The Melton Way
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