Extending learning opportunities: a framework for self-evaluation in study support

Wilson, D., Moore, J., Gammie, H., Kirwin, T. and Leith, L. (2009) Extending learning opportunities: a framework for self-evaluation in study support. Department for Children Schools and Families: Department for Children Schools and Families.

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The Extending Learning Opportunities (ELO) framework for self-evaluation in study support is a tool for quality assurance of the learning opportunities for children and young people outside of normal lesson time. It is a revised and updated version of the Study Support Codeof Practice first published in 1998 and revised in 2004. It provides a framework for schools, clusters of schools, Playing for Success (PfS) centres, Higher Education Institutions (HEIs) and organisations such as libraries, museums and galleries, theatres and youth and community projects that offer structured learning programmes to young people, to extend and enhance their provision and so to improve their outcomes. It is based on self–evaluation and sets out criteria against which schools, HEIs and other organisations, including employers involved in supporting the 14 -19 Diplomas, can review their extended provision, the planning and practices

For both types of organisation it provides a structure to shape reflection and to develop meaningful dialogue between users (children, young people and parents/carers), staff (teachers, coaches, instructors, volunteers) and managers
(head teachers, governors, directors, trustees) around three key issues:
• Why are we doing this – and should we be doing something else?
• How can we improve what we are doing?
• How do we know if we are being effective (and efficient) in doing these things?

Item Type: Book
Subjects: L Education > L Education (General)
Divisions: pre Nov-2014 > Faculty of Education > Professional Development > Quality in Study Support and Extended Services
Related URLs:
Depositing User: Mr Ian Durrant
Date Deposited: 25 Jan 2013 16:59
Last Modified: 19 Aug 2015 12:22
URI: https://create.canterbury.ac.uk/id/eprint/10705

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Last edited: 29/06/2016 12:23:00