Designing the whole curriculum linking subjects, PLTS, Dimensions

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Designing the whole curriculumlinking subjects,
PLTS, Dimensions
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Designing the whole curriculum

• Schools need to consider the entire planned
  learning experience including lessons, routines,
  events, learning outside the classroom, the
  extended school day in designing the whole
  curriculum
• Building on their existing subject-focused
  strengths many schools are developing other
  aspects of their curriculum focussing on the
  aims, dimensions and PLTs
• The positive differences in learners is becoming
  evident and need to be secured this includes
  examples of impact on attainment in subjects
• There is a need to build on the PLTS and
  dimensions rather than repeat experiences in
  developing a coherent curriculum
• We need to plan for progression in PLTS
• We need to help schools find better ways of
  developing subjects, dimensions and PLTs to
  design more compelling learning experiences

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Planning systematically for the subjects

• The structure of the revised programme of study
  can be used to plan a coherent approach to
  subjects.
• Schools and colleges have found it helpful to
• start by identifying one or more of the key
  concepts to focus on when planning
• identify which key processes offer opportunities
  to explore and extend the concept
• select the most appropriate contexts, content or
  purposes from the range and content section
• use experiences from the curriculum opportunities
  section to bring teaching and learning to life.
• Interconnect with dimensions and PLTs

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Using the dimensions

• Although dimensions are not a statutory part of
  the National Curriculum, schools will find them
  useful in designing and planning their
  curriculum.
• Individual dimensions should not be considered in
  isolation as they are often interdependent and
  mutually supportive. Identity and cultural
  diversity and community participation can be
  interlinked in promoting community cohesion

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What are the skills in the curriculum?

• The personal, learning and thinking skills (PLTS)
  provide a framework for describing the qualities
  and skills needed for success in learning
  and life.
• The PLTS framework embraces social and emotional
  aspects of learning, employability, responsible
  citizenship, enquiry skills and creativity,
  self-direction and independent study, reflection
  on learning (learning to learn and assessment for
  learning).
• The framework comprises six groups of skills
• independent enquirers
• creative thinkers
• reflective learners
• team workers
• self-managers
• effective participators.
• These generic skills, together with the
  functional skills of English, mathematics and
  ICT, are essential to success in life, learning
  and work.

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How can skills be planned for?

• Focusing on the development of skills is one way
  to bring coherence to the curriculum and the
  entire planned learning experience. The PLTS
  should be viewed holistically as they are often
  interdependent and mutually supportive.
• Schools have found a range of ways in which
  provision for PLTS can be addressed, including
• through subjects, with links across subjects
• separately timetabled thematic days, activity
  weeks and events, often including block
  timetabling
• activities integrated into the routines of the
  school, such as running a mini-enterprise,
  arranging a fundraising event
• through visits, assemblies, out-of-hours learning
  and by bringing experts into the school
• a combination of the above
• Schools will develop an approach that best suits
  them.

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How can skills be planned for?

• To help learners develop their personal,
  learning and thinking skills, pupils should have
  opportunities across the curriculum to
• plan and complete tasks in real settings or
  environments sometimes outside of the classroom
• participate fully in the daily life of the school
  and discuss issues of concern and develop actions
  to address issues in their school and wider
  community
• take on new responsibilities and work flexibly as
  situations change as well as organise their own
  time and resources in relation to their work
• think and reflect on what they are doing and what
  they want to find out
• work in groups so that they can share and refine
  ideas, evaluate each other's work and ideas, and
  question the assumptions behind particular ideas
• communicate in a variety of ways and present
  their ideas to a range of others, for example
  their class, teachers, a school assembly, people
  outside the school.

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A progression framework for PLTS

• What are you looking for?
• The skills - how a learner applies the PLT in
  their work
• Integration how the learner brings together the
  different elements of the PLT and making
  connections between the skill and the task
• Independence how the learner works
  independently and takes the initiative
• Context the pitch of the task and the challenge
  the activities make on the learner