To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that are important for lifelong learning and academic success. To place a greater responsibility on students to develop their own range of learning strategies. To create a learning language to form the basis of communication and discussion between students, staff and parents.
Typically Y12 students would be demonstrating the attributes and skills outlined in learner levels 6-8. There may be a small number of outliers operating above or below. Typically Y13 students would be demonstrating the attributes and skills outlined in learner levels 7-9. There may be a small number of outliers operating above or below. Generally, KS5 students will be operating between Level 6 and Level 9. Level 9 would reflect the behaviours of an exceptional learner.
Level 6 Level 7 Level 8 Level 9
Building a common language for learning, five key themes the 5R s: 1.Resilience 2.Resourcefulness 3.Reflectiveness 4.Reciprocity 5.Respect
Learner levelling is best fit. The teacher will select the level that best fits or describes the students learning skills at the time. Not all of the five descriptors may 100% describe their approach but the majority will.
LL linked to Learner of the Term replacement for the Student of the term award. Rewards and celebration for students achieving or exceeding the highest levels associated with each year group. E.g. A Y12 student achieving a Level 7 / 8 or above OR awarded on the basis of improvement.
Level 6 Resilience Resourcefulness Reflectiveness Reciprocity Respect, Values and Attitudes Showing high levels of independence. Sets challenging goals and works hard to achieve them. Works to routinely meet deadlines and is focussed on the assessment objectives. Is developing a greater range of enquiry-based skills. Demonstrates the skills required to plan and consolidate their learning and prepare for formal assessments. Thoroughly engages in all forms of feedback to deepen understanding of their own next steps in learning. Seeks further feedback when necessary to deepen understanding. Uses feedback from formal assessments to support revision. Challenges, develops and responds to what they hear in thoughtful and considerate ways, seeking clarification through apt questions. Analyses and reflects on others ideas to clarify issues and assumptions and develop the discussion. Identifies useful outcomes to help structure discussion through purposeful contributions. Is absorbed in learning and is a role model for others. Is inquisitive and shows an enthusiasm to independently deepen understanding.
Imani works independently and sets challenging targets in English Literature. Her time management is effective and she plans and implements work to meet deadlines. Imani has implemented a revision strategy to work towards mock examinations and controlled assessments. She can interpret, synthesise and analyse the texts critically. She reads a range of literature incorporating many genres and styles. Imani thoroughly engages in a variety of feedback methods and acts on and uses feedback to deepen her understanding and support preparation for examinations. She offers insightful contributions in group work and challenges, develops and responds to others contributions in thoughtful and considerate ways. She recognises how to interact with others to improve her own and others learning. Imani has a desire to achieve in this subject and recognises the significance of working towards and achieving a high grade to make a smooth transition into Y13.
Level 7 Resilience Resourcefulness Reflectiveness Reciprocity Respect, Values and Attitudes Highly independent and proactive. Sets challenging goals and modifies them according to the level of success achieved. Regularly uses a variety of resources to enhance and refine their work. Values the drafting process. Chooses to enhance learning through extended reading. Demonstrates the skills to review their performance in formal assessments and trial exams and modifies how they plan and prepare in the future. Knows what they need to do to develop as a learner and the actions they need to take to improve. Applies personalised revision and learning strategies. Uses various methods of enquiry (e.g. asking different kinds of questions for different learning) to aid their understanding during group, paired, or class discussion. Values the contributions of others and builds on them to move the discussion forward. Takes on more of a leadership role to drive the learning in group or pair situations. Knows how their development as a learner contributes towards lifelong learning and future destinations and encourages others to view learning in the same way. They are a consistent role model.
Jacob is an independent and proactive learner. In A-Level Physical Education he sets challenging targets but has shown the skills to modify goals according to success. He effectively manages a hectic schedule of elite sporting performance and maintains a high level of academic success. Jacob has deepened his understanding of exercise physiology by reading The Textbook of Work Physiology by Astrand and Rodahl. He regularly uses a range of social media sites such as @Taptonalevel PE and Edmodo to consolidate learning and exam technique. Jacob has developed a good awareness of a range of revision and memory strategies that work the best for him. He has used his mock examination and a range of formal assessments to improve examination technique. Jacob regularly seeks, acts on and uses feedback to improve his preparation and performance in examinations and coursework. He recognises his strengths and weaknesses as a learner. In group situations Jacob adeptly uses questioning to clarify his and others understanding. Jacob is able to lead and manage group discussions. Jacob values learning and has the desire to pursue this subject at degree level. He sees the development of his learning behaviours as an integral part of future success.
Level 8 Resilience Resourcefulness Reflectiveness Reciprocity Respect, Values and Attitudes Highly independent a sophisticated and impressive learner. Sets goals that are challenging, realistic and achievable by reflecting on previous outcomes and uses this to regulate motivation and engagement with the task. Regularly maintains concentration and engagement across sequences of lessons, however challenging. Prepared to put off immediate short term gain for greater long term success. Understands and applies proven strategies when planning and preparing for formal assessments. (e.g rewriting notes, accessing and completing past papers and reading revision guides and textbooks). Applies a range of strategies to consolidate and reinforce, committing learning to memory. Engages in recommended reading and evidence of this reading is present in their work. Demonstrates effective time management skills that reflect the academic calendar and can balance external Automatically reflects upon and utilises feedback. Constructs and asks meaningful learning questions to deepen learning and understanding. Applies personalised learning strategies to optimise success. Is focused on success and consequentially is able to control emotions. Regularly engaged in effective group work, developing and consolidating their own work and the work of others. Shapes the direction of talk, responding with flexibility to develop ideas and challenge assumptions. Values education and sees it as a means to self improvement. Shows respect towards staff and peers. Has a positive attitude towards all aspects of school life.
Within English, Hannah has demonstrated the ability to express her opinion confidently in both formal and informal contexts and can articulate her ideas logically and articulately. There is little doubt that Hannah is a reflective and perceptive student; in her contributions to classroom discussion she evidences an astute ability to interpret information and analyse the text critically; she can often show originality in her observations. Her written coursework displays a keen sense for the audience she is writing for. Through evaluative and reflective critique Hannah has demonstrated effective journalistic writing. In addition, Hannah s examination responses also evidence academic rigour. Entwined within her creative nature Hannah has developed a passion for expressive writing. Her work shows meticulous planning, fluency and intellect. Hannah s dissection and interpretation of text have displayed advanced linguistic analysis. Hannah s clarity of written work has been in evidence across all academic areas. Her level of academic skill is testament to her indulgence in learning outside the classroom. Across all subjects her linguistic knowledge has enabled a thorough understanding of specific vocabulary, theories and concepts. Hannah has a vast awareness of current issues and is up-to-date on recent debate and public commentary.
Y12 Learning Coaches are required for a peer education system to benefit other learners across Tapton School. Please sign up on your way out if you are interested in becoming a Learning Coach.