Approach to Learning
Approach to Learning (AtoL)
This grade reflects how a student engages with their learning during lessons and through independent work outside of the classroom. It considers factors such as effort, participation, organisation, and readiness to learn. It is important to note that an AtoL score is a measure of a students' commitment to their learning, rather than a measure of their academic ability and/or behaviour in lessons
At the Suthers School, we use the following criteria to determine a students' Approach to Learning score in each subject.
Grade 1 – World Class Learners will always
- Autonomously reflect on their own work using a red pen, considering both teacher and peer feedback to improve their learning.
- Strive for excellence, completing all tasks to the best of their ability and proactively seeking opportunities for additional learning outside the classroom.
- Independently engage in tasks (such as the ‘you do’ activity) by pushing the pen, demonstrating tenacity and hard work to achieve progress.
- Embrace challenges, fully committing to activities that push them beyond their comfort zone, while inspiring others to do the same.
- Maintain a PROUD book, showcasing work that consistently reflects effort, improvement and a high level of care.
- Actively listen and respond thoughtfully to both staff and peers, contributing meaningfully to discussions.
- Ask insightful questions, going beyond the curriculum to demonstrate curiosity, particularly about future careers and real-world applications.
- Fully engage in the Connect when crossing the learning line and encouraging others to do the same.
- Sit upright and LEARN in all lessons, setting a positive example for others to follow.
- Consistently demonstrate TORCH values (Tenacity, Optimism, Respect, Curiosity and Hard Work) in every aspect of their learning.
Grade 2 – Suthers Way Learners will always
- Independently use a red pen to reflect on their work, incorporating teacher feedback.
- Strive for excellence, completing all tasks to the best of their ability and proactively seeking opportunities for extension tasks and challenges that enhance their learning.
- Independently engage in tasks (such as the ‘you do’ activity) by pushing the pen and demonstrating both tenacity and hard work.
- Embrace challenges, fully committing to activities that push them beyond their comfort zone, focusing on their growth and development.
- Maintain a PROUD book, showcasing work that consistently reflects effort, improvement, and a high level of care.
- Actively listen and respond to staff and peers, contributing respectfully and thoughtfully to class discussions.
- Ask thoughtful questions, demonstrating curiosity and a willingness to delve deeper into topics beyond the surface.
- Fully engage in the Connect when crossing the learning line, staying focused and committed.
- Sit upright and LEARN in every lesson.
- Consistently demonstrate TORCH values (Tenacity, Optimism, Respect, Curiosity and Hard Work) in every aspect of their learning activities.
Grade 3 – Aspiring Learners will usually
- Reflect on their work using a red pen, with occasional guidance from the teacher to help them apply feedback effectively.
- Strive to complete tasks to the best of their ability, sometimes benefitting from extra modelling or scaffolding to fully complete tasks.
- Engage in tasks (such as the ‘you do’ activity), though they may require prompting to stay focused and actively participate, demonstrating tenacity and hard work with encouragement.
- Develop their abilities by embracing challenges, often attempting tasks that stretch their skills, while receiving support to maintain focus and build confidence.
- Maintain a PROUD book, though they may need occasional reminders to remain respectful during discussions.
- Ask questions, demonstrating curiosity, though sometimes needing encouragement to explore topics further.
- Engage with the Connect when crossing the learning line, sometimes needing support to stay focused and committed.
- Sit upright and LEARN in lessons, with occasional reminders to maintain a positive learning posture.
- Demonstrate TORCH values (Tenacity, Optimism, Respect, Curiosity and Hard Work) in most aspects of their learning, with guidance to consistently apply these values.
Grade 4 – Reluctant Learners will occasionally
- Reflect on their work using a red pen, often needing reminders from the teacher to consistently apply feedback.
- Attempt to complete tasks, though they rarely put in their best effort and may require significant guidance to finish their work.
- Engage minimally in tasks (such as the ‘you do’ activity), frequently needing prompting to stay focused and only occasionally demonstrating tenacity or hard work.
- Struggle to develop their abilities when faced with challenges, rarely attempting tasks that stretch their skills, and often requiring significant support to stay focused and build confidence.
- Maintain a PROUD book, but often need reminders to keep it up to date and ensure it reflects effort and care.
- Listen and respond to staff and peers, but frequently need reminders to actively listen and engage respectfully in discussions.
- Ask questions, but rarely engage in asking well-considered questions unless prompted.
- Engage in the Connect when crossing the learning line, though they may struggle and require frequent prompting to actively participate.
- Sit upright and LEARN in lessons but frequently need reminders to maintain a positive learning posture and stay focused.
- Demonstrate TORCH values (Tenacity, Optimism, Respect, Curiosity, and Hard Work), but rarely show these qualities without significant encouragement.