1. INTRODUCTION 1.1 The purpose of these guidelines is to assist awarding bodies in interpreting the Criteria for accreditation of specialised Diploma qualifications at levels 1, 2 and 3 (QCA, 2006) in relation to Personal, Learning and Thinking Skills (PLTS). 1.2 The aim is to support consistency across awarding bodies in making explicit the learning and assessment opportunities for PLTS in Diploma specifications, and in developing appropriate support and guidance materials, whilst maintaining the character and intent of each line of learning. 1.3 Part 2 of these guidelines is structured to provide information relating to the criteria on Personal, Learning and Thinking Skills from section 9.2 of the Criteria for accreditation of specialised Diploma qualifications at levels 1, 2 and 3 (QCA, 2006). Part 3 highlights key aspects of delivering PLTS to inform awarding body guidance to centres. 2. Guidelines on what is required to meet the accreditation criteria 2.1 The framework of Personal, Learning and Thinking Skills 11-19 (QCA, 2006) comprises six groups of skills: team workers; self managers; independent enquirers; reflective learners; creative thinkers; and effective participators. For each group of skills there is a focus statement that identifies the main personal, learning and thinking skills for each group and a set of outcome statements which provide further detail. 2.2 In developing Diplomas at each level, awarding bodies will need to be clear about, and follow, Diploma Development Partnership (DDP) guidance found in Lines of Learning Statements of Content on PLTS in order to meet expectations in terms of the character and intent of the individual lines of learning. Where any issues arise, for example in terms of delivery, awarding bodies should discuss these issues directly with the DDP. 2.3 It should be noted that time for the application of PLTS written into the respective units (i.e. as learning outcomes and associated content) is covered by the GLH allocated to principal learning. The 60GLH allocated as part of generic learning, to specifically support the learning and development of PLTS at each level of Diploma, are not contextualised: they are to be used for teacher-supervised or directed activities to specifically enable learners to be taught, understand, self-assess and plan the development of PLTS. 9.2.1 The Diploma qualification must require opportunities to develop and apply all six personal, learning and thinking skills within principal learning. Further opportunities may be offered in work experience and the project. Criteria for accreditation of specialised Diploma qualifications at levels 1, 2 and 3 (QCA, 2006) 2.4 Account should be taken of DDP guidance on: potential opportunities for developing and applying each of the six PLTS within principal learning, the project and work experience the emphasis to be placed on individual PLTS in terms of particular sector needs.
2.5 As a priority, awarding bodies will need to ensure that there are sufficient opportunities written into principal learning for both the development and application of each of the six PLTS, and any additional skills identified by the DDP; it is likely that more than one opportunity per skill will be required to allow for the maturation of skills. 2.6 Further opportunities for developing and/or applying some of the PLTS (for example, skills in independent enquiry, self-management) may be identified in the project as contributing to meeting the project assessment objectives. However, care should be taken to avoid overloading the project with additional requirements. 2.7 Work experience may also be identified as providing additional opportunities for developing and/or applying some of the PLTS. Further information on the operating rules for work experience will be published separately. 9.2.2 The Diploma qualification at each level must: a) be accompanied by copies of the personal, learning and thinking skills framework Criteria for accreditation of specialised Diploma qualifications at levels 1, 2 and 3 (QCA, 2006) 2.8 The Framework is attached at Annex A. Although each group of skills is distinctive and coherent, the groups are also interconnected. It is likely that skills from more than one group will be relevant in any one learning experience. Also, in order to acquire and develop PLTS, learners will need opportunities to apply them in a range of different contexts. 9.2.2 The Diploma qualification at each level must: b) summarise the full range of opportunities for developing and applying personal, learning and thinking skills so that learners can plan and review their achievement. Criteria for accreditation of specialised Diploma qualifications at levels 1, 2 and 3 (QCA, 2006) 2.9 Identification of PLTS, for example by using a separate table providing an overview of where PLTS have been integrated, may be useful as a stage in qualification development, and for later use by curriculum designers. However, past experience of other suggests that this method is of limited use, in itself, to be helpful to learners and deliverers. Learners will need more detailed information to support their planning and reviewing. 