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Personal Learning and Thinking Skills

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.

Introduction

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 resolveIE2 plan and carry out research, appreciating the consequences of decisions

IE3 explore issues, events or problems from different perspectivesIE4 analyse and evaluate information, judging its relevance and value

IE5 consider the influence of circumstances, beliefs and feelings on decisions and eventsIE6 support conclusions, using reasoned arguments and evidence

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 neededEP2 present a persuasive case for action

EP3 propose practical ways forward, breaking these down into manageable stepsEP4 identify improvements that would benefit others as well as themselves

EP5 try to influence others, negotiating and balancing diverse views to reach workable solutionsEP6 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 contributionTW6 provide constructive support and feedback to others

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 changeSM2 work towards goals, showing initiative, commitment and perseverance

SM3 organise time and resources, prioritising actionsSM4 anticipate, take and manage risks

SM5 deal with competing pressures, including personal and work-related demandsSM6 respond positively to change, seeking advice and support when neededSM7 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.

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.

Initial Assessment

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 resolveIE2 I plan and carry out research, appreciating the consequences of decisionsIE3 I explore issues, events or problems from different perspectivesIE4 I analyse and evaluate information, judging its relevance and valueIE5 I consider the influence of circumstances, beliefs and feelings on decisions and eventsIE6 I support conclusions, using reasoned arguments and evidencePlease record any notes regarding your self-assessment here:

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?


EP1 I discuss issues of concern, seeking resolution where neededEP2 I present a persuasive case for actionEP3 I propose practical ways forward, breaking these down into manageable stepsEP4 I identify improvements that would benefit others as well as themselvesEP5 I try to influence others, negotiating and balancing diverse views to reach workable solutionsEP6 I act as an advocate for views and beliefs that may differ from their own.Please record any notes regarding your self-assessment here:

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?


RL1 I assess myself and others, identifying opportunities and achievementsRL2 I set goals with success criteria for their development and workRL3 I review progress, acting on the outcomesRL4 I invite feedback and deal positively with praise, setbacks and criticismRL5 I evaluate experiences and learning to inform future progressRL6 I communicate my learning in relevant ways for different audiencesPlease record any notes regarding your self-assessment here:

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?


TW1 I collaborate with others to work towards common goalsTW2 I reach agreements, managing discussions to achieve resultsTW3 I adapt behaviour to suit different roles and situations, including leadership rolesTW4 I show fairness and consideration to othersTW5 I take responsibility, showing confidence in myself and my contributionTW6 I provide constructive support and feedback to othersPlease record any notes regarding your self-assessment here:

Self-managersFocus: 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?


SM1 I seek out challenges or new responsibilities and show flexibility when priorities changeSM2 I work towards goals, showing initiative, commitment and perseveranceSM3 I organise time and resources, prioritising actionsSM4 I anticipate, take and manage risksSM5 I deal with competing pressures, including personal and work-related demandsSM6 I respond positively to change, seeking advice and support when neededSM7 I manage my emotions, and build and maintain relationshipsPlease record any notes regarding your self-assessment here:

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?


CT1 I generate ideas and explore possibilitiesCT2 I ask questions to extend my thinkingCT3 I connect my own and others’ ideas and experiences in inventive waysCT4 I question my own and others’ assumptionsCT5 I try out alternatives or new solutions and follow ideas throughCT6 I adapt ideas as circumstances change.Please record any notes regarding your self-assessment here:

Apprentice name: ……………………………................................................................….............................…………………………………………………

Date: ……………....................................................................................……

Assessor: ………………………………...............................................................................……………………………………………………………………………

Date: ………....................................................................................…………

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.

