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Attitude to Learning

Each term, all students in Foundation, Preparation and Qualification Phases receive their most recent assessment data, including their teacher-assessed Attitude to Learning (ATL) scores. These scores can be interpreted in the ways outlined below.

Attitude to Learning (ATL) Student Assessment Grid
(to be used in conjunction with the classroom expectations protocol)

 

Expert Learner (1)

ALWAYS

(without prompting)

Advanced Learner (2)

MAJORITY

Developing Learner (3)

HIT AND MISS

Potential Learner (4)

RARELY OR NEVER

PFL

(Prepared for Learning)

Fully prepared for learning, with all the correct equipment out, in every lesson, without prompting.

Fully prepared for learning, with all the correct equipment out, in most lessons, may need prompting.

Fully prepared for learning, with all the correct equipment out, in some lessons, may need prompting.

Unprepared for learning.

Effort and Determination

Maximum effort and determination given for every lesson.

Good effort and determination given for most lessons.

Effort and determination not sustained in some lessons.

Poor effort and determination in lessons.

Participation

Actively participates in all parts of every lesson.

Actively participates in most lessons.

Actively participates in some lessons.

Does not actively participate in any lessons.

Concentration and Engagement

Concentrates and is engaged fully in every lesson without disrupting.

Concentrates and is engaged fully in most lessons without disrupting.

Concentrates and is engaged fully in some lessons, making a few disruptions.

Poor concentration, engagement and can be disruptive.

Respect

Friendly, polite, respectful and helpful to others in every lesson.

Friendly, polite, respectful   and helpful to others in most lessons.

Friendly, polite, respectful   and helpful to others in some lessons.

Is disrespectful regularly.

Team Working

Always works effectively as a team player.

Mostly, works well in teams.

Sometimes works well with others.

Has difficulty working with others.

Independent Learning

Always able to complete tasks independently when required; Always acts on follow up feedback work;

Always asks for extension work.

Mostly, able to complete tasks independently when required; Mostly, acts on follow up feedback work;

Sometimes asks for extension work.

Sometimes needs teacher support and encouragement to complete tasks;

Sometimes needs reminding to complete follow up feedback work.

Rarely works independently or completes follow up feedback work.

Thirst for Knowledge

Is always active, enquiring and interested.

Is mostly active, enquiring and interested.

Is sometimes active, enquiring and interested.

Is rarely active, enquiring and interested.

Presentation

Work in book is always presented to a very high standard and always up to date.

Work in book is mostly well presented and mostly up to date.

Some work in book is well presented but not as fully up to date as it should be.

Work in book is poorly presented and incomplete.

Homework

Homework, when set, is always completed on time, and is of an exceptional standard.

Homework, when set, is always completed on time, and is of a high standard.

Homework, when set, is always completed on time, but is sometimes incomplete or inadequate.

Homework is rarely completed on time and/or is mostly inadequate.

Reflective

Always understands fully how to improve work.

Can mostly identify ways to improve own learning.

Can sometimes identify ways to improve own learning.

Does not or rarely evaluate own learning.

Target Grades

Exceeds all target level/targets set out in learning outcomes.

Meets most target level/targets set out in learning outcomes.

Meets some of target level/targets set out in learning outcomes.

Rarely or never meets the target level/targets set out in learning outcomes.

Quality of Work

(Excellence)

Work is always of a high quality and can be used as an example to others.

Work is completed well most of the time.

Work completed well sometimes.

Work rarely or never completed well.