2.10 Awarding bodies may consider providing an index of personal, learning and thinking skills that includes a short description of each group of skills tailored to the respective Diploma and references to the contexts in which individual PLTS may be developed and applied, i.e. specific principal learning units and, where relevant, the project or work experience (please see section 2.7). Learners (and those supporting planning and reviewing) may also benefit from brief examples being given of skill opportunities in each context. This document could be further developed as a tool, paper-based and/or electronic, for supporting the recording of outcomes from planning and reviewing PLTS. Awarding bodies are advised to seek out and utilise internal expertise for this, particularly personnel who have been involved in Key Skills and employability related provision. 9.2.2 The Diploma qualification at each level must: c) support the achievement of personal, learning and thinking skills as appropriate to the level of the Diploma. Differentiation between the levels must be determined by: - the amount of support a learner is given; - the degree of sophistication of the skills used; - the level of demand of the task, problem or context in which these skills are applied. Criteria for accreditation of specialised Diploma qualifications at levels 1, 2 and 3 (QCA, 2006)
2.11 Units of principal learning should include clear and appropriate integrated opportunities for PLTS within the learning outcomes and associated content. PLTS must be designed in from the outset, not mapped in as an adjunct. 2.12 PLTS should influence the way principal learning units are written. Many of the statements of each skill set are sequential in nature and to miss one or two out may weaken the experience, for example independent enquirers move through a sequence of identifying questions to answer planning and carry out research and so on, to reach conclusions. 2.13 Developing principal learning units with integrated PLTS is an iterative process based on a number of steps. Awarding bodies will need to: - refer to DDP guidance on PLTS identified as relevant to the topic(s), or aspects of topic(s), to be addressed by each principal learning unit - consider how PLTS may impact on the specification of learning outcomes and associated content, i.e. what learners must do and how they must do it to achieve each principal learning unit - write in the relevant personal, learning and thinking skill(s) in drafting the appropriate learning outcome(s), referring to wording from the skills framework as a guide: e.g. within a unit on exploring the potential of technology, a creative thinker skill, could be written into a principal learning outcome as: generate ideas for innovation and explore possibilities for technology-aided solutions using thoughtshowering techniques. - review principal learning units to check the spread of opportunities for all six PLTS, and any additional skills identified by the DDP as particularly relevant to their sector(s), and the extent to which learners experience of PLTS is likely to be coherent. It may be useful here to begin drafting the document to be provided to support learners in planning and reviewing their PLTS - consult with the DDP as appropriate to address any gaps in coverage to ensure there are sufficient opportunities to both develop and apply each of the six PLTS - highlight in each unit the PLTS covered - stakeholders must be able to see where PLTS occur. Examples of approaches, methods and activities that support the application of PLTS could also be included in unit guidance, e.g. opportunities for collaborative work, the potential contributions of work experience and/or other employer inputs. 2.14 Specification of PLTS within the project should be informed by DDP guidance and by the project assessment objectives; these relate readily to some of the PLTS, but need to be reflected in project learning outcomes and assessment criteria at unit level. 2.15 Learning outcomes and associated content (tasks, problems, contexts) will provide a guide as to the levels of sophistication and demand for PLTS. For example, at level 3 it is to be expected that critical analysis of information would be a strong feature. There may also be DDP advice on the degree of support that is appropriate for learners in a particular line of learning at each Diploma level. 9.2.3 At all levels of the Diploma, principal learning must include all six personal, learning and thinking skills. These should be integrated as a minimum within the assessment criteria for principal learning to explicitly recognise the application of these skills in sector-related contexts. The coverage of personal, learning and thinking skills must be reported in the Diploma transcript Criteria for accreditation of specialised Diploma qualifications at levels 1, 2 and 3 (QCA, 2006) 2.16 PLTS are assessed within principal learning. Further opportunities for recognising some personal, learning and thinking skills are available within the project, linked to project assessment objectives. 2.17 Writing relevant PLTS into principal learning outcomes and associated content will inform the drafting of assessment criteria. It will be important that the assessment criteria reflect the need to assess the application of PLTS.
