Project Based Learning
Name : Mrs A Minton
Email : email@example.com
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 has been developed and refined over a number of years in consultation with employers, parents, schools, students and the wider public. As a school we believe that through dedicating time to developing these key skills it really does allow our students to engage more actively and independently with the curriculum we offer here at Selby High School.
The personal, learning and thinking skills framework comprises of six groups:
- independent enquirers
- creative thinkers
- reflective learners
- team workers
- effective participants
These skills, intended to develop communication, confidence and self-belief within our students, go hand in hand with encouraging them to take real ownership of their learning and to independently drive their progress forwards in and out of lessons.
Each group of skills is distinctive and coherent. The groups are also interconnected and learners are likely to encounter skills from several groups in any one learning experience. To develop independence, learners at Selby High School need to apply skills from all six groups in a wide range of contexts.
Focus: Young people 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.
Young people: identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences of decisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance and value consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions, using reasoned arguments and evidence.
Focus: Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.
Young people: generate ideas and explore possibilities ask questions to extend their thinking connect their own and others’ ideas and experiences in inventive ways question their own and others’ assumptions try out alternatives or new solutions and follow ideas through adapt ideas as circumstances change.
Focus: Young people 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.
Young people: assess themselves and others, identifying opportunities and achievements set goals with success criteria for their development and work review progress, acting on the outcomes invite feedback and deal positively with praise, setbacks and criticism evaluate experiences and learning to inform future progress communicate their learning in relevant ways for different audiences.
Focus: Young people 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.
Young people: collaborate with others to work towards common goals reach agreements, managing discussions to achieve results adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in themselves and their contribution provide constructive support and feedback to others.
Focus: Young people 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.
Young people: seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance organise time and resources, prioritising actions anticipate, take and manage risks deal with competing pressures, including personal and work-related demands respond positively to change, seeking advice and support when needed manage their emotions, and build and maintain relationships.
Focus: Young people 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.
Young people: discuss issues of concern, seeking resolution where needed present a persuasive case for action propose practical ways forward, breaking these down into manageable steps identify improvements that would benefit others as well as themselves try to influence others, negotiating and balancing diverse views to reach workable solutions act as an advocate for views and beliefs that may differ from their own.
At Selby High School Project Based learning is delivered to pupils in Years 7&8 through one lesson a fortnight, alongside the Arts Award in year 7. The pupils complete various projects on a range of themes which help them to practise and develop the skills outlined above. These topics include:
- Learning to Learn (equipping students with essential learning tools that can be transferred across the curriculum)
- Establishing an Olympic Legacy in Selby
- Exploring how to stay safe online
- Developing ways of creating greater Biodiversity in Selby
- Creating a children’s storybook
The department also organises a trip for the Year 7 Project Based Learning groups to the Yorkshire Wildlife Park which is a fantastic learning opportunity and consolidates the learning that students have been undertaking in their Biodiversity Project.