Personal Learning and Thinking Skills

Transcription

1 Personal Learning and Thinking Skills Introduction Recent changes to the content of Apprenticeship frameworks mean that all Apprenticeships in England must meet the requirements of the Specification of Apprenticeship Standards for England (SASE). SASE requires the inclusion of Personal Learning and Thinking Skills (PLTS). The PLTS framework comprises six groups of skills: independent enquirers creative thinkers reflective learners team workers self-managers effective participators. PLTS provide a framework for describing the qualities and skills needed for success in learning and life. The PLTS framework has been developed and refined over a number of years in consultation with employers, colleges, learners and the wider public. The attainment of the PLTS will be during the Apprenticeship programme, while the apprentice is at work, however PLTS will affect every part of their life. For the adult social care Apprenticeships (at Intermediate, Advanced and Higher level) the frameworks do not require stand-alone PLTS qualifications, as achievement can be attained during assessment of the competence components of the framework. Some opportunities are also available when assessing knowledge components in the Level 2 Award in Employment Responsibilities and Rights. If an Apprentice is moving from an Intermediate to an Advanced level Apprenticeship they will still be expected to demonstrate attainment of the PLTS. A document suggesting how the levels of PLTS could be differentiated between the levels of Apprenticeships can be found within this guide. The following pages have been written to support learning providers and apprentices who are completing Intermediate or Advanced Level Apprenticeships in Health and Social Care (England) and Higher Apprenticeships in Care Leadership and Management. Skills for Care has mapped the PLTS into components of the Intermediate, Advanced and Higher Apprenticeships to help assessors and apprentices identify where there may be opportunities to practice, learn and evidence the PLTS. For successful learning, delivery and assessment of the PLTS there needs to be commitment from the learning provider, the employer and the apprentice.

2 Apprentice: Needs to know what the PLTS are, why they are doing them, how and when they will achieve them, and who will be involved. Employer: Needs to know how they can support the Apprentice, when the Apprentice will be attending learning. Learning provider: Needs to ensure efficient initial assessment is completed at the start of the programme to ensure an individual learning plan is developed. Overview of PLTS The PLTS framework comprises six groups of skills that, together with the transferable skills of English, Maths and information and communications technology (ICT), are essential to success in learning, life and work. In order to acquire and develop fundamental concepts such as organising one self, managing change, taking responsibility and perseverance, apprentices will need to apply skills from all six groups in a wide range of learning contexts. For each group, a focus statement sums up the range of skills. It describes what the skill is about and broadly what learners are expected to do to demonstrate they have the skill. Each group of skills is distinctive. The skills are also interconnected and apprentices are likely to encounter skills from several groups in any one learning experience. For example, if an apprentice is working within a team and meeting joint objectives it is highly likely they are also demonstrating the skills which make an effective participant. Apprentices need to apply skills from all six groups in a wide range of contexts. Following the focus statement each set of skills has a set of learning outcomes that indicate the skills, behaviours and personal qualities associated with each group. Independent enquiries Focus: Apprentices 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. Learning outcomes apprentices: IE1 identify questions to answer and problems to resolve IE2 plan and carry out research, appreciating the consequences of decisions IE3 explore issues, events or problems from different perspectives IE4 analyse and evaluate information, judging its relevance and value IE5 consider the influence of circumstances, beliefs and feelings on decisions and events IE6 support conclusions, using reasoned arguments and evidence

3 Effective participants Focus: Apprentices 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 Learning outcomes apprentices: EP1 discuss issues of concern, seeking resolution where needed EP2 present a persuasive case for action EP3 propose practical ways forward, breaking these down into manageable steps EP4 identify improvements that would benefit others as well as themselves EP5 try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 act as an advocate for views and beliefs that may differ from their own Reflective learners Focus: Apprentices 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. Learning outcomes apprentices: RL1 assess themselves and others, identifying opportunities and achievements RL2 set goals with success criteria for their development and work RL3 review progress, acting on the outcomes RL4 invite feedback and deal positively with praise, setbacks and criticism RL5 evaluate experiences and learning to inform future progress RL6 communicate their learning in relevant ways for different audiences Team workers Focus: Apprentices 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 collaborative relationships, resolving issues to reach agreed outcomes. Learning outcomes apprentices: TW1 collaborate with others to work towards common goals TW2 reach agreements, managing discussions to achieve results TW3 adapt behaviour to suit different roles and situations, including leadership roles TW4 show fairness and consideration to others TW5 take responsibility, showing confidence in themselves and their contribution TW6 provide constructive support and feedback to others

4 Self managers Focus: Apprentices 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. Learning outcomes apprentices: SM1 seek out challenges or new responsibilities and show flexibility when priorities change SM2 work towards goals, showing initiative, commitment and perseverance SM3 organise time and resources, prioritising actions SM4 anticipate, take and manage risks SM5 deal with competing pressures, including personal and work-related demands SM6 respond positively to change, seeking advice and support when needed SM7 manage their emotions, and build and maintain relationships Creative thinkers Focus: Apprentices think creatively by generating and exploring ideas and making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Learning outcomes apprentices: CT1 generate ideas and explore possibilities CT2 ask questions to extend their thinking CT3 connect their own and others ideas and experiences in inventive ways CT4 question their own and others assumptions CT5 try out alternatives or new solutions and follow ideas through CT6 adapt ideas as circumstances change TIP: Learning providers may want to consider printing the PLTS on cards to give to the Apprentices to remind them of the skills they are developing and help them think about when they may be learning and demonstrating the skills. Initial Assessment PLTS must be introduced to the apprentice at the onset of their programme so that they understand the relevance, and how they will be learned, practiced, achieved and evidenced. The following self assessment can be used to help apprentices identify existing strengths and knowledge, and any areas for development.

