PLTS and ASL
appreciate the business-orientated culture of Apprenticeship in the Diploma area, some timetabling and cost eff ectiveness may mean
a college nor the way it has to wrestle with may want to explore further vocational that, in the fi rst instance, the range of ASL
the timetabling and resource implications areas, and a third group may want to keep and accreditation is limited. DD
of delivering a wide range of vocational a general education pathway open and opt
programmes. to concentrate on the additional learning • Ian Duckett is development advisor on the 14 to
opportunities off ered by GCSE and GCE 19 team at the Learning and Skills Network. T_h e
T_h e ASL debate subjects. Whatever, the outcome, this part of PLTS section of this is article (below) is based on
Decisions made about ASL and, in the operation is crucial. work carried out with the Chartered Institute of
particular, the use made of vocationally Consortia must make their own decisions Educational Assessors. Visit www.lsnlearning.org.uk
specifi c qualifi cations (specialist learning) about the mix of ASL appropriate for a cohort
and of GCSE and GCE A/AS level subjects of learners. A key factor will be the extent to Further information (ASL)
(additional learning) has a considerable which choice can be off ered at each of the T_h e National Database of Accredited
impact on the programmes off ered to three Diploma levels. T_h e more options that Qualifi cations: www.accreditedqualifi cations.
learners. Whereas some learners may want are available, the greater the opportunity org.uk/DiplomaCatalogueSelection.aspx
a more vocationally focused programme to personalise each learner’s programme. Diploma Validator tool: http://
leading immediately to employment or an However, practical considerations such as diplomavalidator.qcda.gov.uk
Personal, Learning and T_h inking Skills
Providers of 14 to 19 education are ongoing teaching and learning rather Teachers have observed that placing
increasingly committed to supporting than isolating a skill for study or the student at the centre of PLTS
all learners to develop and enhance their practice away from the curriculum. assessment has provided powerful learning
PLTS. Here are the answers to some key • Draws on a wide variety of evidence opportunities for them. One of the
questions on evidencing PLTS. from within and beyond the school. important factors in securing the high level
• Allows schools to adapt assessment of of learner engagement was the students’
Are PLTS assessed? progress in PLTS to their particular understanding of the skills and how they
No, but they must be evidenced. Teachers needs and priorities by developing are developed.
will, therefore, need to demonstrate that their own descriptors drawing on the
PLTS have been mapped against schemes PLTS framework. What support is available?
of work and lesson plans. T_h ey are, in any Support with embedding PLTS in
case, important developmental skills for all What do the QCDA guidelines cover? Diploma line of learning delivery comes
learners and at the heart of good pedagogy. T_h e Qualifi cations and Curriculum from the Learning and Skills Improvement
Development Agency (QCDA) has produced Service Workforce Support off er, which
What makes good PLTS evidence? guidelines for recording PLTS in the provides an overview of PLTS and enables
For learners to develop the skills to become Diploma. teachers to identify ways to successfully
independent enquirers, creative thinkers, T_h ese help with planning and delivering embed PLTS within teaching and learning
refl ective learners, team-workers, self- Diploma programmes to record PLTS in across the whole Diploma.
managers, and eff ective participators, there teaching and learning, enabling learners to Managers will need to take account of
needs to be a clear sense of what progress identify their strengths and weaknesses and other aspects of the Diploma programme,
looks like in these areas, what evidence of to develop their skills. awarding body requirements for delivery,
achievement would look like, and what Specifi cally, the guidelines cover the and ways in which the wider curriculum is
systems could be used to gather it. importance of recording PLTS; general being managed.
When planning approaches to assessing principles for recording PLTS; management It is important that centres seek the
PLTS, use the following principles as a and quality assurance; supporting the advice of the appropriate awarding body.
starting point. Eff ective evidencing of recording and communication of PLTS; and Advice can be found on the QCDA
PLTS: links with other developments. website.
• Makes PLTS an integral part of a T_h e QCDA is carrying out further work
school culture that recognises and on PLTS within the secondary curriculum Further information
values the development of the whole which will supplement its guidelines. PLTS Framework: http://curriculum.qcda.
child as a successful learner, confi dent gov.uk/uploads/PLTS_framework_v2_
individual and responsible citizen, as At the heart of good pedagogy tcm8-936.pdf
well as rewarding achievement. Learners’ involvement, through peer and Workforce Support: www.diploma-
• Recognises learners' growing self-assessment or by having responsibility support.org/resourcesandtools/mysupport/
independence and ability to transfer for gathering and recording evidence for home
their skills to diff erent contexts. validation, is extremely motivating and has a QCDA guidance: www.qcda.gov.
• Embeds the assessment of PLTS in positive impact on self-esteem. uk/25259.aspx
Delivering Diplomas • Volume 2 No 1 Spring 2010 31
30-31 lsn.indd 3 5/3/10 12:16:31
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