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Commitment To Learning

Each term (for KS3) and half-term (for KS4) our students 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)

Factor Expert Learner (1) Advanced Learner (2) Developing Learner (3) Potential Learner (4)
Quality of work (Excellence) Work can be used as an example to others Work completed well Work completed Work completed poorly
Punctuality Arrived in plenty of time and engaged well with starter Arrives on time and began learning Arrives on time Late to lessons
Target Grades Meets target level/targets set out in learning outcomes Meets most of the learning outcomes Meets some of the learning outcomes Meets no learning outcomes
Effort & Determination Excellent effort given for lessons Good effort given throughout lessons Needs to be reminded to maintain effort Poor effort for all or part of the lessons
Behaviour Excellent behaviour at all times Most behaviour expectations met Some behaviour expectations met Rarely meets behaviour expectations
Uniform Immaculate uniform Correct Academy uniform A piece of uniform expectation not met Uniform expectations not met
PFL (prepared for learning) Fully prepared for learning Prepared with pen, pencil and homework Prepared with pen and pencil Unprepared for learning
Team Working Always works effectively as a team player Works well in teams Can work well with others Has difficulty working with others
Concentration Full concentration given in all tasks Concentration without disruption Needs reminding about concentration Poor concentration
Homework Homework completed to a high standard Homework completed well Some homework completed Homework not completed
Respect Friendly and polite at all times, is helpful to others in the lesson Is friendly and polite at all times Is mostly friendly and polite Needs to address lack of politeness at times
Participation and Engagement Plays a full part in all parts of lessons Contributes to lessons Makes some contribution and is able to answer questions Does not contribute in lessons
Literacy - Speaking Gives full answers to questions and builds on the answers of others Gives full answers to questions willingly Answers questions when asked Does not answer questions
Literacy - Grammar Accurate grammar consistent in all work Some grammar mistakes but previous mistakes are not repeated Grammar mistakes but some progress in understanding Poor grammar with few signs of progress in understanding
Literacy - Spelling Spelling is accurate in class work and homework Some spelling mistakes but improvements shown Same spelling mistakes as noted before Spelling is poor
Presentation Work in book is presented to a very high standard and up to date Work in book is neatly presented and up to date Work in book is neatly presented but with some gaps/feedback from teacher incomplete Work in book is poorly presented and incomplete
Progress Understands fully how to improve work Can identify ways to improve own learning Is able to assess own learning Does not evaluate own learning
Independant Learning Able to complete tasks independently Completes tasks with minimal assistance Needs teacher support and encouragement Rarely works independently
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
Numeracy Accurate use of the four operations (plus,minus, times and divide) with all integers consistent in all work Mostly accurate use of the four operations with all integers. Mostly consistent in all work Some accurate use of the four operations with all integers. Sometimes consistent Rarely accurate use of the four operations with all integers. Rarely consistent
Reading Complete fluency in reading all familiar and unfamiliar words Mostly fluent in reading all familiar and unfamiliar words Fluency interrupted by less familiar words Limited fluency in familiar and unfamiliar words