2.2 Describe different learning activities and resources that can be used to promote personalised learning including development of learners’ language skills

This guide will help you answer 2.2 Describe different learning activities and resources that can be used to promote personalised learning including development of learners’ language skills.

Personalised learning means adapting activities and resources to meet the needs, interests and learning styles of each learner. The aim is to help every learner make progress in a way that suits them best. This approach recognises that learners have different abilities, cultural backgrounds, preferences and language skills.

Supporting learners in this way can involve adjusting pace, changing teaching methods, or introducing materials that connect with their interests. It places the learner at the centre of the process, making learning more engaging and effective.

To promote personalised learning effectively, it is important to understand both the available learning activities and the resources that can help. These tools can be combined to support language development for learners of varying ages and abilities.

Individual and Small Group Activities

Breaking learning down into individual or small group sessions allows closer attention to each learner’s needs. This helps to create a safe environment for asking questions and practising skills.

Examples include:

• Reading Circles where small groups read aloud and discuss the meaning of text
• Paired Writing Exercises to offer mutual support and feedback
• Targeted Spelling or Vocabulary Games based on the learner’s current level
• Phonics-based Activities for those developing basic reading skills

This structure allows quicker recognition of learners who need extra help with language skills such as pronunciation, sentence structure or word recognition.

Interactive and Practical Learning

Active participation increases motivation and helps learners retain new knowledge. Activities can be designed to provide hands-on experience and sensory engagement.

Examples:

• Role Play which lets learners practise communication and social language skills in realistic scenarios
• Science Experiments where learners write observations, improving technical vocabulary and sentence building
• Maths in Real Life Tasks such as measuring ingredients for a recipe, encouraging discussion and calculation in context
• Problem-solving Challenges where teams must plan, negotiate and record steps

Practical tasks help learners understand new vocabulary through context and repetition. They also create opportunities for spoken interaction and peer support.

Technology-based Activities

Technology offers flexible ways to adapt learning to individual needs. Careful selection matters so that the focus is on learning rather than distraction.

Ideas include:

• Educational Apps for reading comprehension, phonics practice and vocabulary building
• Online Quizzes that adjust difficulty according to the learner’s responses
• Interactive Whiteboard Exercises involving moving objects, matching words and images, or completing sentences
• Digital Storytelling Tools where learners create audio-visual stories to share with peers

Technology can provide instant feedback, which helps learners track progress. For language development, tools such as speech-to-text programs or listening exercises aid pronunciation and listening skills.

Arts and Creative Practice

Creative outlets are effective for engaging learners who benefit from visual or kinaesthetic approaches. They promote expression, which supports language growth.

Examples:

• Drawing or Painting to Represent New Vocabulary by linking images to words
• Drama Workshops that allow learners to write scripts and act out scenes
• Music-based Activities that use song lyrics to practise reading and comprehension
• Story Creation from Visual Prompts where learners describe and narrate their own stories

Creative tasks can reduce anxiety when speaking or writing, making it easier for learners to practise without fear of mistakes.

Literacy-focused Resources

Language skills are built through exposure and practice. Resources should be suited to the learner’s reading level and interests.

Some useful options are:

• Levelled Reading Books that match the learner’s current skill
• Word Cards to support spelling and reading fluency
• Sentence Builder Boards that allow learners to construct correct sentences from word sets
• Bilingual Dictionaries for learners whose first language is different from English
• Reading Comprehension Worksheets adapted to individual ability levels

These resources give structure to language learning while allowing room for flexibility depending on the learner’s responses.

Speaking and Listening Activities

Practical speaking and listening work encourages learners to communicate with confidence. These skills influence reading and writing ability over time.

Examples include:

• Peer Interviews where learners practise question form and active listening
• Storytelling Sessions using personal, cultural or imaginative themes
• Debates and Discussions on familiar topics to practise forming opinions and supporting them
• Audio Recording Tasks to help learners hear and evaluate their spoken language

Speaking and listening activities often build confidence quickly, which motivates learners to take more risks with reading and writing.

Games and Play-based Learning

Young learners respond well to play, and older learners can benefit from structured games that make learning engaging. Games give repetition without feeling repetitive.