Personal Learning and Thinking Skills mapped into the Diploma in Health and Social Care Level 2

Independent Enquirers Effective Participants Team workers Self Managers Reflective Learners Creative Thinkers

HSC 024 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3 x x

2.1 x x x

2.2

2.3

3.1

3.2 x

3.3

3.4 x

4.1

4.2 x

5.1 x x x x

5.2 x x x x

5.3 x x x x


SHC 24 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x x x

2.1 x

2.2

3.1

3.2


SHC 021 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3 x

2.1 x x x x

2.2 x x x x x x x

2.3

3.1 x x x x

3.2 x x x

3.3 x

3.4

4.1

4.2 x x x

4.3 x x

4.4 x


SHC 022 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3

2.1 x x

2.2

2.3 x x x x x x x x x x x x

3.1

3.2

3.3 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 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3 x x

2.1

2.2 x x x x x x x x x x x x

2.3 x x x

3.1

3.2 x x x x x x x


HSC 025 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

2.1

2.2

2.3 x

3.1

3.2 x x x x x x x x x x x x x

3.3

3.4 x x x x x x x


HSC 026 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2 x

1.3

1.4

2.1 x x x x

2.2 x x x x x x

3.1

3.2 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

5.3

5.4 x

6.1 x x

6.2 x x x


6.4 x x x x x x x x x x x


HSC 027 9.2AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x

1.3 x

1.4 x

1.5 x

2.1

2.2 x

2.3 x

3.1 x

3.2 x

4.1

4.2 x x

5.1

5.2

5.3 x x

6.1

6.2

7.1

7.2 x

7.3

8.1 x

8.2 x x x x x


HSC 027 9.2AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x


HSC 028 9.2AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x x x

2.1 x

2.2 x

3.1

3.2 x x

Personal Learning and Thinking Skills mapped into the Diploma in Health and Social Care Level 3


HSC 024 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3 x x

2.1 x x x

2.2

2.3

3.1

3.2 x

3.3

3.4 x

4.1

4.2 x

5.1 x x x x

5.2 x x x x

5.3 x x x x


HSC 025 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

2.1

2.2

2.3 x

3.1


3.3

3.4 x x x x x x x


SHC 31 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2


2.2

2.3 x

2.4 x x x x x x

3.1

3.2

3.3 x x x

3.4 x x x x x x

3.5

4.1

4.2

4.3


SHC 32 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

2.1

2.2 x x x x x x

2.3

3.1 x x

3.2 x x x x

4.1

4.2 x x x x x x x

4.3 x x x x x x x x x

5.1

5.2 x x x

5.3


SHC 33 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3

2.1

2.2 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 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x

2.1 x

2.2 x

3.1

3.2


HSC 036 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

2.1 x x x x x x x


2.3 x x x

3.1

3.2 x x x x

3.3

4.1

4.2 x x x x x x

4.3

4.4 x x x x x x x


HSC 037 9.2AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3 x x

1.4

2.1

2.2 x x x x x x x

2.3 x

2.4 x

2.5 x x x

2.6 x

3.1

3.2

4.1

4.2

4.3

5.1

5.2

5.3 x x

6.1

6.2

7.1

7.2 x

7.3

7.4 x

8.1 x x x x x

8.2 x x x x x

8.3

9.1

9.2

9.3 x x x x x

9.4 x x x x


1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

HSC 036 5.1 x x x x x x x x

5.2 x x x x x x x

5.3 x x

5.4

6.1

6.2 x x x x x x




HSC 038 9.2AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

2.1

2.2 x

2.3

3.1 x x x x x x x

3.2 x x x x x x x x

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 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6


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



2.3 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


3.3 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 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 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


2.2 x x x x x x x

3.1 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 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 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


1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

3.1 x

3.2 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

3.4

3.5

4.1

4.2

4.3


SHC 53 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 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



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



LM 507 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 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


M1 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x x x x

1.2 x x x

2.1 x x x

2.2 x x x x x x


2.4 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


The following table details where each of the PLTS may be located within the Level 5 Diploma

Independent enquiriersFocus: 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

