21 October 2019



To whom it may concern

I am writing to express my support for the Learning for Life and TRICS programme that we have implemented this year to ensure we are beginning to embed PLTS across the whole curriculum and equip our students for their future choice of education or employment.

We have found that even our most able students were sometimes learning in a vacuum, and were unable to recognise, let alone transfer, the skills they used discreetly in one subject across to another. By using the TRICS model, and the tutorials that come with it, we have been able to help our students develop independent learning skills that they can now recognise, talk confidently about and most importantly apply across the whole school curriculum.

Students are now beginning to recognise that the fundamental learning experience is very similar in all subjects and varies only by content; they are able to decide quickly which learning models they should use, they now have a vocabulary to articulate their needs and wants, and the confidence and skills to quickly set up a team, or work independently. They also have a checklist which can support them in trying to work more creatively and reflectively – and the resilience they have developed through a series of tutorials to keep on trying!

Implementing TRICS within curriculum subjects has also been a fairly seamless process; Heads of Department recognise the need to develop these skills and have spent sessions with their teams embedding discreet and implicit TRIC skills within existing schemes of work. Collapsed ‘TRICS Learning days’ have enabled students to see the value of skills based work by tackling a huge range of activities not normally found within the traditional curriculum.

I can see true and real benefit to developing their TRICS skills throughout their education, and as someone who has been involved in developing the Skills Passport I can see the tremendous impact this could have on students. Finding a way of allowing all students, regardless of their ability, to develop their particular strengths and track how they are becoming more skilled in each area will enable them to seamlessly bridge the gap between higher and further education and the work place. The Skills Passport would encourage students to not only become good ‘students’ but remarkable ‘citizens’, encouraging them to take a more pro active parting their school, local and global community as well as encouraging them to really take ownership of their own learning.

With all of our students entering a more and more competitive world, with fewer higher education places and job opportunities, we cannot rely on qualifications being their route to success; the TRICS programme and accreditation through the Skills Passport will give them the hand up they need to compete successfully and achieve what they deserve.

Please feel free to contact me for further information.

Rebecca Tigue
Deputy Headteacher


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