Assessment

Descriptors Milepost One

Overall progress
The child is beginning to demonstrate a range of skills at a basic level and is starting to apply them in their learning, with
Beginning
support.

Developing The child is able to demonstrate a range of skills, with greater consistency and apply them in their learning.

Mastering The child consistently demonstrates a wider range of skills and applies them in their learning independently.

Personal Learning Goals

MP1 Working Towards expectation Meeting expectation Exceeding expectation
Adaptable
To be adaptable I sometimes approach tasks with To be adaptable I often approach tasks with an To be adaptable I usually approach tasks with an
To be adaptable I aim to approach tasks with
an open mind and try different ways of doing open mind and try different ways of doing things. open mind and try different ways of doing things.
an open mind and try different ways of doing
things. I realise that my opinions may change things. I sometimes realise that my opinions may I often realise that my opinions may change over I usually realise that my opinions may change over
over time. change over time. time. time.

Collaborator

To be a collaborator I aim to contribute to group To be a collaborator I sometimes contribute to To be a collaborator I often contribute to group To be a collaborator I usually contribute to group
work and learning with various teams to group work and learning with various teams to work and learning with various teams to achieve a work and learning with various teams to achieve a
achieve a common goal. I can fulfil the role of a achieve a common goal. I sometimes fulfil the role common goal. I often fulfil the role of a group common goal. I usually fulfil the role of a group
group leader when directed. of a group leader when directed. leader when directed. leader when directed.

Communicator

To be a communicator I aim to be honest and
truthful, using clear and relevant verbal and non
verbal communication that is appropriate to the
situation, purpose and audience. I can listen
attentively and interpret information from a
range of sources.
To be a communicator I am sometimes honest To be a communicator I am often honest and To be a communicator I am usually honest and
and truthful, using clear and relevant verbal and truthful, using clear and relevant verbal and non truthful, using clear and relevant verbal and non
non verbal communication that is appropriate to verbal communication that is appropriate to the verbal communication that is appropriate to the
the situation, purpose and audience. I sometimes situation, purpose and audience. I often listen situation, purpose and audience. I usually listen
listen attentively and interpret information from a attentively and interpret information from a range attentively and interpret information from a range
range of sources. of sources. of sources.

Empathetic
To be empathetic I aim to recognise feelings and To be empathetic I sometimes recognise feelings To be empathetic I often recognise feelings and To be empathetic I usually recognise feelings and
emotions in others and can demonstrate kindness and emotions in others and can demonstrate emotions in others and can demonstrate kindness emotions in others and can demonstrate kindness
to others. I recognise that my words and actions kindness to others. I sometimes recognise that my to others. I often recognise that my words and to others. I usually recognise that my words and
have consequences and can recognise differences words and actions have consequences and can actions have consequences and can recognise actions have consequences and can recognise
and similarities between myself and others. recognise differences and similarities between differences and similarities between myself and differences and similarities between myself and
myself and others. others. others.

Ethical

To be ethical I aim to recognise that rules are To be ethical I sometimes recognise that rules are To be ethical I usually recognise that rules are To be ethical I often recognise that rules are there
there to help us and can make positive choices there to help us and can make positive choices there to help us and can make positive choices to help us and can make positive choices when
when given the opportunity. when given the opportunity. when given the opportunity. given the opportunity.

Resilient
To be resilient I sometimes have more than one
To be resilient I aim to have more than one go To be resilient I often have more than one go at To be resilient I usually have more than one go at
go at something and appreciate that not
at something and appreciate that not everything something and appreciate that not everything can something and appreciate that not everything can
everything can go my way. I sometimes seek help
can go my way. I can seek help when I really go my way. I often seek help when I really need it go my way. I usually seek help when I really need
when I really need it and realise that learning
need it and realise that learning takes effort. and realise that learning takes effort. it and realise that learning takes effort.
takes effort.

Respectful
To be respectful I aim to treat others as I would
like to be treated and am considerate of others'
personal space and their things. I accept that
others have different opinions to me and I
recognise and accept that we are all different.
To be respectful I sometimes treat others as I
To be respectful I often treat others as I would like To be respectful I usually treat others as I would
would like to be treated and am considerate of
to be treated and am considerate of others' like to be treated and am considerate of others'
others' personal space and their things. I
personal space and their things. I often accept personal space and their things. I usually accept
sometimes accept that others have different
that others have different opinions to me and I that others have different opinions to me and I
opinions to me and I recognise and accept that we
recognise and accept that we are all different. recognise and accept that we are all different.
are all different.

Thinker

To be a thinker I aim to give a reason for why I
think something, imagine solutions to problems
and use others' ideas as inspiration. I can
reflect on my own strengths and weaknesses to
inform my next steps in learning. I can connect
learning to personal experiences and consider
issues in a local and global context.
To be a thinker I sometimes give a reason for why To be a thinker I often give a reason for why I To be a thinker I usually give a reason for why I
I think something, imagine solutions to problems think something, imagine solutions to problems think something, imagine solutions to problems
and use others' ideas as inspiration. I sometimes and use others' ideas as inspiration. I often reflect and use others' ideas as inspiration. I usually
reflect on my own strengths and weaknesses to on my own strengths and weaknesses to inform reflect on my own strengths and weaknesses to
inform my next steps in learning. I sometimes my next steps in learning. I often connect learning inform my next steps in learning. I usually connect
connect learning to personal experiences and to personal experiences and consider issues in a learning to personal experiences and consider
consider issues in a local and global context. local and global context. issues in a local and global context.