Approach to Learning

Approval

Approach to Learning

The approach to learning (AtL) grade provides a more holistic understanding of how a pupil is coping in the classroom in terms of their behaviour, effort and independent learning task submission. The bulleted list for each approach to learning grade is an indication of the types of attitude pupils display. As well as an attainment grade, an AtL grade should also be applied accurately to any reports using the following descriptions. It is a best-fit model and pupils may not display all of the characteristics in the category. The AtL grade is not cumulative and should only apply to the term at hand.

AtL grade ‘C’ is the minimum expected level of attitude and conduct from pupils. However, levels D and E should be reported if they occur.

  • Displays exceptional commitment, enthusiasm and excitement for learning
  • Actively asks questions/suggests steps, actions in order to explore issues events or problems from different perspectives
  • Enjoys being creative, can develop alternative approaches and is prepared to take risks with their learning
  • Takes individual approach but collaborates very effectively with other learners
  • Controls and owns their own learning (including always keeping to deadlines); 100% attendance or near-100% attendance
  • Is always properly equipped with the correct equipment
  • Grade not attainable if pupil has 5 or more missed deadlines per term
  • Is very motivated to learn and make the most of every opportunity
  • Asks questions to extend their learning
  • Is prepared to vary approaches and learns from their mistakes
  • Often shows the ability to work independently but also works effectively in teams
  • Manages their time and tasks effectively including independent learning assignments and deadlines in general; attendance very good and makes up for any classes missed
  • Rarely lacks correct equipment
  • Shows some interest in improving their learning
  • Sometimes seeks assistance from the teacher or other learners
  • Tends to rely on other learners to come up with alternative or creative approaches, but accepts these and follows them; generally stays within their comfort zone
  • Participates in all phases of the lesson
  • Independent learning tasks are completed to an acceptable standard, with deadlines usually met; good attendance record
  • Is usually equipped with the right books/equipment
  • Sometimes lacks the motivation to learn and is sometimes put off by failure
  • Can easily go off task but does respond to teacher intervention
  • Appears reluctant to modify or depart from limited approaches
  • Can be reluctant to participate in all activities and is less active when working in teams
  • Learning is interrupted by frequent absences and finds it difficult to stick to deadlines
  • Is sometimes without appropriate equipment
  • Shows little interest in improving his/her understanding of the subject; is quickly put off by failure
  • Does not ask questions
  • Generally passive and often disengaged
  • In class displays uncooperative/disruptive behaviour which impacts on own and others’ learning in teams and plenaries
  • Learning is severely affected by persistent absences; deadlines are frequently missed
  • Is often without appropriate equipment