Building Learning Power Expectation – Year 5

Resilience

Resourcefulness

Reflectiveness

Reciprocity

• The emotional aspects of learning
• FEELING

• The cognitive aspects of learning
• THINKING

• The strategic aspects of learning
• MANAGING

• The social aspects of learning
• RELATING

• Do they recognise and welcome risks that may be involved when tackling work?
• Can they work to own targets and be motivated to achieve them?
• Do they recognises the differences between a task that is too difficult and one that requires deeper thinking?
• Are they prepared to learn from mistakes?
• Are they prepared to persevere even when a solution is not readily available?

• Can they organise self and resources well when working independently?
• Are they prepared to debate issues until a sensible compromise is reached?
• Do they successfully link ideas from different learning challenges and present their findings?
• Do they know the difference between a sensible risk and a fool-hardy one?
• Do they recognise that sometimes they may need expertise to help solve a problem?
• Are they able to plan longer activities, breaking them into manageable steps?
• Are they able to make constructive judgements about other people’s work?

• Can they look back at mistakes and learn from the experience?
• Do they make use of success criteria to see if a task has been completed successfully?
• Do they break their learning down into manageable steps?
• Are they able to accept different types of feedback and learn from them?
• Do they make good use of time to reflect on what has been learnt?
• Do they appreciate that attitudes and behaviour can impact on learning?
• Are they confident enough to plan clear steps to improve their learning?

• Are they able to act as a class ambassador for their class or school?
• Are they able to take on a range of roles within a group?
• Can they share a working environment with others and respect their needs?
• Do they motivate others to contribute more effectively?
• Do they understand differences in opinions and respond positively?
• Do they make a good ‘buddy’ or mediator?
• Do they use a range of criteria to reflect on own and others’ work?