5 PLTS self assessment The following will help you identify where your strengths are and any areas for development. Please answer as honestly as you can and make any notes as you go. Perhaps there is something you do not quite understand - make a note and discuss it with your assessor. You may feel very strong in some areas and think you are ready to put the skill into practice - let your assessor know. Independent enquirers Focus: Can you process and evaluate information in your investigations, planning what to do and how to go about it? Do you take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes? never rarely sometimes usually always IE1 I identify questions to answer and problems to resolve IE2 I plan and carry out research, appreciating the consequences of decisions IE3 I explore issues, events or problems from different perspectives IE4 I analyse and evaluate information, judging its relevance and value IE5 I consider the influence of circumstances, beliefs and feelings on decisions and events IE6 I support conclusions, using reasoned arguments and evidence Please record any notes regarding your self-assessment here:

6 Effective participants Focus: Can you actively engage with issues that affect you and those around you? Do you play a full part in the life of your college, workplace or wider community by taking responsible action to bring improvements for others as well as yourself? never rarely sometimes usually always EP1 I discuss issues of concern, seeking resolution where needed EP2 I present a persuasive case for action EP3 I propose practical ways forward, breaking these down into manageable steps EP4 I identify improvements that would benefit others as well as themselves EP5 I try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 I act as an advocate for views and beliefs that may differ from their own. Please record any notes regarding your self-assessment here:

7 Reflective learners Focus: Can you evaluate your strengths and limitations, setting yourself realistic goals with criteria for success? Do you monitor your own performance and progress, inviting feedback from others and making changes to further your learning? never rarely sometimes usually always RL1 I assess myself and others, identifying opportunities and achievements RL2 I set goals with success criteria for their development and work RL3 I review progress, acting on the outcomes RL4 I invite feedback and deal positively with praise, setbacks and criticism RL5 I evaluate experiences and learning to inform future progress RL6 I communicate my learning in relevant ways for different audiences Please record any notes regarding your self-assessment here:

8 Team workers Focus: Do you work confidently with others, adapting to different contexts and taking responsibility for your own part? Do you listen to and take account of different views? Do you form collaborative relationships, resolving issues to reach agreed outcomes? never rarely sometimes usually always TW1 I collaborate with others to work towards common goals TW2 I reach agreements, managing discussions to achieve results TW3 I adapt behaviour to suit different roles and situations, including leadership roles TW4 I show fairness and consideration to others TW5 I take responsibility, showing confidence in myself and my contribution TW6 I provide constructive support and feedback to others Please record any notes regarding your self-assessment here:

9 Self-managers Focus: Do you organise yourself, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement? Can you actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities? never rarely sometimes usually always SM1 I seek out challenges or new responsibilities and show flexibility when priorities change SM2 I work towards goals, showing initiative, commitment and perseverance SM3 I organise time and resources, prioritising actions SM4 I anticipate, take and manage risks SM5 I deal with competing pressures, including personal and work-related demands SM6 I respond positively to change, seeking advice and support when needed SM7 I manage my emotions, and build and maintain relationships Please record any notes regarding your self-assessment here:

10 Creative thinkers Focus: Do you think creatively by generating and exploring ideas and making original connections? Do you try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value? never rarely sometimes usually always CT1 I generate ideas and explore possibilities CT2 I ask questions to extend my thinking CT3 I connect my own and others ideas and experiences in inventive ways CT4 I question my own and others assumptions CT5 I try out alternatives or new solutions and follow ideas through CT6 I adapt ideas as circumstances change. Please record any notes regarding your self-assessment here: Apprentice name: Date:... Assessor:... Date:...

11 Delivery Careful planning is necessary to ensure that PLTS are successfully integrated across the Apprenticeship programme. Apprentices should have the opportunity to: plan and complete tasks in real settings or environments participate fully in the daily life of the workplace and discuss concerns, developing creative ideas and actions to address issues which extend to the wider community take on new responsibilities and work flexibly as situations change, organising their own time and resources think and reflect on what they are doing and what they want to find out work in groups, taking on roles and responsibilities, sharing and refining ideas, evaluating each other s work, and questioning the assumptions behind particular ideas communicate in a variety of ways and present their ideas to a range of others, for example their work colleagues, fellow apprentices, or people outside the workplace. Learning providers should ensure that PLTS are assimilated into all learning sessions which make up the Apprenticeship learning plan and that the apprentice has opportunity to discuss development. Review situations are often an ideal occasion to reflect on things that have occurred which may have demonstrated PLTS. PLTS mapping matrixes It was identified that by achieving learning outcomes for the competence qualifications which make up the various adult social care frameworks, there was opportunity to also achieve learning outcomes for the PLTS. The mapping matrixes demonstrate where the connections can be made. The grid is for information only and must not detract from the necessity for robust learning and assessment.

