Personal Learning

Personal Learning

Structure of the domain

Stages of learning

National Statements of Learning

Pathways to VCE, VCE VET and VCAL



Learners are most successful when they are mindful of themselves as learners and thinkers within a learning community. The Personal Learning domain focuses on providing students with the knowledge, skills and behaviours to be successful, positive learners both at school and throughout their lives. They are supported to develop the confidence and ability to be adaptive and take an active role in shaping their own futures in a world of constant change.


Students can learn many things by will and effort, particularly if they see that the learning is relevant; however, the learning of students is enhanced when they are supported to develop intentional strategies that promote learning. They need to understand what it means to learn, who they are as learners and how emotions affect learning. They also need to develop skills in planning, monitoring and revising their work, and reflecting on and modifying their learning practices.


Consequently, as students progress through school they need to be encouraged and supported to take greater responsibility for their own learning, their participation in learning activities and the quality of their learning outcomes. They need to develop a sense of themselves as learners and develop the knowledge and skills to manage their own learning and emotions. As they do this, they move from being supported learners to autonomous learners.


Students learn to seek and use feedback from their teachers to develop their content knowledge and understanding. They also learn to seek and use feedback from their peers and draw on other members of the community who may provide feedback, knowledge and advice about skills that support their learning. They need to develop the capacity to reflect on their learning in systematic ways.

This domain supports the development of autonomous learners, with a positive sense of themselves as learners, by providing all learners with the knowledge, skills and behaviours to:

  • develop an understanding of their strengths and potential
  • seek and respond appropriately to feedback from their teachers, peers and other members of the community
  • develop skills of goal setting and time and resource management
  • increasingly manage their own learning and growth by monitoring their learning, and setting and reflecting on their learning goals
  • learn to understand and to manage their own emotions
  • develop resilience and dispositions which support learning
  • recognise and enact learning principles within and beyond the school
  • prepare for lifelong learning.

The achievement of these outcomes requires the creation of a school and classroom culture, where all students are respected and valued as individuals with the capacity to learn and think, and where self-regulated effort in learning is promoted.

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