The Melton Way

Courage

I give things a go.
I am not afraid about what others might think if I’ve tried my best.
I’m willing to take on a challenge.
I can do things on my own.

Reflection

What have I learned?
Where does this learning fit into what I already know?
I understand that everyone is different.
I am aware of my learning strengths and weaknesses.
I know my opinion is valued.

Perseverance

I have ‘stickability’.
I keep trying and I don’t give up – no matter what.
I will always find another way.
I know mistakes help me learn.

Responsibility

I learn in a way that lets all my peers learn too.
I make the right behaviour choices.
I always try my best.
I work well as part of a team.

I have courage

Whole school language to explain learning behaviour

  • I give things a go
  • I am not afraid about what others might think if I’ve tried my best
  • I’m willing to take on a challenge
  • I can do things on my own

What does this actually look like?

  • Being brave
  • Challenging yourself to succeed
  • Working beyond your comfort zone
  • Completing a task/challenge that normally would worry you
  • Optimism/positive attitude
  • Asking a range of questions

How might this be taught (pedagogy)

  • Activities designed to increase confidence eg shows/activities/class assemblies/talking to parents
  • Ambassadors for activities
  • PSHE
  • Growth mindset
  • Philosophy for children
  • Circle time debates

Early Years

I try new activities

I like to share my answers with a group or my class

I don’t mind if I get an answer wrong

I want to learn

Key Stage 1

I don’t mind making mistakes because I learn from them

I am happy to work on activities, even if they carry on over several days

I share my ideas with my group

I try my best and want to learn

Lower Key Stage 2

I share my ideas, even if they are different from other peoples

I show courage in my choices and actions

I give every piece of learning a go without hesitation

Upper Key Stage 2

I enjoy the challenge of open-ended tasks

I step out of my comfort zone

I believe in myself and my abilities

I have perseverance

Whole school language to explain learning behaviour

  • I have ‘stickability’
  • I keep trying and I don’t give up – no matter what
  • I will always find another way
  • I know mistakes help me learn

What does this actually look like?

  • Keeping going when work is tough
  • Not giving up
  • Trying different ways/methods or strategies
  • A positive attitude to learning

How might this be taught (pedagogy)

  • Growth mindset
  • Philosophy for children
  • High expectations of learners and outcomes
  • Access to a range of resources – independent choice for resources to support learning

EYFS

I try my best even if work is a bit tricky

I keep going on a free-flow task without adult intervention

KS1

I keep trying even when something is hard

I keep focused on a task and don’t let others distract me

LKS2

I ignore any interruptions and carry on working

I keep trying when I find something difficult

UKS2

I use different methods and approaches when the going gets tough

I am patient when tasks are difficult

I am responsible

Whole school language to explain learning behaviour

  • I learn in a way that lets all my peers learn too
  • I make the right behaviour choices
  • I always try my best
  • I work well as part of a team

What does this actually look like?

  • Making the correct choices
  • Being self-aware
  • Independence
  • Self-regulating behaviours
  • Beautiful presentation
  • High expectations of the work you can produce
  • Being able to talk about your work

How might this be taught (pedagogy)

  • Growth mindset
  • Philosophy for children
  • Opportunities for increased independence
  • Range of access to resources
  • Class job/roles/responsibilities/helping hands
  • School jobs/roles – ambassadors
  • Golden time/language of choice as school policy
  • Peer assessment

EYFS

I listen carefully

I can work with someone else

I share nicely

I am kind to everyone

KS1

I can work in pairs and teams

I listen carefully to everyone

I try my best whenever we are trying to achieve something as a class

I can share with a range of children

I am caring if someone is hurt or upset

LKS2

I learn in a way that lets all my peers learn too

I can work well as part of a team

I know I am responsible for all choices I make

I know that everyone is different and that everyone has skills that need to be appreciated

UKS2

I understand and can discuss my own strengths and weaknesses

I am a confident and helpful team member who completes a fair share of the tasks

I appreciate actions I might take could have a negative consequence

I am aware of how I learn and how others learn

I am reflective

Whole school language to explain learning behaviour

  • What have I learned?
  • Where does this learning fit into what I already know?
  • I understand that everyone is different
  • I am aware of my learning strengths and weaknesses
  • I know my opinion is valued

What does this actually look like?

  • Understanding mistakes
  • Self-awareness
  • Self-regulating
  • Checking and editing work independently
  • Learning from mistakes
  • Taking part in class discussions
  • Explaining errors in personal and learning choices

How might this be taught (pedagogy)

  • Growth mindset
  • Class council – discussing impacts of changes and reasons
  • Language of choice referred to clearly

EYFS

I can say what I have done well

I can follow advice from adults

I know that everyone is different but that we are all special

I can say what I already know about something

KS1

I can pick out the best bits of my work

I can say how I can improve my work

I am beginning to act on feedback from adults

I can say what I like and dislike in my work

I am beginning to link new learning to things I know

LKS2

I can evaluate my work using information from the lesson

I can suggest improvements for my own work

I can listen and respond actively, asking questions about what I am learning

I can actively link my learning to things I already know

UKS2

I act on feedback from peers and adults

I improve my own work before anyone else has offered an opinion on it

I listen and actively question anyone who is talking to help me with my own learning

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