12 Personal Learning and Thinking Skills mapped into the Diploma in Health and Social Care Level 2 HSC 024 AC x x 2.1 x x x x x x 5.1 x x x x 5.2 x x x x 5.3 x x x x SHC 24 AC x 1.2 x x x 2.1 x SHC 021 AC x 2.1 x x x x 2.2 x x x x x x x x x x x 3.2 x x x 3.3 x x x x 4.3 x x 4.4 x

13 SHC 022 AC x x x x x x x x x x x x x x x x x x x x x x x x 4.1 x x x x x 4.2 x 4.3 x x x x x x x 4.4 SHC 023 AC x x x x x x x x x x x x x x 2.3 x x x x x x x x x x HSC 025 AC x x x x x x x x x x x x x x x x x x x x x

14 HSC 026 AC x x x x x 2.2 x x x x x x x x x x 3.3 x x 4.1 x x 4.2 x x x x x 4.3 x x x x x x x 5.1 x x x x x x x x 5.2 x x x x x x x x 6.1 x x 6.2 x x x 6.3 x x x x x x x x x x 6.4 x x x x x x x x x x x HSC AC x 1.2 x 1.3 x 1.4 x 1.5 x x 2.3 x 3.1 x 3.2 x x x x x x x 8.2 x x x x x

15 HSC AC x 1.2 x HSC AC x 1.2 x x x 2.1 x 2.2 x x x

16 Personal Learning and Thinking Skills mapped into the Diploma in Health and Social Care Level 3 HSC 024 AC x x 2.1 x x x x x x 5.1 x x x x 5.2 x x x x 5.3 x x x x HSC 025 AC x x x x x x x x x x x x x x x x x x x x x SHC 31 AC x x x x x x x x x x x 2.4 x x x x x x x x x 3.4 x x x x x x

17 SHC 32 AC x x x x x x x x 3.2 x x x x x x x x x x x 4.3 x x x x x x x x x x x x 5.3 SHC 33 AC x x x x x 3.1 x x x x 3.2 x x x x 3.3 x x x x x SHC 34 AC x 1.2 x 2.1 x 2.2 x HSC 036 AC x x x x x x x 2.2 x x x x x x x x x x 2.3 x x x x x x x x x x x x x x x x x x x x

18 HSC x x x x x x x x 5.2 x x x x x x x 5.3 x x x x x x x x 6.3 x x x x x x x x x x 6.4 x x x x x x x x x x x HSC AC x x x x x x x x x 2.3 x 2.4 x 2.5 x x x 2.6 x x x x x 8.1 x x x x x 8.2 x x x x x x x x x x 9.4 x x x x

19 HSC AC x x x x x x x x 3.2 x x x x x x x x

20 Personal Learning and Thinking Skills mapped into Level 5 Diploma in Leadership in Health and Social Care and Children and Young People s Services (England) All PLTS should be covered, however, the grid is for information only and must not detract from the necessity for robust learning and assessment. SHC 51 AC x x x x x x x x x x x x x 1.2 x x x x x x x x x x x x x x x 1.3 x x x x x x x x x x x x x x x 1.4 x x x x x x x x x x x x x x x x x 1.5 x x x x x x 2.1 x x x x x x x x x x x 2.2 x x x x x x x x x x x 2.3 x x x x x x x x x x x x x x 2.4 x x x x x x x x x x x x x x x x 3.1 x x x 3.2 x x x x x x x x x x x 3.3 x x x x x x x x x x x x x x 4.1 x x x x x x x 4.2 x x x x x x x x 4.3 x x x x x SHC 52 AC x x x 1.2 x x x x x x x x 1.3 x x x x 1.4 x x x x x 2.1 x x x x x x x x x 2.2 x x x x x x x 3.1 x x x x x x x x 3.2 x x x x x x x x x x 3.3 x x x x x x 4.1 x x x x x 4.2 x x 4.3 x x x x x x 4.4 x x x x x x x x M2c AC x x 1.2 x x x 1.3 x x 1.4 x x x x 2.1 x x x 2.2 x x x x 2.3 x x 2.4 x x x x

21 x 3.2 x x x x 3.3 x x x x x x x x x 3.4 x x x x 3.5 x x x 4.1 x 4.2 x x x x x 4.3 x x x 4.4 x 4.5 x x x x x x x x SHC 53 AC x x x 1.2 x x x 1.3 x x x x 2.1 x x 2.2 x x x x x x x x 2.3 x x x 2.4 x x x 3.1 x x x 3.2 x x x x 3.3 x x x x x x x 4.1 x x x x 4.2 x x x 4.3 x x x x 4.4 x x x x x x x x x x x

22 M1 AC x x x x 1.2 x x x 2.1 x x x 2.2 x x x x x x 2.3 x x x x x x x x x 2.4 x 3.1 x x x x x x x x x 3.2 x x x x x x x x x x x 3.3 x x x x x x x x x x x x x x x x x x 4.1 x x x x x x x x x x x x x x x x x x x x x x x x x 4.2 x x x x x x x x x x x x x x x x x x x x x x x x x x x 4.3 x x x x x x x x x x 4.4 x x x x x x x x x x x 5.1 x x x x x x x x 5.2 x x x x x x x 5.3 x x x x x x x 5.4 x x x x x x x x x x x x x LM 507 AC x x x x x 1.2 x x x x x x 1.3 x x x x x x 2.1 x x x x x x x 2.2 x x x x x x x x 2.3 x x x x x x 3.1 x x x x x x x 3.2 x x x x x x x 3.3 x x x x x x x 3.4 x x x x x x 4.1 x x x 4.2 x x x x x x

