the new secondary curriculum

The framework comprises six groups of skills that, together
with the functional skills of English, mathematics and ICT,
are essential to success in learning, life and work. In

essence, the framework captures the essential skills of:

managing self; managing relationships with others; and

managing own learning, performance and work. It is

these skills that will enable young people to enter work

and adult life as confident and capable individuals

The titles of the six groups of skills are set out below:
 

  1. INDEPENDENT ENQUIRERS
  2. CREATIVE THINKERS
  3. REFLECTIVE LEARNERS
  4. TEAM WORKERS
  5. SELF MANAGERS
  6. EFFECTIVE PARTICIPATORS

 

For each group of skills, a focus statement sums up the
range of skills. This is accompanied by a set of outcome
statements that are indicative of the skills, behaviours and

personal qualities associated with each group.

 While in Spain we are still concerned about skills suchh as : linguistic, mathematic, social, technological… In Britain this trend is  already obsolete and they are thinking about the ones mentioned above.

Each group is distinctive and coherent. The groups are
also interconnected. Young people are likely to encounter
skills from several groups in any one learning experience.

For example,
 
independent enquirers

 

set goals for their research with clear success criteria
 
 

(reflective learners)

 

and organise and manage their time and resources effectivelyto achieve these goals.
 
 

 

such as organising oneself, managing change, taking

 In order to acquire and develop fundamental concepts

responsibility and perseverance, learners will need to

apply skills from all six groups in a wide range of learning contexts from ages 11 to 19.

 

The new secondary curriculum  

Young people process and evaluate information in theirinvestigations, planning what to do and how to go about it. They

Young people:

identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences ofdecisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance andvalue consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions, using reasoned arguments and evidence.

take informed and well-reasoned decisions, recognising that other have different beliefs and attitudes.

Young people actively engage with issues that affect themand those around them. They play a full part in the life of their

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 viewto reach workable solutions act as an advocate for views and beliefs that may differ from their own.

school, college, workplace or wider community by taking 
The six areas of the PLTS frameworkfective participants Se(www.qca.org.uk/curriculum), people organise themselves, showing personal
 Youngresponsibility, initiative, creativity and enterprise with a commitmentto learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.Young people evaluate their strengths and limitations,setting themselves realistic goals with criteria for success. Theymonitor their own performance and progress, inviting feedback from others and making changes to further their learning.Young people think creatively by generating and exploringideas and making original connections. They try different ways to

Young people work confidently with others, adapting todifferent contexts and taking responsibility for their own part. They

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 rolesshow fairness and consideration to others take responsibility, showing confidence in themselves and their contribution provide constructive support and feedback to others.

listen to and take account of different views. They form collaborativerelationships, resolving issues to reach agreed outcomes.
tackle a problem, working with others to find imaginative solutions and outcomes that are of value.

 

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