Having set the scene by establishing what is meant by ‘independent learning’, outlining the complexities that surround both the concept and the practice, noting its importance in the lives of Sixth Formers, in particular, and demonstrating the pivotal nature of information literacy in independent learning, I should now like to address a series of issues that need to be considered by any reader intent on designing a course for Sixth Formers that is meant to foster independent learning skills. The main matters on which decisions must be reached are outlined in the checklist of questions at the end of the chapter. The phrasing of the questions is deliberately broad so as to ensure they are relevant to a wide range of readers, irrespective of the peculiarities of their own situation. Educators can then use the questions to guide their thinking when devising a programme that is uniquely theirs. The material that follows in subsequent chapters covers a diversity of tools and strategies. It is not envisaged that the educator will necessarily adopt every one. Indeed, anybody who reads about all of them in rapid succession may believe that to incorporate each seems like overkill, especially if their main duties lie in other – unrelated – areas and responsibility for Sixth Form independent learning forms a relatively minor area of their work. The purpose of the book lies in highlighting options that are available to the reader; it is left up to them to decide how – or indeed if – they will use them.

Aims of the teaching

Typically, Sixth Form teaching programmes created to promote independent learning take place when the targeted students are starting Year 12 (and are sixteen years old). At this point, they are making the transition from a GCSE mindset to an appreciation of what will be required of them in the next two years. It is likely that the programme will be underpinned by three basic ‘use’ aims. They are listed here in priority order and relate to the essential utility of the course.

• 1 To enable students to cope with the challenges posed by independent learning in the Sixth Form.

• 2 To help them prepare for what will be expected of them in the next stage of their education, at college or university.

• 3 To lay the foundations for effective lifelong learning.