23 The following table details where each of the PLTS may be located within the Level 5 Diploma Independent enquiriers Focus: Learners 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. Learning outcomes SHC 51 SHC 52 M2c SHC 53 M1 LM507 IE1 - identify questions to answer and problems to resolve IE2 - plan and carry out research, appreciating the consequences of decision IE3 - explore issues, events or problems from different perspectives IE4 - analyse and evaluate information, judging its relevance and value /1.2/1.3/ 3.2/ 4.1/4.2 /1.2/1.3/ 3.2/ 4.2 /1.3/1.5/ 2.1/2.2/3.2/ 4.1/4.2 /1.2/1.3/ 2.1/2.2/3.2 /4.1/ /1.3/1.4/ 2.1/ 2.2/3.2/ 4.1 / /3.2/3.3/ 4.1/4.2/4.3/ 4.4/5.1/5.2/ / /3.1/ /3.2/3.3/ 4.1/4.2/4.3/ 4.4/5.1/ 5.2/5.3 /1.2/2.1/ 2.2/ /2.1/2.2/ 3.3/4.1/ /1.3 /1.2/2.1/ 3.2/4.1/4.2 / /2.2/4.3/ /3.1/3.2/ 3.3/4.1/4.2/ 4.4/5.1/5.2/ 5.3 /1.2/3.2/ 3.3/4.1/4.2/ 4.3/4.4/5.2/ 5.3 /2.1/3.1/ 3.3/4.1/4.2 /3.3 /1.2/1.3/ 2.1/2.2/2.3/ 3.1/3.2/ 3.3/ /1.3/2.1/ 2.2/2.3/3.1/ 3.2/3.3/ 4.1/4.2 IE5 - consider the influence of circumstances, beliefs and feelings on decisions and events /1.2/1.3/ 2.2/3.3/4.1 /1.2/ / / /4.1/4.2/ 4.3/ /1.3/2.2/ 2.3/3.2/3.3 IE6 - support conclusions, using reasoned arguments and evidence 1.2/1.4/2.3/ 2.4/3.3/4.1 /1.4/3.3/ 4.2/ /3.3/4.4 /3.3/4.1/ 4.2/4.3/4.4/ /1.3/2.1/ 2.2/2.3/3.2/ 3.4

24 Effective participants Focus: Learners 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. Learning outcomes SHC 51 SHC 52 M2c SHC 53 M1 LM507 EP1 - discuss issues of concern, seeking resolution where needed EP2 - present a persuasive case for action EP3 - propose practical ways forward, breaking these down into manageable steps EP4 - identify improvements that would benefit others as well as themselves EP5 - try to influence others, negotiating and balancing diverse views to reach workable solutions EP6 - act as an advocate for views and beliefs that may differ from their own 2.2/ /3.2/3.3/ 4.1/4.2/5.1/ /2.3/2.4 /1.4/ / / /2.4/ / /3.1/3.3/ 4.1/4.2/ /2.3/2.4/ /2.3/2.4/ /4.3/ /3.3/ /3.3/4.1/ 4.2/ /2.3/4.1/ 4.2/ /2.4/ /4.1/4.2 Reflective learners Focus: Learners 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. Learning outcomes SHC 51 SHC 52 M2c SHC 53 M1 LM507 RL1 - assess themselves and others, identifying opportunities and achievements RL2 - set goals with success criteria for their development and work RL3 - review progress, acting on the outcomes RL4 - invite feedback and deal positively with praise, setbacks and criticism RL5 - evaluate experiences and learning to inform future progress RL6 - communicate their learning in relevant ways for different audiences 1.3/2.1/ /3.1/ 3.2/4.4 /1.2/ 2.3/2.4/ /4.4 / /3.2/ / /2.2/ / / / /2.2/3.2/ /1.4/1.5/ 2.3/2.4/3.3/ 4.1/ /4.4/ /2.1 /2.3/3.3/ 4.1/4.2/4.3/ 4.4 /5.2/ /3.2/3.4

25 Team Workers Focus: Learners 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 collaborative relationships, resolving issues to reach agreed outcomes. Learning outcomes SHC 51 SHC 52 M2c SHC 53 M1 LM507 TW1 - collaborate with others to work towards common goals TW2 - reach agreements, managing discussions to achieve results TW3 - adapt behaviour to suit different roles and situations, including leadership roles TW4 - show fairness and consideration to others TW5 - take responsibility, showing confidence in themselves and their contribution TW6 - provide constructive support and feedback to others /1.2/1.3/ /2.3/3.1/ 3.2/3.3/4.1/ 4.2/5.1/ 5.2/5.3/ / /3.3/4.1/ 4.2/ /2.3/ /3.3/4.1/ 4.2/4.3/ /1.3/1.4/ /1.3/1.4/ 1.5/2.3/2.4/ 3.3/ / /2.3/3.3/ 4.1/ /2.4/ /2.2/2.4/ 3.3/4.1/ 4.2/ /2.3/3.3/ 4.1/4.2/5.4

