievement during the course
Final course review to include ‘what next’
Learners will need very varying levels of support to engage in this process. The aim is
to engage all learners, as fully as possible in the planning, recording and evaluation of
their learning. Tutors and ‘supporters’2 will use their professional judgement regarding
the level of learner participation in the actual written aspects of using the log.
Information in the log will need to be explained in different ways to meet the varying
skills and abilities of the learners. For example, some learners will be able to add written
the Learning Log is definitely not a replacement for other ways to recognize, record and celebrate learning. There
is a place on the Learning Log to record the use of resource books, exhibitions, photographs, audio recordings etc.
These are extremely effective ways to capture learning and are very meaningful to all learners.
a wide range of support can be offered to learners. It may be a support worker employed by the Provider (Art
Assistor, Tutor Assistor), carer (from the learner’s home or day centre), volunteer (work experience, volunteer from
the Provider/partner organisation). The term ‘supporter’ covers all above support.
comments themselves to the Learning Log, with some assistance, whilst for other
learners, it will be more appropriate for a ‘supporter’ to write in information on behalf of
All learners must use the Adult Education in Gloucestershire Learning Logs. This
decision has been made to bring clarity to contractual obligations and ensure that no key
aspect of the ‘learning journey’ is omitted.
Tutors will decide on the most appropriate Learning Log for each learner. This Learning
Log is specifically designed for adults with learning difficulties. However the main
Learning Log (A) can be used if felt more appropriate.
Whilst no aspects of the Learning Log can be removed tutors can add extra space or
Any confidential information about ‘need to know’ health, social and cultural
issues, plus emergency contact numbers will be kept separately in tutor file.
Emergency contact details need to be updated as necessary.
The Learning Log will be retained by the tutor between sessions and is for the learner to
keep at the end of the course. Some Learning Logs will be collected for moderation and
this may involve photocopying.
NOTE Permission form for the taking of photographs can be found in the Learner
Handbook. One copy of this signed form should be kept by the learner and the second
copy detached from the Learner Handbook and stored by the tutor in their course file.
How to complete the Learning Log:
Appropriate support must be given to learners throughout (see notes above). Ensure
sufficient time is allocated for this work when planning the lesson. Make it an integral
part of the course. Learning support workers/Art Assistors, volunteers and carers can
play a key role here. Before involving a carer accompanying a learner it is important to
establish the role of the carer. It may not be appropriate for a carer to be involved in this
aspect of the learner’s life. A carer may be present to offer a very specific support need.
The Learning Log has two parts. Part One has information about support needs and
previous learning and can be added to throughout the academic year. Part Two needs
to be completed for each course studied.
Before first lesson
add course aim, venue etc. to front page of Learning Log.
either finalize group learning outcomes before the first session or take a draft to
first session and finalize after meeting learners on first session. Photocopy a log
for each learner when group learning outcomes are finalized. It is essential that
the group learning outcomes are SMART and meaningful to learners.
First and Second lesson
explain purpose of Learning Log to learners (and ‘supporters’)
Start to add information to Part Two of Learning Log, including
- previous learning, interests and hobbies.
- start to identify support needs and ‘how you like to learn’
This information can be built up over the academic year, noting changing support needs
as independent learning skills develop or situations change. However it is important to
keep Part One of the Log up to date and information is used to plan individual learning.
It will provide key information on how we can narrow the achievement gap, by looking at
how a learner would like to be supported to learn.
Explain ‘what we will all be learning’ refer to the group learning outcomes and
that we will be able to add our own personal goals. This explanation will be
supported by examples, demonstrations books and pictures etc.
Initial assessment: Learners, or when more appropriate, their ‘supporter’, will
tick and date ‘this is new’ ‘I am making progress’ or ‘I can do this’ to identify each
learner’s ‘starting point’ relating to the group learning outcomes. It will be
necessary to devise imaginative ways to carry out initial assessment. Examples,
demonstrations, practical work, slide shows etc. could be the key to finding out
each learner’s previous experience/skills in the topics/techniques being studied.
add learners’ personal goals. Personal goals can be added at any point during
the course and are likely to evolve as learning takes place. They may be
identified towards the end of the course and would then contribute to what the
learner might like to learn next.3 Personal goals may be significant steps towards
developing independent study skills, such as ‘washing my own paint brushes’ to
‘bringing an apron and pencil case to my class’. It is totally appropriate to
suggest a personal learning goal, when you get to know the learner and can
suggest a skill that they may like to ‘go for’, such as taking part in a role play,
speaking up in a group discussion. Some learners may have ambitious goals and
these can be broken down into smaller steps. Discussing possible personal goals
is at the heart of differentiation and making the learning a great experience for the
Recording progress and achievement of group learning outcomes and
personal goals: As progress is made, learners, who are able, will tick and date
both the group learning outcomes and their personal learning goals as they make
Many learners are likely to need help to choose a personal learning goal. Observation and discussion may identify
an idea. It is appropriate to make suggestions. Skills that will assist the learner in their future studies would be most
appropriate here. For example ‘remember to bring along my Studies File’, ‘arrive to my class on time’ or ‘clear away
resources at the end of the session’ ‘work in pairs to explain ....’ ,‘follow instructions to mix secondary colours’. These
are likely to be personal learning goals as each learner will have different skills to develop.
progress/achieve. This is done to mark milestones of achievement. Appropriate
support will be given to each learner to record their progress. It may be
appropriate to record this on their behalf.
Record of work - this can include what has been done/reflective comment (what
went well etc.) and plans for the next session. Use it to make a useful
communication diary of learning. This record will be very useful, especially when
‘supporters’ change from week to week.
Note other ways which progress and achievement are captured, such as resource
books, photographs, learner notes (audio/drawn and written).
Use Part One of the Log to update learner support needs as skills and confidence
develop. Encourage learners to set new challenging individual learning goals.
End of course
Learner, tutor and ‘supporter’ will work together to complete the end of course
review. Learners, will, of course, require a very varying amount of support to
review their learning. It may well be based on observation of the learner and
written on their behalf. This is the section where any Advice and Guidance is
noted with possible plans/ideas for ‘what next’.
If learners are encouraged to keep a ‘Studies File’, Learning Logs can be taken to future
learning opportunities. This continuity and clarity will assist the learner to build on
previous learning. It will be a useful tool to plan future learning. The Studies File will be
a tool for learners to describe (by showing) their previous learning and achievements.
Building up a ‘Studies File’ will, of course, is optional but tutors can show examples and
explain the benefits. The ‘Studies File’ could include, photographs, certificates of
achievement and completed Learning Logs.
During the lesson the Learning Logs need to be available to the tutor, ‘supporter’ and
learner. However, the log is to support, not dominate, learning activities. Careful
consideration will need to be given to practical decisions regarding where logs are
placed during sessions.