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Mike Fleetham Mike's Thinking Classroom Blog


How to Value PLTS

Personal Learning and Thinking Skills (and similar in other parts of the world) are asked for by employers and asked of teachers when planning lessons. All over the UK I hear secondary teachers saying, "I know why PLTS is valuable, I believe it should be an entitlement of all my students, but I have so much pressure on me to 'deliver the content." This is a real and valid response.

Many other teachers are already infusing PLTS - using it to deliver the content. They can do this because either:

a) they or their school have invested time 'training' learners to learn in more collaborative ways, or
b) they inherited 'teachable', skilled-up children from their feeder primaries

But this is only part of the picture. If PLTS is so valuable (and I believe it is) then it should be publicly valued alongside GCSE subject grades.

I propose two additional GSCE-equivalent grades: Employability and Learn-ability, for which pupils can get grades from U to A*.

Think about this:  a pupil with 9 A*s (subject), a B for Learn-ability and a D for Employability. Then imagine a pupil with a scattering of subject grades (C-A*) with Learn-ability and Employability both A*. I know who I would choose (as an employer myself)

But how can we assess these 2 'subjects'? Amanda at Clayton Hall Business & Enterprise College knows how - it's all there in the BTEC assessments - PLTS infused throughout - a small step from the progression grids to a grade. Call her up - but wait till Friday (Ofsted visit).

If PLTS is so valuable and teachers are beholden to their grades, then make PLTS a grade.



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