26 Self managers Focus: Learners 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. Learning outcomes SHC 51 SHC 52 M2c SHC 53 M1 LM507 SM1 - seek out challenges or new responsibilities and show flexibility when priorities change SM2 - work towards goals, showing initiative, /1.3/1.4/ 2.1/2.2/2.3/ 2.1/2.2/3.1/ / /3.1/4.1/ 4.2/5.1 commitment and perseverance 2.4/3.1/3.2/ 3.3/4.2/4.3 SM3 - organise time and resources, prioritising actions /1.3/2.1/ 2.2/2.3/2.4/ 3.1/3.3/4.2/ /2.2/ /3.3/4.1/ 4.2 SM4 - anticipate, take and manage risks 2.4/ /3.1/3.2/ 3.3/4.4/5.2/ 5.3/4.1/4.2/ 5.4 SM5 - deal with competing pressures, including personal 2.2/2.3/3.3/ 3.5/4.5 and work-related demands SM6 - respond positively to change, seeking advice and support when needed 2.3/ /4.3 SM7 - manage their 2.4/3.5/4.5 emotions, and build and maintain relationships

27 Creative thinkers Focus: Learners think creatively by generating and exploring ideas and making original connections. They try different ways to tackle a proble, working with others to find imaginative solutions and outcomes that are of value. Learning outcomes SHC 51 SHC 52 M2c SHC 53 M1 LM507 CT1 - generate ideas and explore possibilities /1.2/1.3/ 2.1/2.2/2.3/ 3.2/3.3/4.1/ /1.3/1.4/ 2.1/3.1/4.1/ /3.2/3.3/ /1.3/3.1/ 3.3/4.1/4.2/ 4.3/ /3.2/3.3/ 4.1/4.2 /1.2/1.3/ 2.1/2.2/3.1/ 3.3/3.4/4.2 CT2 - ask questions to /1.2/1.3/ 1.2/1.4/2.1/ 3.3/3.4/ /1.3/ /3.1/3.2/ /1.2/1.3/ extend their thinking 2.1/2.2/2.3/ 3.1/4.1/4.2/ 3.3/4.1/4.2/ 2.1/2.2/3.1/ 3.2/3.3/ /4.4/5.1/ 3.3/3.4/ 5.2/ /4.2 CT3 - connect their own /1.2/1.3/ 1.2/1.3/2.1/ 3.3/ /2.3/3.2/ /1.2/4.1/ 2.1/2.2/2.3/ and others ideas and 1.4/2.3/3.1/ 3.1/3.2/4.1/ / /3.2/3.4/ experiences in inventive ways 3.2/ / CT4 - question their own and others assumptions CT5 - try out alternatives or new solutions and follow ideas through CT6 - adapt ideas as circumstances change /1.2/1.3/ 2.1/2.3/ /4.3/ /2.4/ /4.1/4.2/ 4.4/ /1.4/1.5/ 3.2/4.2/ / /3.2/ /1.5/ /3.1/3.4

28 The PLTS have also been mapped into the knowledge components and ERR. Personal Learning and Thinking Skills mapped into the Certificate in Preparing to Work in Adult Social Care (PWASC) Level 2 PWCS21 AC x 2.1 x x x x x x x x 3.2 x x x 4.4 x PWCS22 AC x x x x x x x x PWCS23 AC x x 1.3 x x x x x 3.1 x x x 3.2 x x PWCS25 AC x x x x x

29 PWCS26 AC x 2.1 x x 2.2 x x 2.3 x x x x x x 3.4 x x x x 4.3 x x x x x 4.4 x x x x x 5.1 x x 5.4 x x 5.5 x 6.1 x x 6.2 x x x 6.3 x x x PWCS27 AC x 1.2 x 1.3 x 1.4 x 1.5 x x 2.4 x 3.1 x 3.2 x 3.3 x x 4.1 x 4.2 x x x 8.2 x

30 9.1 x 9.2 x x x x 11.3 x PWCS28 AC x 1.2 x x x 2.1 x 2.2 x HSC024 AC x x 2.1 x x x x x x 5.1 x x x x 5.2 x x x x 5.3 x x x x SHC24 AC x 1.2 x x x 2.1 x

31 The following PLTS are not covered within the Level 2 Certificate in Preparing to Work in Adult Social Care and will need to be assessed separately as appropriate. Team Workers 1 6 Self Managers 1,2, 4, 5 and 6 Reflective Learners 1, 2, and 3 Creative Thinkers 5 Personal Learning and Thinking Skills mapped into the Certificate in Preparing to Work in Adult Social Care (PWASC) Level 3 PWCS31 AC x x x 2.1 x x 2.2 x x 2.3 x 2.4 x x x 3.1 x x x 3.2 x 3.3 x x x x x 3.4 x x x x x x x 4.4 x x x PWCS32 AC x x x x 2.1 x 2.2 x 2.3 x x 3.4 x x PWCS33 AC x x 1.3 x x x x 2.3 x x x x x x 3.1 x x x x

32 PWCS36 AC x x x x 1.3 x x x x 2.1 x x x x 2.4 x x x x x x 3.3 x x x 4.3 x x 4.4 x x x x x x 5.1 x 5.2 x 5.3 x x x x 6.1 x x x 6.4 x x x

