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1. One-word Whip Around

Think of one word that best represents your understanding of the PPS course after today.

2. In what ways will you use today’s learning to design a PPS course that is meaningful, connected, and student-centred?

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Take a moment to note your key takeaways:

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Take a moment to note your key takeaways:

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What did you learn from others?

What ideas would you like to try in your school?

What questions are you still thinking about?

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Think about what's most important about transversal skills and complete these sentence frames. Record it in your reflection journal. Note that the first and last sentence should be the same. 

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Think about what's most important about transversal skills and complete these sentence frames. Record it in your reflection journal. Note that the first and last sentence should be the same. 

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The most important thing about transversal skills in the PPS course is ...

It is important that ...

It is important that ...

And it is also important that ...

But the most important thing about transversal skills in the PPS course is ...

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The CP Core is the engine. PPS is the fuel powering it all.

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I learned about ideas for integrating PPS into the RP

I would like to re-think the timing of our PPS programme to align with the relevant phases of the CRS, RP, CE, LCS, subjects especially IA's, and exam readiness

I am still thinking about what that would look like at our school. Also how to better collaborate across the CP/DP.

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a powerful car powered by an engine with fuel pumping through the whole thing

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PPS works best when it’s consistent, skills-focused, and built around reflection, not in isolation of the other topics. Aligned with university applications and intrinsic to the success of the Reflective Project.

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Collaboration with other teachers is important and make it more meaningful. reflection activities are key for assessing skills. different schools can structure the PPS in its own flexible ways.

I would try using real-life case studies such as ethics in psychology as Im psychology DP teacher. and to include discussion-based and interactive lesson. some questions which I still think about can be how to assess the PPS more objectively and how to ensure the consistency among teachers.

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The most important thing about transversal skills in the PPS course is that they be explicitly applied to real, meaningful contexts

It is important that they be selected by students as areas for growth.

It is important that they be integrated authentically.

And it is also important that they be focused on consciously, with self reflection and reflexivity.

But the most important thing about transversal skills in the PPS course is that they be explicitly applied to real, meaningful contexts.

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One key takeaway for me is that in PPS, learning shouldn’t start with just what content do I need to cover?, but what skills, ideas, and real-world connections I want students to develop.

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The most important thing about transversal skills in the PPS course is that they prepare students to apply learning in real life contexts

It is important that students develop the ability to think critically and solve problems.

It is important that they can communicate and collaborate effectively with others.

And it is also important that they build self-awareness and adaptability for future challenges.

But the most important thing about transversal skills in the PPS course is that they prepare students to apply learning in real life contexts

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I note there are multiple entry points for PPS. I wonder whether we can time our school's inquiry units around things like the IA in certain subjects to better integrate skills across contexts. I wonder how best to make these skills explicit to students.

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PPS is about helping students recognise, reflect on, and transfer those skills across different situations.

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Individual Reflection: See – Think – Act

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Individual Reflection: See – Think – Act

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SEEWhat idea or practice stood out to you?

THINKWhy is this relevant to your PPS context? What connections do you see?

ACTHow might you implement this? What impact do you hope it will have?

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See: What stood out was starting with skills and context first, rather than content, and making learning more intentional.

Think: This links well to PPS because it focuses on making transferable skills visible and explicit for students.

Act: I would implement this by regularly getting students to identify the skill they are using and reflect on how it applies in different situations.

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see: the use of inquiry stages of focus, explore, act, reflect and share stood out.

Think: it connects well to PPS by linking skills to real life contexts and student experiences.

Act: I will apply this by designing inquiry based lessons trying to make learning more practical and student centered.

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SEE -- I loved my colleagues' inquiry plans, integrating self-awareness/reflection with change; and wellbeing with stress.

THINK -- I would love to combine these (or offer a choice of either / offer as sample focus questions) in the PPS inquiry next term during mock exams for CP2 and first IA for CP1.

ACT -- I could create a guided inquiry for these options, or even an open inquiry, since we have done one directed, and are about to do a guided one. I hope it will be very, very useful for student wellbeing next term and in their personal lives beyond school.

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Share one reflective strategy that might support reflective/reflexive practice.  

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Share one reflective strategy that might support reflective/reflexive practice.  

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For Example -

Reflection - A daily journal

Critical Reflection - Critical incident report

Self Reflexivity - Self Reflection form

Critical Reflexivity - Research Driven Report

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what did I do well today?

Identify one strength or success?

What approach did I take?

How did I approach the task?

What does this say about me as a learner?

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Reflection: Weekly journal to evaluate learning and improvement. Exit tickets. review sheets. peer feedback

Reflexivity: Guided questions that help students examine how their identity and perspectives influence their thinking. identity mapping, cultural comparison activity

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Reflection: I used to think > Now I think template

Reflexivity: Fill in a Profile of Influence, identifying influences including religion, culture, life experiences, socio-economic background etc.

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Reflect by completing the following in your reflective journal.

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Reflect by completing the following in your reflective journal.

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2 Two tools from the Took kit I should implement to support my students in curating artefacts for their portfolio are ...

1 One adaptation, tip or trick I might consider when using the tools or implementing the strategies I learned from this learning engagement is ...

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Consider your learning from the entire workshop and complete the following sentence starters.

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Consider your learning from the entire workshop and complete the following sentence starters.

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When I first started teaching PPS, I used to think technology ...

Now, when I teach PPS, I think technology ...

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I will encourage students to use the excel Matrix to track their progress.

I will ask students to use the Find your Focus inquiry planner for guided / free inquiries

Adaptation: I have taken some questions from the Teacher Inquiry Planner to use with students to prompt them to reflect on the Focus question I have given in my guided inquiry

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Student checklist and the enquiry tracker. My trick would be to combine the document into one.

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PPS Evidence Planner : to help students plan what artefacts to include and link them to the learning outcomes

Inquiry Tracker Matrix (Excel Sheets) : to track students’ progress across learning outcomes, concepts and contexts over time and I would simplify the tools and use digital platforms (like Google Docs or Slides) so students can update them regularly and easily instead of making them too complex or time consuming.

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I used to think technology was mainly a tool for making tasks quicker and more engaging. Now, when I teach with technology, I think of it as a way to deepen thinking, support reflection, and help students take ownership of their learning.

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I used to think technology could help like an assistant with a few busy work tasks to speed things up.

Now I think, chat bots could offer huge enhancements to my and my students' iterative co-planning of personalised inquiries, and integration and mapping of the PPS and the entire CP.

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I used to think technology was just helpful for saving time and finding information.

Now I see it as a powerful tool that helps students reflect think critically and connect their learning to real-life situations especially when used ethically.

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I used to think technology was mainly a tool for making tasks quicker and more engaging. Now, when I teach with technology, I think of it as a way to deepen thinking, support reflection, and help students take ownership of their learning while keeping their voice at the centre.