Plts Framework
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The document outlines a framework of six groups of personal, learning and thinking skills essential for success: managing self; managing relationships; managing learning; independent enquiry; creative thinking; and reflective learning. Each group comprises a focus statement, outcome statements, and examples of how skills are interconnected and applied across different learning contexts from ages 11 to 19.
Plts Framework
- 1. A framework of personal, learning and thinking skills The framework comprises six groups of skills that, together For each group of skills, a focus statement sums up the with the functional skills of English, mathematics and ICT, range of skills. This is accompanied by a set of outcome are essential to success in learning, life and work. In statements that are indicative of the skills, behaviours and essence, the framework captures the essential skills of: personal qualities associated with each group. managing self; managing relationships with others; and managing own learning, performance and work. It is Each group is distinctive and coherent. The groups are these skills that will enable young people to enter work also interconnected. Young people are likely to encounter and adult life as confident and capable individuals. skills from several groups in any one learning experience. For example, independent enquirers set goals for their The titles of the six groups of skills are set out below. research with clear success criteria (reflective learners) and organise and manage their time and resources effectively Independent Creative Reflective to achieve these goals (self-managers). enquirers thinkers learners In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking Team Self- Effective responsibility and perseverance, learners will need to workers managers participators apply skills from all six groups in a wide range of learning contexts from ages 11 to 19. © Qualifications and Curriculum Authority
- 2. Independent enquirers Creative thinkers Reflective learners Focus: Focus: Focus: Young people process and evaluate information in Young people think creatively by generating and Young people evaluate their strengths and limitations, their investigations, planning what to do and how to exploring ideas, making original connections. They setting themselves realistic goals with criteria for go about it. They take informed and well-reasoned try different ways to tackle a problem, working with success. They monitor their own performance and decisions, recognising that others have different others to find imaginative solutions and outcomes progress, inviting feedback from others and making beliefs and attitudes. that are of value. changes to further their learning. Young people: Young people: Young people: identify questions to answer and problems to resolve generate ideas and explore possibilities assess themselves and others, identifying plan and carry out research, appreciating the ask questions to extend their thinking opportunities and achievements consequences of decisions connect their own and others’ ideas and set goals with success criteria for their development explore issues, events or problems from different experiences in inventive ways and work perspectives question their own and others’ assumptions review progress, acting on the outcomes analyse and evaluate information, judging its try out alternatives or new solutions and follow invite feedback and deal positively with praise, relevance and value ideas through setbacks and criticism consider the influence of circumstances, beliefs adapt ideas as circumstances change. evaluate experiences and learning to inform future and feelings on decisions and events progress support conclusions, using reasoned arguments communicate their learning in relevant ways and evidence. for different audiences. Team workers Self-managers Effective participators Focus: Focus: Focus: Young people work confidently with others, adapting to Young people organise themselves, showing personal Young people actively engage with issues that affect different contexts and taking responsibility for their own responsibility, initiative, creativity and enterprise with them and those around them. They play a full part in part. They listen to and take account of different views. a commitment to learning and self-improvement. the life of their school, college, workplace or wider They form collaborative relationships, resolving issues to They actively embrace change, responding positively community by taking responsible action to bring reach agreed outcomes. to new priorities, coping with challenges and looking improvements for others as well as themselves. for opportunities. Young people: Young people: collaborate with others to work towards common Young people: discuss issues of concern, seeking resolution where goals seek out challenges or new responsibilities and needed reach agreements, managing discussions to achieve show flexibility when priorities change present a persuasive case for action results work towards goals, showing initiative, commitment propose practical ways forward, breaking these adapt behaviour to suit different roles and situations, and perseverance down into manageable steps including leadership roles organise time and resources, prioritising actions identify improvements that would benefit others show fairness and consideration to others anticipate, take and manage risks as well as themselves take responsibility, showing confidence in deal with competing pressures, including personal try to influence others, negotiating and balancing themselves and their contribution and work-related demands diverse views to reach workable solutions provide constructive support and feedback to others. respond positively to change, seeking advice and act as an advocate for views and beliefs that may support when needed differ from their own. manage their emotions, and build and maintain relationships. © Qualifications and Curriculum Authority