33 PWCS37 AC x x x x x x 8.4 x x

34 PWCS38 AC x 1.2 x x x x x x 2.1 x x x x x 3.2 HSC024 AC x x 2.1 x x x x x x 5.1 x x x x 5.2 x x x x 5.3 x x x x SHC24 AC x 1.2 x x x 2.1 x PWCS25 AC x x x x x The following PLTS are not covered within the Level 3 Certificate in Preparing to Work in Adult Social Care and will need to be assessed separately as appropriate. Team Workers 1 6 Self Managers 1 7 Reflective Learners 2, 3 and 4 Creative Thinkers 5

35 Personal Learning and Thinking Skills mapped to Level 2 Award in Employee Responsibilities and Rights in Health, Social Care or Children and Young People s Settings AC x AC x AC x 3.2 x AC x x AC x x x 5.3 x x 5.4 x The following PLTS are not covered within the Level 2 Award in Employee Rights and Responsibilities in Health, Social Care or Children and Young People s Settings and will need to be assessed separately as appropriate. Independent Enquirers 1, 2 and 6 Effective Participants 1, 2, 4, 5 and 6 Team Workers 1 6 Self Managers 1,3, 4, 5, 6 and 7 Reflective Learners 3, 4, and 6 Creative Thinkers 1, 2, 5 and 6

36 PLTS recording documents Should there be a need to carry out an audit of the PLTS delivery and assessment it is very important that there is a robust method of recording all stages of PLTS undertakings. Apprentices may need support with making connections across different activities and situations in relation to recording evidence of PLTS achievements. Recording of PLTS could be situated within the process by which learners develop individual learning plans (ILPs). A learning provider may develop or adopt a particular recording tool that could be electronic or paper based. The following pages can be used to record how achievement was attained and where evidence can be found.

37 Independent enquirers How was the skill demonstrated? Where is the evidence? Date completed IE1 I have identified questions to answer and problems to resolve IE2 I have planned and carried out research, appreciating the consequences of decisions IE3 I have explored issues, events or problems from different perspectives IE4 I have analysed and evaluated information, judging its relevance and value IE5 I have considered the influence of circumstances, beliefs and feelings on decisions and events IE6 I have supported conclusions, using reasoned arguments and evidence Assessor/employer comments: Please sign when the apprentice has been assessed as competent: Name of apprentice:... Signed:... Date:... Name of assessor:... Signed:... Date:...

38 Effective participants How was the skill demonstrated? Where is the evidence? Date completed EP1 I have discussed issues of concern, seeking resolution where needed EP2 I have presented a persuasive case for action EP3 I have proposed practical ways forward, breaking these down into manageable steps EP4 I have identified improvements that would benefit others as well as myself EP5 I have tried to influence others, negotiating and balancing diverse views to reach workable solutions EP6 I have acted as an advocate for views and beliefs that may differ from my own. Assessor/employer comments: Please sign when the apprentice has been assessed as competent: Name of apprentice:... Signed:... Date:... Name of assessor:... Signed:... Date:...

39 Reflective learners How was the skill demonstrated? Where is the evidence? Date completed RL1 I have assessed myself and others, identifying opportunities and achievements RL2 I have set goals with success criteria for my development and work RL3 I have reviewed progress, acting on the outcomes RL4 I have invited feedback and dealt positively with praise, setbacks and criticism RL5 I have evaluated experiences and learning to inform future progress RL6 I have communicated my learning in relevant ways for different audiences. Assessor/employer comments: Please sign when the apprentice has been assessed as competent: Name of apprentice:... Signed:... Date:... Name of assessor:... Signed:... Date:...

40 Team workers How was the skill demonstrated? Where is the evidence? Date completed TW1 I have collaborated with others to work towards common goals TW2 I have reached agreements, managing discussions to achieve results TW3 I have adapted behaviour to suit different roles and situations, including leadership roles TW4 I have shown fairness and consideration to others TW5 I have taken responsibility, showing confidence in myself and my contribution TW6 I have provided constructive support and feedback to others Assessor/employer comments: Please sign when the apprentice has been assessed as competent: Name of apprentice:... Signed:... Date:... Name of assessor:... Signed:... Date:...

41 Self managers How was the skill demonstrated? Where is the evidence? Date completed SM1 I have sought out challenges or new responsibilities and show flexibility when priorities change SM2 I have worked towards goals, showing initiative, commitment and perseverance SM3 I have organised time and resources, prioritising actions SM4 I have anticipated, taken and managed risks SM5 I have dealt with competing pressures, including personal and workrelated demands SM6 I have responded positively to change, seeking advice and support when needed SM7 I have managed my emotions, and built and maintained relationships Assessor/employer comments: Please sign when the apprentice has been assessed as competent: Name of apprentice:... Signed:... Date:... Name of assessor:... Signed:... Date:...

42 Creative thinkers How was the skill demonstrated? Where is the evidence? Date completed CT1 I have generated ideas and explored possibilities CT2 I have asked questions to extend my thinking CT3 I have connected my own and others ideas and experiences in inventive ways CT4 I have questioned my own and others assumptions CT5 I have tried out alternatives or new solutions and followed ideas through CT6 I have adapted ideas as circumstances change. Assessor/employer comments: Please sign when the apprentice has been assessed as competent: Name of apprentice:... Signed:... Date:... Name of assessor:... Signed:... Date:...

