Learner’s Toolkit

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Using this book to deliver acompetency based curriculumEach lesson provides strategies for developingcompetencies and dispositions that are crucialto independent learning. Students should beencouraged to self assess in order to developtheir skills and there are two grids that mayhelp with this. The grids create a frameworkfor assessing progress and a picture of whatstudents are working towards. We need to beable to answer the question, ‘What does goodprogress look like and how do we know whenwe have improved?’Assessment Tool 1This grid helps locate lessons related to aparticular competency. The competenciesshown are adapted from the Royal Society ofArts competencies and should be seen as justone possible set. You may wish to use all orsome of these competencies, but schoolsshould choose their own set that suits theircontext.Students may wish to assess themselvesagainst some of these criteria when they havecompleted lessons or they may wish to addalternative statements to the grid. It should beused as a flexible live document that monitorsprogress and learning.Competency Section 1 – EQ Section 2 – L2L Section 3 – ValuesCommunication and 1, 2, 3, 4, 6, 7, 13, 25, 32, 34, 40 43, 44, 45, 46, 48,collaboration 14, 20, 21, 49, 50, 51, 52Learning to learn 2, 3, 6, 8, 10, 13, 15, 24–41(all) 47, 5016, 17, 18, 21Investigation and 13, 14, 15, 16, 17, 27, 28, 30, 31, 32, 33, 42, 43, 50enquiry 18, 21 37, 38Creativity and 5, 6, 7, 10, 13, 14, 24, 25, 26, 30, 36, 37, 44, 47, 48, 50enterprise 16, 18 40, 41Self management 1–23 (all) 24–41(all) 44, 45, 46, 48, 50, 52CLICrS – Competency assessment formCommunicationandcollaborationLearning tolearnInvestigationand inquiryCreativity andenterpriseSelf management/emotionalintelligenceLEVEL 1Reluctant tocommunicatebeyondimmediate peers.Find effectivegroup workchallenging.Not aware oflearning styleand how todevelop it.Finds traditionallearning difficult.Fails to engagewith tasks.Seeks immediategratification.Accepts sourceswithoutquestion.Needs support toask the rightquestions.Findssummarisingideas difficult.Needsprompting totake initiative.Finds creatingideaschallenging.Lacks selfawareness.Disorganised.Fails to takepersonalresponsibility foroutcomes.xi
CLICrS – Competency assessment formCommunicationandcollaborationLearning tolearnInvestigationand inquiryCreativity andenterpriseSelf management/emotionalintelligenceLEVEL 2Can take part ingroup work andis developingleadership skills.Cancommunicateorally and inwriting at asatisfactory level.Has level ofempathy andrespect forothers.Knows learningprofile.Is interested inlearning.Needs somesupport butwill workindependently.Is developingstrategies totransfer skillsfrom one contextto another.Asks questionswhen prompted.Can summarisean argument andpick out theimportantpoints.Willing to tryout new ideas.Will tacklechallenges withsupport.Within groupwill createsolutions.Learns frommistakes.High selfesteem.Confident selfbelief.Well organisedand effective.Manages anxietyand challengesvery well.introductionLEVEL 3An excellentleader orparticipator.Excellentcommunicationskills, orally inwriting andmultimedia.Can gain rapportwith peers orothers quicklyand effectively.Demonstratesand sustainsrespect andempathy to ahigh level.Understandslearning stylesand iscontinuouslylearning.Has flexibleapproaches tolearning.Can learnindependentlyand coachothers.Can transferskills from onecontext toanother.Is comfortablewith makingmistakes andlearning fromexperience.Can interrogateresources andsummarisemessages.Can questionvery effectively.Can complete acritique on aproposal orproject.Is capable ofthinking ofhighly creativesolutions.Can takeinitiative andtackle challengeswith flair andoriginality.Is open to newideas andexperiences.Organises timeand resourceshighlyeffectively.High level ofself esteem andintrapersonalintelligence.High level of selfawareness.Can manageanxiety andstress effectively.Can motivatethemselves andothers.Has ambitiousgoals.Can gainexcellent rapportwith a variety ofaudiences.xii
Page 1 and 2: TheLearner’sToolkitSupporting the
Page 3 and 4: First published byCrown House Publi
Page 5 and 6: Section 2: Lessons in Learning to L
Page 7: The three sections overlap in many
Page 11 and 12: LESSON 21Empathy - put yourself ino
Page 13 and 14: LESSON 34Improve literacy throughvi
Page 15 and 16: Lesson 34 - continuedImprove litera
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Learner’s Toolkit

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