Personal Learning and Thinking Skills (PLTS) Information sheet for Maths.

Access the QCA curriculum page at:

http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/index.aspx and then choose your subject.

Each curriculum area Framework has subsections of:

 Importance of the subject: why the subject matters
 Key Concepts: big ideas that underpin each subject
 Key Processes: essential skills for each subject
 Range and content: what to teach
 Curriculum opportunities: chances to work with other subjects or outside the classroom

Detail on each of these is available clicking on the headings on the site referenced above.

On the right hand side of the web page are links as to how Maths can contribute to Aims (of the
National Curriculum), Personal Development (specific connections to ECM headings), PLTS and
Functional Skills. Following the PLTS link provides the subject specific information reproduced on the
next page for you. The page referenced above is a key page for you to access your programmes of
study and information on Attainment Targets.

As a Core subject you also have some more useful links as follows:

http://www.standards.dcsf.gov.uk/secondary/framework/ then choose your subject.

Key things from this site are:
Access to the overview of levels (PDF document
attached) through “Framework for Secondary Maths”
then “About Framework Learning Objectives” then
from near the bottom “APP assessment guidelines for
Maths”

An online indicator of how skills develop year by year

by following “Framework for Secondary Maths” then
“Maths Learning Objectives” and by then putting ticks
in the boxes next to specific skills and clicking “Go”
you get to the web page showing how these skills
develop year by year which looks like the image on
the right.

Scrolling to the bottom and clicking on ““Click here to

view the suggested APP assessment criteria linked
to these assessment focuses” takes you to a web
page showing how each skill develops over levels
rather than years. It looks like this:
 How Maths can support PLTS

The programme of study requires
pupils to work on open and closed
tasks in a variety of contexts that allow
them to select the mathematics to use.
The key concept of competence
requires pupils to process and
evaluate information, applying
mathematics to familiar and unfamiliar
contexts. Pupils plan what to do,
selecting the most appropriate
methods, tools and models when
representing situations or problems.
The key concept of creativity requires Pupils will be expected to evaluate
pupils to combine understanding, their own and others' work and
experiences, imagination and respond constructively. The key
reasoning to construct new process of analysing requires them to
knowledge. They are also expected to work logically towards results and
use existing mathematical knowledge solutions, and to value feedback and
in novel contexts. By adopting a learn from mistakes.
questioning approach they develop
their own lines of enquiry and
convincing arguments to support their
decisions and conclusions. When
deciding on how to use mathematics
to model a situation or solve a problem
pupils need to think creatively, drawing
on their knowledge and understanding
of mathematics and identifying the
mathematical features that are
important.

The mathematics programme of study
provides opportunities for pupils to
work collaboratively as well as
independently to solve mathematical
problems in a range of contexts.
Knowing about the history of
mathematics and the mathematics of
different cultures encourages and
supports pupils to listen to, and be
sensitive to, different views and
broadens their perspective on the
subject.
Pupils are expected to work
independently on extended tasks that
bring together different aspects of
mathematical content, using several of
the key processes. They will make
decisions autonomously while working
towards goals, showing initiative,
confidence, commitment and
perseverance.
Pupils’ use of mathematical ideas and
models to explore issues or problems
is mediated through the key concept of
critical understanding. When
interpreting and evaluating, pupils
should be able to develop convincing
arguments to influence others and take
part in discussions. Working on
problems that arise in other subjects
and outside school helps pupils
understand how mathematics is
relevant in all areas of life.

Embedding personal, learning and thinking skills

A range of PLTS can be embedded in any sequence of work whilst planning. For example, pupils might be asked to
investigate and compare different ways of upgrading and paying for a new mobile phone over several lessons. This would
involve pupils:

• identifying questions to answer and problems to solve, planning and carrying out research to compare pay as you
go with contract phones (independent enquirers)
• generating ideas and constructing mathematical models, exploring possibilities by carrying out calculations,
varying values and following their own ideas through (creative thinkers)
• discussing and writing up their findings, reflecting on and communicating what they have learnt, selecting the
appropriate mathematical representations (reflective learners)
• collaborating with others to prepare a class presentation, showing confidence in themselves, their contribution
and their findings (team workers)
• working towards goals, organising time and resources, and prioritising actions (self-managers)
• comparing other pupils’ approaches and findings and making judgements about how they compare with their own
(independent enquirers)
• proposing practical ways forward, breaking the problem and analysis down into manageable steps (effective
participators).