43 PLTS Differentiation The following tables can help focus on how the PLTS can differ between the levels of Apprenticeships. They include two suggestions for ways of differentiating the PLTS: 1. A grid, developed from the focus descriptions for each group of skills, designed to suggest the level of support and autonomy that could be expected. Level 2 is mainly based on these descriptions. 2. A set of statements for each level aimed at making the skills more accessible for learners, derived from the coded outcome statements. Independent enquirers Intermediate Advanced Higher Need help to process and evaluate information. They may take decisions based on some information backed up by simple reasons. There will be some evidence of taking others beliefs and attitudes into account. Can process and evaluate information in their investigations, planning and prioritising what to do and how to go about it. They take informed and well-reasoned decisions, and can recognise that other s have different beliefs and attitudes. Can take a proactive approach to planning their analyses and show an open and enquiring attitude that takes account of other s differing beliefs and attitudes. They use a wide range of information to take and justify decisions. Creative thinkers Need support to work out how to explore ideas and think creatively. They can follow suggestions for solving problems and when working with others they can carry out tasks they have been given to help find solutions. Can think creatively by generating and exploring ideas, making original connections. They suggest and try different ways to tackle a problem, working with others to contribute to finding imaginative solutions and outcomes that are of value. Can think creatively by exploring, refining and making innovative connections or leaps of imagination. They take a lead in working with others and suggest different methods and approaches that result in imaginative solutions and outcomes that are of value. Reflective learners Need support to evaluate their strengths and limitations, set achievable goals and suitable criteria for measuring success. They need reminding to check their own performance and progress. They respond positively to feedback, though they need help to work out how to use it to support their own learning. Can review their strengths and limitations in simple terms, setting themselves realistic goals and suggest how they will check they have been achieved. They monitor their own performance and progress, ask for feedback from others and make changes to further their learning. Can identify criteria to objectively evaluate their strengths and limitations, set challenging but realistic goals and criteria for success. They continuously monitor their own performance and progress. They actively seek feedback from a range of sources and use it to make considered changes that further their learning.

44 Team workers Intermediate Advanced Higher Can work with others and take responsibility for their own part. They can at times listen to different views. They form collaborative relationships, but need support in resolving issues to reach agreed outcomes. Can work confidently with others, adapting to events and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, and can contribute to resolving issues to reach agreed outcomes. Can work confidently with others, easily adapting to different contexts and taking responsibility for their own part. They encourage others to speak out, listen carefully to and take account of different views. They form effective collaborative relationships, and can take a lead in resolving issues to reach agreed outcomes. Self managers Need help to plan what to do and how to do it. They will take responsibility for carrying out their plans and show commitment to learning and self improvement. They can respond well to changes and challenges suggested by others and will contribute to spotting opportunities. Can organise themselves, show personal responsibility and some initiative, and a commitment to learning and self-improvement. They actively embrace change, responding to new priorities, coping with challenges and looking for opportunities. Can take a responsible, committed and proactive approach to planning showing clear evidence of individual initiative, creativity and enterprise, which leads to clear learning and selfimprovement. They seek out opportunities to make improvements, respond positively to new priorities they and others have identified and cope well with challenges. Effective participators Can respond to issues that affect them and those around them. At times they play a full part in the life of their school, college, workplace or wider community and can contribute to making improvements for others as well as themselves. Can 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 action to being improvements for others as well as themselves. Can identify and actively engage with issues that affect them and those around them. They play a full part in their life of their school, college, workplace or wider community by initiating responsible action to bring improvements for others as well as themselves.

45 Intermediate Independent enquirers IE1 Work out what you need to do and so what questions to ask IE2 Decide how you are going to find out what you need and then carry it through IE3 Look at things from different angles and try not to jump to conclusions IE4 Check that what you have found out really is useful and helpful IE5 Make sure you do not forget that how different people react to things is important IE6 Give reasons for why you have decided what you have Creative thinkers CT1 Make suggestions to help solve problems CT2 Ask questions to help you understand things CT3 Ask team members about what worked and what didn t work CT4 Feel confident enough to make suggestions and question others CT5 Try out more than one way of doing something so that you can judge what went well and what went badly CT6 When something is not working, think about how to make it work better Reflective learners RL1 Make simple judgements about how well you and your team worked RL2 Work with others to identify what to do next and how it should be done RL3 Be willing to check how things are going and use feedback to change what you do RL4 Ask for feedback and deal positively with whatever people say RL5 Talk through how things went and see what could be better next time RL6 Be able to tell your team, tutor and other adults how things went and what you have learned Team workers TW1 Know what you need to do and work with others to make sure you get the right results TW2 Talk things through so that the team agrees what needs to done TW3 Be willing and able to change how you behave so that you work well in different settings TW4 Show that you are sensitive to the needs of others in how you deal with people TW5 Show others that you are comfortable to put forward your own point of view TW6 Help others to achieve results by saying how they could improve and encouraging them Self managers SM1 Be prepared to take on new things and new ways of working SM2 Show your willingness to get on with things and keep going till they get done SM3 Make sure that you use the time you have and what is available to get the task done on time SM4 Think ahead so that you minimise problems SM5 Try to keep a balance between your own needs and work demands SM6 Seek help and advice when things are not working out Effective participators EP1 Try to keep calm and work with others to find a way forward EP2 Explain what you think needs to be done in ways that help people to support you EP3 Suggest how things could be done and how to get there EP4 Suggest ways to make things better for others as well as yourself EP5 Help the team to talk through everybody s views and agree what needs to be done, so no one feels left out EP6 Show you can speak up for other people even when you do not agree with them

