25 Sep

  • By wilton

We have written to you all about the changes to AtL and the repercussions of getting a grade 4. Should any student be given a Grade 4 they automatically forfeit the right to school events and trips. The reason for this is they are behind in their studies or not getting the basics right and they need to catch up. We do not want any student to miss out on enrichment activities so staying out of the red zone i.e. 4’s is the way to do this.

Equally if students get a 1 they will receive a OneSchool citation for outstanding achievement. These are the students who are on their way to being advanced SDL Learners.
Please note that when we give AtL grades we do so for individual students not against a set criteria. In other words if you are a very able student and complete the bare minimum that would not be good enough for another student who may have worked incredibly hard to get to the same point. The first student would probably get a grade 3 for AtL because the work has been handed in but little effort has been employed. The second student would achieve at least a 2 and possibly a 1 depending on how hard they have worked.

Below are the grade descriptors so you know how we are assessing AtL.

This should be a best fit process – the student may not display every single characteristic in the band, but most of them. Any that they are not displaying should be discussed as a target for them to aim for over the next assessment period. The grade given should be based on the attitude that the student generally displays in most episodes of learning (including study).

Grade Short Descriptor Descriptor
1 Excellent An excellent attitude for learning is demonstrated through a growth mindset, enjoying hard challenges, showing resilience by putting themselves in the learning pit and using all the tools available to climb out and explore their learning journey in more depth. They seek to be a positive role model and inspire others to action. The student embraces responsibility for doing the work of learning and doing it well, such as being punctual, organising and planning time effectively and completing work to deadlines, to the best of their ability and reflecting on it to improve it or seeking the right support when needed.
2 Good good attitude for learning is demonstrated by showing enthusiasm for challenges – putting themselves into the learning pit, using the tools available to them to help them navigate their way out of the pit. The student demonstrates the skills of an effective collaborator. Punctuality and organisation is good, and the student will plan their time and remains focused on their learning, not distracting themselves or others, so deadlines are met. They are happy to navigate new learning and explore this in new contexts.
3 Requires improvement An attitude for learning which requires improvement is shown through some enthusiasm for challenges, putting themselves into the learning pit – if it is an area of particular interest. However, they jump into the learning pit without orientating their learning and their lack of confidence or fear of failure means that cannot always use the tools available and often leads them to develop coping strategies which can present as disruptive / withdrawn behaviours. In group work, they often adopt a passive approach.
Deadlines are often missed due to a lack of planning and organisation and work is rarely developed beyond the navigate stage and the student struggles to accept responsibility for their learning. Feedback is acted upon if requested by an educator. Punctuality will vary.
4 Inadequate An inadequate attitude for learning is demonstrated through a resistance to learning and the easy option is taken whenever possible – the student rarely finds themselves in the learning pit. The standard of work falls well below that which is expected of the student. They rarely show any responsibility or self-discipline which reflects in their punctuality, organisation and outcomes which may give cause for serious concern. The majority of tasks are not completed by the deadline with no consideration for quality. The student rarely acts upon feedback or advice and does not make best use of the tools available to them.