Examples:

• Board Games adapted with cards containing vocabulary or topic questions
• Word Bingo to reinforce recognition and spelling
• Memory Games using picture cards and matching them to written words
• Language Quests or Treasure Hunts where learners follow written clues to reach a goal

Games can be competitive or cooperative depending on the learner’s preference. They are effective for recall practice and understanding new language through repeated exposure.

Cultural and Community Resources

Including cultural and community elements in learning helps learners connect with content meaningfully. This is important for those from diverse backgrounds.

Suggestions:

• Inviting Community Speakers who share stories and ideas in accessible language
• Visits to Local Landmarks where learners produce written or oral reports
• Using Cultural Artefacts and Photos to prompt discussion and vocabulary practice
• Community-based Projects that involve interviewing or gathering information from others

These activities promote language skills in real-world contexts and provide opportunities for cooperative learning.

Assessment-linked Activities

Assessment in personalised learning should focus on guiding next steps rather than only marking achievement. Simple activities can highlight needs without creating pressure.

Examples:

• Short Reading Checks to gauge comprehension
• Spelling Tests with Follow-up Practice on missed words
• Oral Explanations of Concepts to track speaking development
• Self-assessment Sheets where learners reflect on their confidence in language use

Using assessment in a supportive way helps to pinpoint progress areas and focus future learning tasks.

Combining Activities and Resources for Personalisation

One activity alone may not meet all learning targets. Combining approaches can improve effectiveness.

An example might be:

1. Start with a short video introducing key vocabulary.
2. Follow with a group discussion to practise speaking.
3. Use printed vocabulary cards for matching and spelling tasks.
4. End with a creative writing activity based on the video topic.

This structure allows learners to encounter language in multiple formats. The repetition across different contexts strengthens learning and retention.

Adapting for Different Learning Styles

Learners often prefer one or more learning styles, such as visual, auditory or kinaesthetic. Delivering activities that match these preferences increases engagement.

• Visual learners may benefit from diagrams, charts and colourful text displays.
• Auditory learners gain from discussion, recording and listening tasks.
• Kinaesthetic learners need movement-based activities such as role play or sorting tasks.

Recognising learning style means selecting or adjusting resources to make learning more accessible for each person.

Language Skills Development in Context

Language skills grow faster when connected to real situations. For example, teaching measurement vocabulary during cooking activities helps learners understand both meaning and application.

Repeated use of new words in different contexts boosts retention. For learners who need extra help, pairing them with a peer during such tasks offers support and encouragement.

Language can also be reinforced during activities unrelated to formal literacy lessons. Casual conversation during art projects or sports activities contributes to skill growth.

Supporting Learners with Additional Language Needs

For learners whose first language is not English, additional strategies can help bridge gaps.

Ideas:

• Using visual aids for instructions
• Giving key vocabulary lists before a lesson
• Speaking slowly and clearly, avoiding idioms that can confuse
• Encouraging use of bilingual support where appropriate
• Allowing extra time to process written or spoken information

Resources such as picture dictionaries and translation tools can be given for independent use. Personalising these to the learner’s interests makes them more engaging.

Role of the Learning Support Worker

Those in supporting roles can adapt materials, explain instructions in simpler terms, and model correct language use. Observing the learner’s responses helps spot areas needing attention.

Learning support workers often:

• Provide 1-to-1 support during reading and writing tasks
• Reinforce learning using different activities to match the learner’s style
• Celebrate small achievements to build confidence
• Offer gentle corrections during speaking activities

This presence can help learners feel safe to practise language without fear of failure.

Final Thoughts

Personalised learning is about making education fit the learner, not the other way round. It works best when a mix of activities and resources is available, allowing flexibility and adaptation. By choosing methods that suit each learner’s ability and preference, language skills can grow steadily and confidently.

There is no single perfect activity for all situations, but by combining individual support, interactive learning, creative projects and appropriate technology, we can create effective opportunities for language development. For learners who struggle, patience and consistent exposure to language are key. Over time, personalised approaches lead to better engagement, deeper learning and improved communication skills.