3. Awarding Body s guidance to centres on PLTS 3.1 Awarding body guidance needs to show ways in which delivery of Diploma content can enhance, holistically, the opportunities provided to develop and apply all six PLTS, to support applied learning and successful attainment of the Diploma and employability. 3.2 In providing Diploma guidance, awarding bodies must aim to ensure that centres: - fully understand the importance and relevance of personal, learning and thinking skills to sector-related and wider contexts - understand the importance of PLTS in meeting the achievement objectives for Diploma planning and reviewing - can realise in practice the opportunities for developing, applying and assessing all six personal, learning and thinking skills within principal learning and, where appropriate, the project and work experience - are fully aware of the resources needed - know that, in addition to time allocated to principal learning and the project, 60GLH at each level of the Diploma have been allocated for teacher-supervised or directed activities to specifically enable learners to be taught, to understand, self-assess and plan the development of PLTS - fully understand that the effective development of PLTS is not a one-off event but a process that involves providing opportunities for learners to: become familiar with PLTS and their importance to quality performance, e.g. through explicit planning and discussion of skills, including identifying skills they already have and those they need to develop learn skills through various tasks and interventions practise skills through a variety of different activities reflect on and review their skills development, informed by constructive feedback that includes advice on ways to improve apply skills in a range of different and new contexts, as appropriate to the level of learning involved. 3.3 Awarding bodies may consider offering examples of approaches to teaching and learning, activities and methods that promote and support the learning, development and application of PLTS, for example, active learning or problem-based learning methods, collaborative approaches such as coaching or group challenges. Examples could also be given of ways in which local partners, for example work experience providers, could contribute opportunities for developing and applying skills in real work tasks and activities. If any Awarding Body has any enquiries in relation to PLTS within the Diplomas please contact: Rachel Davey Development Manager 020 7509 5795 daveyr@qca.org.uk Alternatively for general enquiries relating to the the PLTS Framework please contact: Dylan White Employability and Enterprise Manager 020 7509 5768 whited@qca.org.uk
A FRAMEWORK OF PERSONAL, LEARNING AND THINKING SKILLS 11-19 The framework comprises six groups of skills that, together with the functional skills of English, mathematics and ICT, are essential to success in learning, life and work. The skills are generic and are applicable across all learning throughout the 11-19 age range. They are equally important to all learners, irrespective of the setting, and support young people's employability. The titles of the six groups and the skills and personal qualities they comprise are set out below: Independent enquirers Creative thinkers Reflective learners Team workers Self managers Effective participators For each group there is a focus statement that identifies the main personal, learning and thinking skills in that group. This is followed by a set of outcome statements that are indicative of behaviours and personal qualities associated with each group of skills. Each group of skills is distinctive and coherent. The groups are also inter-connected. Learners are likely to encounter skills from several groups in any one learning experience. For example an Independent enquirer would set goals for their research with clear success criteria (Reflective learner) and organise and manage their time and resources effectively to achieve these (Self-manager). In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking responsibility and perseverance, learners will need to apply skills from all six groups in a wide range of learning contexts 11-19.
The Skills Independent enquirers Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences of decisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance and value consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions, using reasoned arguments and evidence Creative thinkers Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. generate ideas and explore possibilities ask questions to extend their thinking connect own and others ideas and experiences in inventive ways question own and others assumptions try out alternatives or new solutions and follow ideas through adapt ideas as circumstances change
Reflective learners Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. assess themselves and others, identifying opportunities and achievements set goals with success criteria for their development and work review progress, acting on the outcomes invite feedback and deal positively with praise, setbacks and criticism evaluate experiences and learning to inform future progress communicate their learning in relevant ways for different audiences Team workers Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form trusting relationships, resolving issues to reach agreed outcomes. co-operate with others to work towards common goals reach agreements, managing discussions to achieve results adapt behaviour to suit different roles and situations show fairness and consideration to others take responsibility, showing confidence in themselves and their contribution provide constructive support and feedback to others
Self-managers Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self- improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance organise time and resources, prioritising actions anticipate, take and manage risks deal with competing pressures, including personal and work-related demands respond positively to change, seeking advice and support when needed Effective participators Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. discuss issues of concern, seeking resolution where needed present a persuasive case for action propose practical ways forward, breaking these down into manageable steps identify improvements that would benefit others as well as themselves try to influence others, negotiating and balancing diverse views to reach workable solutions act as an advocate for views and beliefs that may differ from their own