46 Advanced Independent enquirers IE1 Work out what you need to know, the questions to ask and problems that can be solved IE2 Plan and carry out research, recognising that the decisions you make will affect your work IE3 Explore issues, events or problems from different angles IE4 Review what you have found out to see how relevant and valuable it really is IE5 Recognise how different circumstances, beliefs and feelings affect decisions and what happens IE6 Explain your conclusions, with reasons and evidence Creative thinkers CT1 Generate ideas and explore possibilities CT2 Ask questions to extend your thinking CT3 Bring together your own and others ideas and experiences in new and unusual ways CT4 Be clear about and question what you and others take for granted CT5 Try out alternatives or new solutions and follow ideas through CT6 Adapt ideas and actions as things change Reflective learners RL1 Think through how you and others are doing, recognising opportunities and celebrating success RL2 Set goals and agree how you will know when they are achieved RL3 Review progress, acting on the outcomes RL4 Invite feedback and deal positively with praise, setbacks and criticism RL5 Think through what you have done and use your conclusions to work out how you would do things better another time RL6 Present and explain the progress you have made making sure that listeners understand you Team workers TW1 Collaborate with others to work towards common goals TW2 Make a positive contribution to reaching agreements and achieving results TW3 Adapt your behaviour so that it suits different roles and situations TW4 Show fairness and consideration to others TW5 Do what you have agreed to do, show you are confident and that others can reply on you TW6 Provide appropriate support and feedback so that everybody can get the work done Self managers SM1 Take up the challenges and new responsibilities that are needed because things have changed SM2 Show you can think for yourself and stay committed in all aspects of your work and be willing to keep going despite setbacks SM3 Organise your time and resources, doing the most important things first SM4 Think ahead, take sensible chances and act appropriately in response to unforeseen events SM5 Be able to deal with competing demands on your time, whether they are personal or part of work SM6 Respond positively to change, seeking advice and support when needed Effective participators EP1 Discuss issues that concern you or others, helping to sort things out as needed EP2 Explain clearly what you think needs to be done, giving reasons for your views that help people to agree with you EP3 Propose a practical plan of action that explains the steps needed to get there EP4 Suggest improvements that would benefit others as well as yourself EP5 Try to get people to agree to a workable way forward by negotiating and balancing different views EP6 Speak up for others views and beliefs even when these are different from your own

47 Higher Independent enquirers IE1 Be clear what it actually is that you need to investigate so you frame the problem in a way that makes it as easy to solve as possible IE2 Be realistic and prioritise as you plan and carry out research, making sure you are likely to have enough time and resources IE3 Make sure that you have carried out enough research take account of different view points IE4 Use objective judgement and analysis to assess the relevance and value of your findings and conclusions IE5 Make sure that you take account of how circumstances, beliefs and feelings affect the validity and bias of your material IE6 Make sure that you have supported your conclusions with effective arguments backed up by relevant evidence Creative thinkers CT1 Make sure you consider the relevance and practicality of a range of ideas without limiting possibilities unduly CT2 Avoid closing down possibilities before you have explored them drawing on others where necessary CT3 Seek out innovative ways of thinking, by bringing together material from the widest range of sources CT4 Be open to questioning what you take for granted and exploring others; assumptions CT5 Explore options and improvements sufficiently to be able to make decisions and move things forward CT6 Show flexibility and adaptability in order to keep the project on track despite unforeseen events Reflective learners RL1 Take time to think objectively about yourself and those that work with you, so that you find better ways of working RL2 Set clear targets and plan how you will judge whether they have been achieved RL3 Keep evaluating how things are going, and adapt what you do to progress the work RL4 Seek out other s opinions and take on board what they have to say RL5 Review your performance at regular stages and use the results to improve what you do in the future RL6 Present a fair account of your progress that engages your audience and is appropriate for the situation Team workers TW1 Be a good team player, offering support to others to make sure the work gets done TW2 Take a lead in building agreements and setting achievable targets TW3 Change how you present yourself and your behaviour to suit different roles and situations TW4 Act in a way that helps others fulfil their roles and responsibilities, taking action to avoid conflict TW5 Show consideration for others when taking a lead and confidence in your own abilities and role TW6 Be supportive when helping others and explaining how they could improve what they do Self managers SM1 Seek out challenges or new responsibilities and show flexibility when priorities change SM2 Take responsibility for making sure that goals are achieved, and pushing things forward despite any setbacks SM3 Make efficient and effective use of our time and resources, taking account of all aspects of the work SM4 Look ahead to plan what to do about potential problems and opportunities and respond effectively to unforeseen events and new possibilities SM5 Use effective tactics to balance your personal needs with work demands, accepting help where needed SM6 Be flexible and adaptive in the face of change, seeking advice and support as appropriate