1.1/1.2/1.3/ 3.2/ 4.1/4.2

1.2/1.3/1.4/2.1/ 2.2/3.2/4.1

1.1/3.2 3.1/3.2/3.3/4.1/4.2/4.3/4.4/5.1/5.2/5.3

1.1/2.1/3.1/3.3/4.1/4.2

IE2 - plan and carry out research, appreciating the consequences of decision

1.1/1.2/1.3/ 3.2/ 4.2

1.2/2.2 1.3 1.3/3.1/3.2 3.1/3.2/3.3/4.1/4.2/4.3/4.4/5.1/5.2/5.3

1.1/3.3

IE3 - explore issues, events or problems from different perspectives

1.1/1.3/1.5/2.1/2.2/3.2/4.1/4.2

1.1/1.2/2.1/2.2/3.2

1.2/1.3 1.1/1.2/2.1/3.2/4.1/4.2

2.3/3.1/3.2/3.3/4.1/4.2/4.4/5.1/5.2/5.3

1.1/1.2/1.3/2.1/2.2/2.3/3.1/3.2/3.3/4.2

IE4 - analyse and evaluate information, judging its relevance and value

1.1/1.2/1.3/2.1/2.2/3.2/4.1/4.2

1.2/2.1/2.2/3.3/4.1/4.3

1.1/4.1 1.3/2.2/4.3/4.4

1.1/1.2/3.2/3.3/4.1/4.2/4.3/4.4/5.2/5.3

1.2/1.3/2.1/2.2/2.3/3.1/3.2/3.3/4.1/4.2

IE5 - consider the influence of circumstances, beliefs and feelings on decisions and events

1.1/1.2/1.3/2.2/3.3/4.1

1.1/1.2/3.1 1.2/1.4 2.4/4.3 3.3/4.1/4.2/4.3/4.4

1.2/1.3/2.2/2.3/3.2/3.3

IE6 - support conclusions, using reasoned arguments and evidence

1.2/1.4/2.3/2.4/3.3/4.1

1.1/1.4/3.3/4.2/4.4

1.4 2.3/3.3/4.4 1.1/3.3/4.1/4.2/4.3/4.4/5.4

1.2/1.3/2.1/2.2/2.3/3.2/3.4

Effective participantsFocus: 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

2.2/3.3 2.3/3.2/3.3/4.1/4.2/5.1/5.3

EP2 - present a persuasive case for action

1.4/2.3/2.4 1.1/1.4/3.2 3.3/4.4 4.2/5.4

EP3 - propose practical ways forward, breaking these down into manageable steps

1.4/2.4/3.3 2.2/3.2 4.4 2.3/3.1/3.3/4.1/4.2/5.4

EP4 - identify improvements that would benefit others as well as themselves

1.4/2.3/2.4/3.3

3.2/4.3/4.4 2.2/3.3/4.4 3.1/3.3/4.1/4.2/5.4

EP5 - try to influence others, negotiating and balancing diverse views to reach workable solutions

1.4/2.3/2.4/3.3

3.5 2.2 2.2/2.3/4.1/4.2/4.4

EP6 - act as an advocate for views and beliefs that may differ from their own

1.4 3.3 2.2/2.4/4.4 2.1/4.1/4.2

Reflective learnersFocus: 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

1.3/2.1/2.2 2.1/3.1/3.2/4.4

1.1/1.2/2.3/2.4/3.1

4.3/4.4

RL2 - set goals with success criteria for their development and work

1.1/1.4 3.1/3.2/3.3 3.2 4.1/4.2

RL3 - review progress, acting on the outcomes

2.1/2.2/2.4 2.2 3.4/4.4 3.2/4.3

RL4 - invite feedback and deal positively with praise, setbacks and criticism

2.1/2.2 4.3 2.4

RL5 - evaluate experiences and learning to inform future progress

2.1/2.2/3.2/3.3

4.4 2.3 2.3/4.4/5.1

RL6 - communicate their learning in relevant ways for different audiences

1.2/1.4/1.5/2.3/2.4/3.3/4.1/4.3

1.4/2.1 1.1/2.3/3.3/4.1/4.2/4.3/4.4

1.1/5.2/5.4 2.3/3.2/3.4

Team WorkersFocus: 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

1.1/1.2/1.3/1.4

2.1/2.3/3.1/3.2/3.3/4.1/4.2/5.1/5.2/5.3/5.4

TW2 - reach agreements, managing discussions to achieve results

1.2/1.4 3.2 3.2/3.3/4.1/4.2/5.4

TW3 - adapt behaviour to suit different roles and situations, including leadership roles

