Pupils would be able to choose what they study, ask each other for help in answering questions, mark their own work and grade their teachers’ performance under ambitious government plans to tailor education to the needs of individual children and young people.

Traditional grades or marks would go, to be replaced by “feedback”, where the teacher would suggest what steps a pupil could take to improve performance. Pupils would be entered for exams as soon as they were ready to take them, rather than wait until they reached a certain age.

Catch-up classes for those who trail behind and extra tuition for the brightest pupils are also recommended in a review of personalised learning published today.

The review, written by Christine Gilbert before her recent appointment as head of Ofsted, sets out the Government’s vision for schooling by 2020. It aims to stop some children falling behind by replacing a “one size fits all” approach to teaching with one designed to fit the needs of each child.

At the centre is a relentless focus on “keeping up”, through regular assessments and individual target-setting. This could involve grouping children according to attainment, not age. There would also be surveys of pupil and parental satisfaction to ensure a shared understanding of each pupil’s goals.

Alan Johnson, the Education Secretary, emphasised that personalised learning did not involve teaching each child differently. It meant involving each child in its own learning.

He said: “Many disadvantaged pupils are bright and talented but lose interest or motivation. We need to make sure that no one is left behind at any point — from the most gifted and talented children at the top of the class to the uninterested child at the back.”

Jim Knight, the Schools Minister, said that the personalised classroom would look very different. “[It] might involve ‘traffic-light cards’ to show if they are confident they understand — and asking those who show ‘green’ to explain to those who show ‘red’,” he said.

Personalised learning has long been an objective, and one that has become more urgent with the widening of the gap between pupils who perform best and worst. Yet the focus on standards, national testing and the perceived inflexibility of the national curriculum have made it difficult to achieve.

Today’s report notes that “many pupils still report that their experience of school is marked by long periods of time listening to teachers or copying from the board or a book”.

It suggests “learning conversations” with teachers so that pupils get into the habit of thinking about their learning and how to make progress. It also suggests that all pupils be allocated a “learning guide” — a teacher or classroom assistant to monitor their progress.

Teaching unions gave the report a guarded welcome. Chris Keats, of NASUWT, warned ministers against the development of an “overly bureaucratic processes” to put personalisation in place.

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