Skills Progression trackers for students aged 7 and above
For children aged 7 and above a skills progression grid was devised. The idea of this was to select some key global skills descriptors and help children to reflect upon their own responses. It is designed for children to complete themselves or with appropriate adult or peer mentor support.
Use of the tracker could be followed up through discussion with individuals or small groups.
Where were they confident? Where did they need more support? What did they enjoy? What did they find easy or hard to do? When do we learn best? Is good learning always easy? Is it better to find some things more difficult? Is failing a bad thing? Does failing at something mean we will never be able to do it?
The aim was to help students to know themselves, and understand their own feelings, thoughts, strengths, weaknesses better than previously. To support them develop an understanding that learning is a continuous journey with challenges and successes along the way. For this purpose, two progression trackers were created. They are graded in terms of difficulty and, although written in English, can be adapted and translated to meet different contexts and settings.
Educators can choose, use, adapt or combine these tracker grids however they wish to meet the needs of their students and support their global skills development.
For children aged 7 and above a skills progression grid was devised. The idea of this was to select some key global skills descriptors and help children to reflect upon their own responses. It is designed for children to complete themselves or with appropriate adult or peer mentor support.
Use of the tracker could be followed up through discussion with individuals or small groups.
Where were they confident? Where did they need more support? What did they enjoy? What did they find easy or hard to do? When do we learn best? Is good learning always easy? Is it better to find some things more difficult? Is failing a bad thing? Does failing at something mean we will never be able to do it?
The aim was to help students to know themselves, and understand their own feelings, thoughts, strengths, weaknesses better than previously. To support them develop an understanding that learning is a continuous journey with challenges and successes along the way. For this purpose, two progression trackers were created. They are graded in terms of difficulty and, although written in English, can be adapted and translated to meet different contexts and settings.
Educators can choose, use, adapt or combine these tracker grids however they wish to meet the needs of their students and support their global skills development.
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