1.4/2.3/2.4 2.2/3.3/4.1/4.2/4.3/5.4

TW4 - show fairness and consideration to others

1.2/1.3/1.4/1.5

2.2/4.4 2.2/2.3/3.3/4.1/4.2

TW5 - take responsibility, showing confidence in themselves and their contribution

1.2/1.3/1.4/1.5/2.3/2.4/3.3/4.3

3.3 1.4/2.4/3.3 2.2 2.1/2.2/2.4/3.3/4.1/4.2/5.4

TW6 - provide constructive support and feedback to others

4.5 2.2/2.3/3.3/4.1/4.2/5.4

Self managersFocus: 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

2.4 4.5

SM2 - work towards

goals, showing initiative,

commitment and

perseverance

1.1/1.3/1.4/

2.1/2.2/2.3/

2.4/3.1/3.2/

3.3/4.2/4.3

2.1/2.2/3.1/

3.3

2.2/4.5 2.2/3.1/4.1/

4.2/5.1

SM3 - organise time and

resources, prioritising actions

1.1/1.3/2.1/

2.2/2.3/2.4/

3.1/3.3/4.2/

4.3

2.1/2.2/3.1 3.2/3.3/4.1/

4.2

SM4 - anticipate, take and

manage risks

2.4/3.3 4.4 2.2/3.1/3.2/

3.3/4.4/5.2/

5.3/4.1/4.2/

5.4

SM5 - deal with competing

pressures, including personal

and work-related demands

2.2/2.3/3.3/

3.5/4.5

SM6 - respond positively to

change, seeking advice and

support when needed

2.3/2.4 3.2/4.3

SM7 - manage their

emotions, and build and

maintain relationships

2.4/3.5/4.5

Creative thinkersFocus: 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

1.1/1.2/1.3/

2.1/2.2/2.3/

3.2/3.3/4.1/

4.2

1.2/1.3/1.4/

2.1/3.1/4.1/

4.4

2.2/3.2/3.3/

3.4

1.2/1.3/3.1/

3.3/4.1/4.2/

4.3/4.4

3.1/3.2/3.3/

4.1/4.2

1.1/1.2/1.3/

2.1/2.2/3.1/

3.3/3.4/4.2

CT2 - ask questions to

extend their thinking

1.1/1.2/1.3/

2.1/2.2/2.3/

3.2/3.3/4.2

1.2/1.4/2.1/

3.1/4.1/4.2/

4.4

3.3/3.4/4.5 1.2/1.3/3.1 1.2/3.1/3.2/

3.3/4.1/4.2/

4.3/4.4/5.1/

5.2/5.3

1.1/1.2/1.3/

2.1/2.2/3.1/

3.3/3.4/

4.1/4.2

CT3 - connect their own

and others’ ideas and

experiences in inventive ways

1.1/1.2/1.3/

1.4/2.3/3.1/

3.2/3.3

1.2/1.3/2.1/

3.1/3.2/4.1/

4.3/4.4

3.3/3.4 2.1/2.3/3.2/

4.1

1.1/1.2/4.1/

4.2/4.3

2.1/2.2/2.3/

3.1/3.2/3.4/

4.2

CT4 - question their own and

others’ assumptions

1.1/1.2/1.3/

2.1/2.3/3.2

1.3/4.3/4.4 3.3 2.2/2.4/3.3 2.3/4.1/4.2/

4.4/5.4

2.2/3.1/3.4

CT5 - try out alternatives

or new solutions and follow

ideas through

1.2/1.4/1.5/

2.4/3.2/4.3

3.2/4.2/4.5 4.2/5.4

CT6 - adapt ideas as

circumstances change

1.4/1.5/2.4 4.2 4.4

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 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3 x

