Ddtal Strategy and Policy in Relation to Practice
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Strategy and Policy in Relation to Practice
Give an example of a regional or national strategy or policy that has informed your practice or influenced the way you work and critically review its usefulness.
In 2007, the Qualifications and Curriculum Development Agency (QCDA) published the Personal, Learning and Thinking Skills framework (PLTS). One of the reasons for introducing these criteria after much consultation was to target students who were not talented academically. Instead it listed and focused on qualities and skills needed to be a successful learner both throughout education and life. The framework is aimed at specifically KS3 and KS4 pupils and has six skill groups:
← Independent Enquirers
← Team Workers
← Creative Thinkers
← Self Managers
← Reflective Learners
← Effective Participators
←
Under each area of focus there are a list of outcomes, detailing more specific skills, qualities and expected behaviours. By being able to demonstrate abilities and improvement in all these key areas, it is believed to encourage independent, responsible thinkers and learners. It is essentially a framework to explore and improve young peoples ability to learn: In essence, learning ‘how to learn’.
I have recently used this framework whist planning and delivering a twelve-hour project with a group of eight excluded KS3 boys. The ‘Creative Challenge’ project, ran by Artforms (Education Leeds) is part of a year-long process investigating the learning behaviours, and how participants can transfer their newly learned skills into other areas of education. By focusing on three out of the six areas I was able to plan my lessons according to each skill outcome: Team Workers, Effective Participators and Creative Thinkers.
Under the Team Work criteria, specific tasks were set in pairs and groups in order for the participants to be able to demonstrate the outcomes. ‘Collaborate with others to work towards common goals’ was one of the...
Give an example of a regional or national strategy or policy that has informed your practice or influenced the way you work and critically review its usefulness.
In 2007, the Qualifications and Curriculum Development Agency (QCDA) published the Personal, Learning and Thinking Skills framework (PLTS). One of the reasons for introducing these criteria after much consultation was to target students who were not talented academically. Instead it listed and focused on qualities and skills needed to be a successful learner both throughout education and life. The framework is aimed at specifically KS3 and KS4 pupils and has six skill groups:
← Independent Enquirers
← Team Workers
← Creative Thinkers
← Self Managers
← Reflective Learners
← Effective Participators
←
Under each area of focus there are a list of outcomes, detailing more specific skills, qualities and expected behaviours. By being able to demonstrate abilities and improvement in all these key areas, it is believed to encourage independent, responsible thinkers and learners. It is essentially a framework to explore and improve young peoples ability to learn: In essence, learning ‘how to learn’.
I have recently used this framework whist planning and delivering a twelve-hour project with a group of eight excluded KS3 boys. The ‘Creative Challenge’ project, ran by Artforms (Education Leeds) is part of a year-long process investigating the learning behaviours, and how participants can transfer their newly learned skills into other areas of education. By focusing on three out of the six areas I was able to plan my lessons according to each skill outcome: Team Workers, Effective Participators and Creative Thinkers.
Under the Team Work criteria, specific tasks were set in pairs and groups in order for the participants to be able to demonstrate the outcomes. ‘Collaborate with others to work towards common goals’ was one of the...