Personal Learning and Thinking Skills- Key learning
indicators
Rationale
To encourage all students to take a full part in the life of our school, college,
workplace or wider community. To provide opportunities to enable them
to actively engage with issues that affect them and those around them taking
responsible action to bring improvement for others as well as themselves.
• Begin to show an awareness that not
everyone feels like you do and respond to
other peoples ideas
•Shows simple reflex responses when
encountering activities and experiences
•Attends briefly to interactions with familiar person
P 1-3
• Show awareness of their own ideas and
P 7- L1 feelings and that others ideas though
•Reacts to new activities and experiences
•Accepts and engages in co-actives exploration
different are not wrong
•Sustain concentration for short periods
• Listen to ideas of others, talk about
different ideas and opinions and develop
ideas through listening
•Explores materials in increasingly complex ways
Effective
Participators
• Show enjoyment of communication with
peers and gaze from one ‘speaker’ to
another
P4- 6
• Show awareness of feelings and needs of
others
• Begin to interact with other children and
show appreciation of someone else's skill
and efforts
•Make and accept constructive suggestions
and adapt their ideas to cater for the needs of
others
L2- 3 • try to find a compromise when there is a
disagreement, for example by considering
alternatives
Personal Learning and Thinking Skills - Key learning
indicators
Rationale
To encourage our students to think creatively enabling
them to explore ideas, find solutions and try different ways to tackle a problem.
We will focus on further developing their skills which will equip them to work
with others in an imaginative, creative way, providing value to their thoughts
by following ideas through.
•Participate with support
•Shows positive response to attention
•May use creative work to express
feelings
•Shows some frustration if an enjoyable
activity stops
P1- 3 •Makes similar responses several times
P7- L1•Discuss an idea with a partner
•Develop ideas through listening to
peers
•Responds with displeasure
•Seek attention through eye contact or
action
Creative Thinkers
•Selects materials to play with
P4- 6
•Looks at the work of others and
shows satisfaction and displeasure
•Explores a new environment or
equipment
•Lead a group in drama or role play
•Draft their ideas and consider
L1- L3 alternatives
Personal Learning and Thinking Skills - Key learning
indicators
Rationale
To encourage our students to monitor their own performance
and progress. We will provide opportunities which enable them to further their
potential by setting goals and targets with clear criteria for success. Students
will be encouraged to evaluate their performance inviting feedback from
others to further inform future learning.
•Focus their attention giving intermittent reactions to
certain people, events, objects
•Listens to why what they have done
is wrong or right
•Gives intermittent reactions – e.g. – vocalises to
self/showing awareness of a social activity
P1- 3
•Realise what they do affects others
P7-L1•Identify a new skill they have
•Performs actions by trial and improvement
•Remember learned responses over short periods of
time
developed
•Observe the results of their actions with interest
•Apply potential solutions systematically to problems
Reflective Learners
•Expresses feelings towards a
person, action or activity
P4- 6 •Aware of approval and disapproval
•Respond to adult reaction to own
action
L1- 3
•Make constructive suggestions and
accept constructive suggestions
from others
•Identify an action of their own that
was good or wrong and explain why
Personal Learning and Thinking Skills - Key learning
indicators
Rationale
To encourage our students to interpret, process and evaluate
information in their investigations, ultimately planning what to do and how to go
about it. We will provide opportunities which encourage them to become
independent enquirers enabling them to take informed, well-reasoned decisions,
recognising that others have different beliefs and attitudes.
•Quietens at familiar voice or sound
stimuli
•Begin to show an awareness that not
everyone feels like they do.
•Shows pleasure/displeasure
P1-3
•Asks questions related to topic.
•Reaches out to request attention
P7-L1•Discuss with an adult the task to be
•Turns head away to indicate enough
•Indicate they want to continue an activity
completed.
•Respond to options and choices with
actions and gestures
Independent
Enquirers
• Attempts to begin a specific
activity they enjoy independently.
P4-6
•Asks for specific help with work
related problems
• Discuss with an adult how to
approach a problem.
•Identify qualities in self and others
L2-3 that they admire.
•Identify sources of information.
Personal Learning and Thinking Skills - Key learning
indicators
Rationale
To encourage our students to work confidently with others, to be
adaptive in working in different situations and taking responsibility for their
actions and choices they make. They will demonstrate the ability to listen,
respect and consider the views of others. We aim to encourage our students to
demonstrate confidence in collaborative working.
•Has brief periods when they are ready to
focus their attention
P1-3
• Make relevant contribution to group
instructions with support
•Show emerging awareness of activities and
experiences
•Respond consistently to familiar people
with team and contribute
P7- L1 •Co-operate
appropriately to achieving a specific aim
•Recognise familiar people – e.g. –
vocalising or gesturing in a particular way
•Show awareness of needs and opinions
of others within the team
•Communicates intentionally
•Participate in shared activities with less
support
Team Workers
• Greet peers within working group and
communicate with them through
appropriate means
P4- 6
•With support work with at least one peer
and listen and respond to others
communication without interruption
•With support share resources and take
turns at different activities and roles
• Make meaningful contributions to group
planning, monitoring and evaluation of the task
ability to work within their team
L2- 3 •Demonstrate
without direct adult supervision
Personal Learning and Thinking Skills - Key learning
indicators
Rationale
To encourage our students to organise themselves and develop their
skills within the areas of personal responsibility, initiative, creativity and
enterprise. The aim will be towards self improvement and extending learning
which will enable them to embrace and cope with change, responding to new
priorities and challenges.
• •Gives intermittent reactions to stimuli
P1- 3
•Shows signs of intentional communication
• Identify and locate resources required for
an activity
•Begins to respond consistently to new activities
and experiences
• Show interest in new experiences, new
methods and new materials
P7-L1 • complete tasks showing awareness of a
•Communicate consistent preferences and
affective responses
timetable or schedule and begin to make
decisions about what to do next
•Request events, activities and interaction
•Remember learned responses over more
extended periods of time
Self Managers
•Ask for help with word or gesture
P4- 6
•Ask for specific help with work related
problem
•Willing to try using unfamiliar material
• Sate and explain preferences and plan how
they will achieve their goals
•Work independently with periods of sustained
and take a pride in the
L2- 3 concentration
presentation of completed work