2.1 x x x x

2.2

3.1 x x x x

3.2 x

3.3

3.4

4.1

4.2

4.3 x x

4.4 x


PWCS22 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2 x x

1.3

2.1 x x

2.2

2.3 x x x

3.1

3.2

3.3

3.4 x


PWCS23 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2 x x

1.3 x x

2.1

2.2

2.3 x x x

3.1 x x x

3.2 x x


PWCS25 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

2.1

2.2

2.3

3.1

3.2

3.3

3.4 x x x x x


PWCS26 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2 x

2.1 x x

2.2 x x

2.3 x x x

3.1

3.2

3.3 x x x

3.4 x x

4.1

4.2 x x

4.3 x x x x x

4.4 x x x x x

5.1 x

5.2

5.3 x

5.4 x x

5.5 x

6.1 x x

6.2 x x x

6.3 x x x


PWCS27 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x

1.3 x

1.4 x

1.5 x

2.1

2.2

2.3 x

2.4 x

3.1 x

3.2 x

3.3 x x

4.1 x

4.2 x x

4.3

4.4

5.1

5.2

5.3

6.1

6.2

7.1

7.2

8.1 x

8.2 x


PWCS28 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x x x

2.1 x

2.2 x


HSC024 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3 x x

2.1 x x x

2.2

2.3

3.1

3.2 x

3.3

3.4 x

4.1

4.2 x

5.1 x x x x

5.2 x x x x

5.3 x x x x


SHC24 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x x x

2.1 x

2.2

3.1

3.2

9.1 x

9.2 x

9.3

10.1

10.2

10.3 x x

11.1

11.2 x

11.3 x

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 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2 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

3.5

4.1

4.2

4.3 x

4.4 x x x


PWCS32 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2 x

1.3

1.4 x x x

2.1 x

2.2 x

2.3 x

3.1

3.2

3.3 x

3.4 x x


PWCS33 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2 x x

1.3 x x

2.1

2.2 x x

2.3 x x

2.4

2.5 x x x x

3.1 x x

3.2

3.3 x x


PWCS36 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2 x x x x

1.3 x x x x

2.1 x

2.2

2.3 x x x

2.4 x x

3.1

3.2 x x x x

3.3 x x

4.1

4.2 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

6.2

6.3 x

6.4 x x x

7.1

7.2

7.3

7.4

7.5


PWCS37 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3

1.4

1.5 x x

1.6

2.1

2.2

2.3

2.4

2.5

3.1

3.2

3.3

3.4

4.1

4.2

4.3 x

4.4

5.1

5.2

5.3

5.4

6.1

6.2

6.3

7.1

7.2

7.3 x

8.1

8.2

8.3 x x

8.4 x x

9.1

9.2

9.3

10.1

10.2

10.3

11.1

11.2

11.3


PWCS38 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x x x x x x

2.1 x x x

2.2

2.3

3.1 x x

3.2


HSC024 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3 x x

2.1 x x x

2.2

2.3

3.1

3.2 x

3.3

3.4 x

4.1

4.2 x

5.1 x x x x

5.2 x x x x

5.3 x x x x


SHC24 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1 x

1.2 x x x

2.1 x

2.2

3.1

3.2


PWCS25 AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

2.1

2.2

3.1

3.2

3.3

3.4 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.


Self Managers 1 – 7

Reflective Learners 2, 3 and 4

Creative Thinkers 5

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 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1.1

1.2

1.3

1.4 x


AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

2.1

2.2

2.3 x

2.4

2.5


AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

3.1 x

3.2 x

3.3

3.4


AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

4.1

4.2

4.3 x x


AC 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

5.1

5.2 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


Self Managers 1 ,3, 4, 5, 6 and 7

Reflective Learners 3, 4, and 6

Creative Thinkers 1, 2, 5 and 6

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.

Independent enquirersHow 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: ....................................................................................

Effective participantsHow was the skill demonstrated?


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 frommy own.




Signed: ............................................................................................................................................. Date: ....................................................................................

Name of assessor: .....................................................................................................................................................................................................................

Signed: ............................................................................................................................................. Date: ....................................................................................

Reflective learnersHow was the skill demonstrated?


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 andcriticism

RL5 I have evaluated experiences and learning to inform future progress

RL6 I have communicated my learning in relevant ways for differentaudiences.




Signed: ............................................................................................................................................. Date: ....................................................................................

Name of assessor: .....................................................................................................................................................................................................................

