Being a Good Learner
Upon completing the first award, White, pupils:
- are learning to engage with an activity for a short period of time.
- are learning to recognise when an activity is finished.
- are learning to demonstrate some engagement during an adult led activity.
- are learning to co-operate with an adult to complete an activity.
- are learning to follow a visual timetable.
- are learning to respond to positive reward charts.
Upon completing the second award, Red, pupils:
- can maintain attention, concentrate and begin to sit quietly during an activity.
- know when an activity is finished (using timers, traffic lights or timetables).
- can participate in an adult led activity.
- can focus on an activity for up to 5 minutes.
- are beginning to look for appropriate equipment or tools.
- are beginning to transfer knowledge into different environments.
Upon completing the third award, Orange, pupils:
- can respond to praise and criticism.
- can show interest in a paired activity for a short length of time.
- can follow familiar routines, tasks and activities with support.
- can point to an object, picture or symbol when asked.
- can join in with action songs and rhymes with decreasing support.
- can play a co-operative game with an adult.
Upon completing the fourth award, Yellow, pupils:
- can show good sitting.
- can show good looking.
- can show good listening.
- can communicate and comment on their work.
- can co-operate with an adult when completing a short task.
- can maintain focus for a length of time on an activity of their own choice.
Upon completing the fifth award, Green, pupils:
- can explore and willingly use unfamiliar materials for tasks.
- can collect an object from a specific place.
- can match a range of everyday objects to their sounds.
- can sit quietly and show they are listening by their responses.
- can remain seated during a whiteboard activity.
- can state simply what they are doing.
Upon completing the sixth award, Blue, pupils:
- can show willingness to carry on with an activity even if they have a problem with it.
- can accept that they may have to wait to use specific equipment.
- can listen to why something they have done may be wrong or right.
- can take part in simple role play and maintain attention during this.
- can move with support to new activities.
- are able to answer simple questions about their work.
Upon completing the seventh award, Indigo, pupils:
- can contribute to a whole class conversation.
- can show pride in their work and present their work with care.
- can share ideas with a peer group.
- can seek help appropriately when it is needed.
- can answer ‘how’ and ‘why’ questions.
- can follow new routines and explore new objects.
Upon completing the eighth award, Violet, pupils:
- can ask for help.
- can stay focused on an activity for up to half an hour.
- can ask questions about what they have seen or heard.
- can carry on with their work and not be upset by the behaviour of others.
- can finish a task within the time set.
- can check their work for mistakes and correct them.
Upon completing the ninth award, Bronze, pupils:
- can identify a new skill that they have developed.
- can take pride in completing a task and accept praise appropriately.
- can wait until asked and respond to a teacher.
- can use a computer programme and stay working on it when the adult has moved away.
- can ask for clarification when they don’t understand something.
- can discuss with their peers what work we have to do.
Upon completing the tenth award, Silver, pupils:
- can work with anyone in class and not get upset.
- can take an active part in educational visits (ask questions etc.).
- can start to work without an adult prompt.
- can collect resources needed when given a task to complete.
- can complete homework when requested and are co-operative when asked to do so.
- can read 3 times a week at home and are co-operative when asked to do so.
Upon completing the eleventh award, Gold, pupils:
- can offer to work with anyone in the class.
- can choose appropriate resources to use off site.
- can volunteer to help on educational visits.
- can identify what kind of help they need.
- can continue to try even when a task is particularly challenging.
- are able to maintain the same standard of behaviour for every adult.
