Case study
PLTS:
Food for thought
Ian Duckett from the Learning and Skills Network worked with Lewisham College to develop its approach to
Personal, Learning and Thinking Skills. He explains how they tackled this crucial aspect of Diplomas
ODAY, 14 to 19 providers • Creative thinkers. Lewisham’s PLTS resource comprises three
T
are increasingly committed to • Refl ective learners. parts: PLTS at Lewisham College, the QCDA
supporting all learners, and those • Team workers. PLTS Framework, and the recording of PLTS.
of their partners, to develop • Self-managers. T_h is resource was summarised for learners
and enhance their Personal, Learning and • Eff ective participators. at the college, which explained the above
T_h inking Skills (PLTS). In the PLTS Framework, each skill group information and detailed the six PLTS.
PLTS are skills which support learners has a focus statement that identifi es the main T_h e student summary said: “T_h roughout
to build their achievements, increase their skills associated with the group. T_h is focus is your time at the college, you will be given
attainment, and ensure their progression. then further elaborated upon and illustrated opportunities to demonstrate and record
Lewisham College is a large inner-London by a set of outcomes that are indicative of how, where and when you use these skills.
further education college serving a diverse and behaviours and personal qualities associated Your teachers and lecturers will encourage
multicultural population, and Diplomas are with the skill group. you to participate in teams and to work
one of 400 vocational and educational courses Although each skill group is distinctive independently to enquire, refl ect and create.
on off er at the centre. and coherent in itself, the groups are also “Using the Lewisham College PLTS
T_h is is how a recent staff development interconnected. As such, learners will documentation, you will be given time to
project at the college tackled the challenge of encounter and demonstrate skills from more record your demonstration of PLTS and your
PLTS within the Diploma. than one group at any one time. teachers and lecturers will validate or verify
Initial research was conducted into the T_h roughout their learning experiences, these demonstrations where appropriate.
Qualifi cations and Curriculum Development learners should be given opportunities to You will further be given the opportunity
Agency’s (QCDA) Framework of Personal, demonstrate these outcomes and to record to make personal assessments of your PLTS
Learning and T_h inking Skills (PLTS) 11 to 19 how, where and when they were achieved. and identify targets and plans for further
(see further information). T_h e use of teaching and learning methods development of these skills.”
T_h e Framework comprises six groups of which are active, applied and experiential After the development phase of the PLTS
skills that, together with the Functional Skills are crucial in supporting the development project, the next step is for each line of
of English, maths and ICT, are essential to of PLTS. All teachers should ensure that all learning to customise the PLTS resource. DD
success in learning, life and work. 14 to 19 learners will have opportunities,
By demonstrating the breadth of skills in throughout their learning experiences, • Ian Duckett is a development advisor on the 14
the PLTS Framework, learners will be able to participate in teams and to work to 19 team at the Learning and Skills Network.
to build lifelong skills for increasing success independently to enquire, refl ect and create. In 2008/09 he worked with Lewisham College as
and strategies for success in the rapidly Using appropriate PLTS documentation, 14 to 19 Diploma development manager.
changing technological, economic and social learners should be given time to record their
environment of the 21st century, as well as demonstration of the PLTS Framework Further information
enhancing their learning on the Diploma. and teachers will validate or verify these For details, contact Ruth Griffi ths, director of
All Diploma lines of learning will provide demonstrations as necessary and appropriate. curriculum 14 to 19 at Lewisham College, on
opportunities for 14 to 19 learners to develop, On a regular basis, learners should be given ruth.griffi
ths@lewisham.ac.uk
practise and demonstrate the skills associated the opportunity to make personal assessments QCDA Framework of PLTS 11 to 19:
with learners being: of their PLTS and identify targets and plans
http://curriculum.qca.org.uk/key-stages-3-
• Independent enquirers. for further development of their skills. and-4/skills/plts/index.aspx
40 Delivering Diplomas • Volume 1 No 1 Autumn 2009
39-41 oldham case study.indd 12 18/9/09 10:18:36
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