Signed: ............................................................................................................................................. Date: ....................................................................................

Team workersHow was the skill demonstrated?


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




Signed: ............................................................................................................................................. Date: ....................................................................................

Name of assessor: .....................................................................................................................................................................................................................

Signed: ............................................................................................................................................. Date: ....................................................................................

Self managersHow was the skill demonstrated?


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 work-related 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




Signed: ............................................................................................................................................. Date: ....................................................................................

Name of assessor: .....................................................................................................................................................................................................................

Signed: ............................................................................................................................................. Date: ....................................................................................

Creative thinkersHow was the skill demonstrated?


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.




Signed: ............................................................................................................................................. Date: ....................................................................................

Name of assessor: .....................................................................................................................................................................................................................

Signed: ............................................................................................................................................. Date: ....................................................................................

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 tosuggest the level of support and autonomy that could be expected. Level 2 is mainlybased 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.

Intermediate Advanced HigherIndependentenquirers

Need help to process and evaluate information.They may take decisions based on some information backed up by simple reasons. There willbe some evidence oftaking others beliefs andattitudes 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 andwell-reasoned decisions, and can recognise that other’s have different beliefs and attitudes.

Can take a proactiveapproach to planning theiranalyses 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.

Creativethinkers

Need support to work outhow to explore ideas andthink creatively. They canfollow suggestions forsolving problems andwhen working with othersthey can carry out tasksthey have been given tohelp find solutions.

Can think creatively bygenerating and exploringideas, making originalconnections. 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 byexploring, refining andmaking innovativeconnections or leaps ofimagination. They take alead in working with othersand suggest differentmethods and approachesthat result in imaginativesolutions and outcomes that are of value.

Reflectivelearners

Need support to evaluatetheir strengths andlimitations, set achievablegoals and suitable criteriafor measuring success.They need reminding tocheck their own performance and progress. They respondpositively to feedback,though they need help towork out how to use it tosupport their own learning.

Can review their strengthsand limitations in simpleterms, setting themselvesrealistic goals and suggesthow they will check theyhave been achieved.They monitor their ownperformance andprogress, ask for feedbackfrom others and makechanges to further theirlearning.

Can identify criteria toobjectively evaluate theirstrengths and limitations, set challenging but realisticgoals and criteria forsuccess. They continuously monitor their own performance and progress. They actively seek feedback from a range of sources anduse it to make consideredchanges that further theirlearning.

Intermediate Advanced HigherTeamworkers

Can work with others andtake responsibility for theirown part. They can attimes listen to differentviews. They formcollaborative relationships,but need support inresolving issues to reachagreed outcomes.

Can work confidently withothers, adapting to eventsand taking responsibilityfor their own part. Theylisten to and take accountof different views. Theyform collaborativerelationships, and cancontribute to resolvingissues to reach agreedoutcomes.

Can work confidently withothers, easily adapting todifferent 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.

Selfmanagers

Need help to plan what todo and how to do it. Theywill take responsibility forcarrying out their plansand show commitment tolearning and self improvement. They canrespond well to changesand challenges suggestedby others and willcontribute to spottingopportunities.

Can organise themselves,show personal responsibility and someinitiative, and acommitment to learningand self-improvement.They actively embracechange, responding tonew priorities, coping withchallenges and looking foropportunities.

Can take a responsible,committed and proactiveapproach to planningshowing clear evidence ofindividual initiative, creativity and enterprise, which leads to clear learning and selfimprovement.They seek out opportunities to makeimprovements, respondpositively to new prioritiesthey and others haveidentified and cope well with challenges.

Effectiveparticipators

Can respond to issuesthat affect them and thosearound them. At timesthey play a full part in thelife of their school, college,workplace or widercommunity and cancontribute to makingimprovements for othersas well as themselves.

Can actively engage withissues that affect themand those around them.They play a full part in thelife of their school, college,workplace or widercommunity by takingaction to beingimprovements for othersas well as themselves.

Can identify and activelyengage with issues thataffect them and thosearound them. They play afull part in their life of theirschool, college, workplaceor wider community byinitiating responsible actionto bring improvements forothers as well asthemselves.

Intermediate


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 learnersRL1 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

Advanced


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 learnersRL1 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 doneSelf 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 bewilling 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


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

Higher


IE1 Be clear what it actually is that you need to investigate so you frame the problem in a waythat 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 learnersRL1 Take time to think objectively about yourself and those that work with you, so that you find better ways

of workingRL2 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 changeSM2 Take responsibility for making sure that goals are achieved, and pushing things forward

despite any setbacksSM3 Make efficient and effective use of our time and resources, taking account of all aspects of

the workSM4 Look ahead to plan what to do about potential problems and opportunities and respond

effectively to unforeseen events and new possibilitiesSM5 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


EP1 Be open about discussing difficult issues and trying to find a way of dealing with them that suits those involved

EP2 Present a strong well-argued case for what you think needs to be done in ways that help people to agree with you

EP3 Proposed practical ways forward, breaking these down into manageable steps

EP4 Help to bring about improvements that bring real benefits to others and so to yourself

EP5 Negotiate and balance competing views to reach workable solutions that are acceptable to those involved

EP6 Speak up, on behalf of others, for views and beliefs that may be in conflict with your own

Quality assurance

Although PLTS are currently not funded within the health and social care Apprenticeship frameworks and are not achieved via a separate qualification, they must still be formally assessed. Assessment should be based on evidence that is subject to quality assurance.

Learning providers may find it useful to refer to The Assessment Principles agreed by Skills for Care and Development, awarding organisations and Skills for Health.

The Assessment Principles give information regarding who is appropriately qualified to make assessment decisions. To assess competence based learning organisations these individuals must:

� be occupationally competent in the area they are assessing and

� be competent in assessment.

To assess knowledge based learning organisations these individuals must:

� be occupationally knowledgeable or occupationally competent

� be competent in assessment.

For more information and to view the principles visit: www.skillsforcare.org.uk/qcf.

PLTS completion statement for ACE

Apprentices must request an Apprenticeship Completion Certificate when all components of the framework are completed. In most cases the learning provider will do this on the apprentice’s behalf. The request is made via the Apprenticeship Certification England (ACE) system.

For each component of the framework evidence must be uploaded to the system.

For evidence of completion of the PLTS, the learning provider must upload a declaration of completion of all the PLTS which includes confirmation that all records pertaining to their achievement are auditable should it ever be a requirement to do so. This declaration must be signed by the apprentice and the learning provider.

The following declaration form is suitable to use for all levels of Apprenticeships.

Personal Learning and Thinking Skills (PLTS) achievement declaration form

Please complete this form and upload to the ACE system when the PLTS component of the SASE framework has been achieved.

Please indicate which framework the PLTS have been completed as part of

Intermediate Level Apprenticeship in Health and Social Care Adult Social Care Pathway

Advanced Level Apprenticeship in Health and Social Care Adult Social Care Pathway

Higher Level Apprenticeship in Care Leadership and Management

Intermediate Apprenticeship for the Children and Young People’s Workforce

Advanced Apprenticeship for the Children and Young People’s Workforce Pathway 1: Early Learning and Childcare

Advanced Apprenticeship for the Children and Young People’s Workforce Pathway 2: Children and Young People’s Social Care

The apprentice has achieved and demonstrated the required standards of attainment for all six Personal, Learning and Thinking Skills (set out in the Apprenticeship framework), as listed below:

� creative thinking � independent enquiry � reflective learning � team working � self-management � effective participation.

....................................................................................................................................................... (assessor’s/learning provider’s name here)

confirm that .................................................................................................................................................................... (apprentice’s name here)

has met the assessment criteria and learning outcomes for the PLTS. All records are available to confirm robust assessment and successful achievement.

To be completed by the apprentice

Apprentice name (BLOCK CAPITALS) Apprentice signature* Date*

* Must be completed by the apprentice

Assessor/learning provider name (BLOCK CAPITALS)

Assessor/learning provider signature Date

Skills for CareWest Gate6 Grace StreetLeedsLS1 2RPt 0113 245 1716f 0113 243 6417e [email protected] www.skillsforcare.org.uk

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