STEAM Learner Ambitions:

Definition Age 3 Age 5 Age 7 Age 9 Age 11 Age 14 Age 16 Age 18

Ways of Curious Learners ask Learners ask Learners ask Learners Learners can Learners are Learners Learners are
Learners are simple questions simple questions more routinely ask independently able to ask more formulate able to ask a
Thinking such as “why and are able to complicated developed make links philosophical conceptually wide range of
passionate and
driven to question does that…” and independently questions such questions such between questions and challenging questions, to
how and why things can talk about talk about how as “how does as ‘could that…’ questions and hypothesise questions linked depth, on a
work. They are their own their personal that…” and can begin to experience and links to known to their interest. specific topic
attracted to the experiences with experiences help They begin to make links to can link their theory. They link They are able to that they are
unknown and support. them be curious. suggest reasons other prior ideas to the their ideas to the develop their passionate
constantly search for why and can learning, impact on impact on own views and about. They
connections and share their experiences and others. society. opinions in explore their
relationships to feelings. other questions. response, and passion in
increase their theorise the different ways
understanding. impact on and relate it to
society. others’
experiences, and
to other
disciplines and
topics.

Creative Learners explore learners can use Learners create Learners begin Learners Learners Learners Learners choose
Learners apply a range of a range of innovative to interpret a respond to more experiment with demonstrate the increasingly
knowledge, skills teacher provided stimuli to interpretations design brief detailed design unfamiliar confidence to original
and imagination to stimuli and express their of a design brief, independently, briefs, drawing approaches or express their approaches to
develop novel and materials and thoughts in given simple and are on their growing forms and work in an creating work
innovative ways of can express their relation to a constraints, and beginning to experiences of decide on the original form, and are able to
thinking, expressing findings in simple brief. can express their consider a range different media, right ones for the considering the adapt to a wide
and making. simple ways. findings in a of different and different right audience and variety of
Learners look more than one media to knowledge, and circumstances. overall purpose purposes and
beyond style. respond to a expressing these They develop a of the piece. audiences
preconceived ideas problem. in a range of sense of their They adopt a without
to solve problems. ways. own personal “thinking sacrificing
style in the work outside of the quality. They
they create. box” strategy to create novel and
their work. surprising pieces
of work of a high
quality that are
 fit for purpose.

Critical Learners use with support, Learners ask Learners can Learners identify Learners Learners Learners ask
Learners objectively information learners can ask relevant formulate questions and prioritise consider the perceptive and
analyse the ideas of given to ask questions about questions and specific and begin to refine questions and effectiveness of insightful
others and their own simple questions new concepts select and relevant them to clarify explore and questions questions and
in a methodical, and begin to and are organise questions and deepen develop relevant formulated; develop relevant
evidence-based and explore simple developing their appropriate independently. understanding. hypotheses. consequently hypotheses.
robust way. They ideas. skills to information They can back They select and They judge the developing They critically
make informed methodically from different up their ideas organise reliability, focused and analyse and
choices and arrive at inquire. places to find with prior evidence to test validity and concise synthesise
rational conclusions some answers to learning and hypotheses, limitations of examples. They evidence,
based on a clear their questions, possess the skills suggest answers evidence and critically analyse assessing it for
thought process. They use that and the sources based on critically evidence, validity. They
selected that can validate evidence and evaluate considering its use robust
information to their ideas. They process and different validity and evidence to
explore their respond to manipulate sources. They robustness develop
ideas and make criticism with evidence to use evidence to before reaching compelling new
simple additional assess it for challenge data driven ideas and
proposals. evidence. validity. difference conclusions. hypotheses.
assumptions.

Ways of Versatile Learners use With support, Learners identify Learners Learners ask Learners apply Learners seek Learners
Learners approach information learners are able and understand independently questions about learning in out and apply effectively blur
Doing from different to make links how concepts make links connections and multiple subject concepts from the lines
problems from a
range of areas to inform between prior and skills between seek validation areas to new multiple between
perspectives, their learning. learning and developed in learning, calling of prior learning in other disciplines to traditional
identities and roles, new concepts. one discipline on prior knowledge to a disciplines. explore and subject barriers,
incorporating skills can be applied knowledge and new context. demonstrate drawing upon
and ideas from to another. experiences to their own skills associated
different subjects. support present learning. with a range of
They don’t see learning. disciplines in
traditional subject order to achieve
boundaries as a a positive
barrier to problem outcome - they
solving, but rather demonstrate a
an opportunity to holistic
find new solutions. approach to
problem solving.
 Evolutionary Learners care Learners care Learners can Learners Learners Learners “take a Learners are
Learners embrace about problems Learners care about problems apply their own willingly identify willingly step back” in compelled to
tackling real world they face and about their class that they know experience to problems that participate in order to identify identify and
problems and are know the community. someone else react might impact the wider problems work on
able to create difference They are experiences and empathetically others that they community and society face problems that
solutions which have between right developing a seek to help to the problems know, even if identify beyond their can potentially
a meaningful impact and wrong. sense of how them in simple of others. They those problems problems that own experience impact society
and cause social their actions ways. They have can consider have no direct might impact on or personal gain. without personal
change. They are have an impact a sense of justice solutions for impact on that wider They formulate gain. They create
empathetic to the on their class and rationalise these, modifying themselves. community, or potential multiple,
issues that modern community. why change is existing They are able to society, even if solutions to the sophisticated
society faces, are needed in simple concepts, to begin to see those problems problem and solutions and
optimistic about the ways. address the solutions to have no direct provide are able to
future, appreciating issue. They see those problems impact on arguments to justify their
the need for change. the importance and develop a themselves. justify their idea. choice of the
in these issues stronger sense They discuss They most likely,
and are keen to of justice and possible demonstrate an bearing in mind
convince others how their solutions to appreciation for the impact on
of their solutions can those problems the need for the community
significance. make a and are able to change, and the and
difference. suggest the best role that understanding
choice. They individuals from the likely effect
appreciate the a diverse society of the solution
benefits of a will play in it. on that
diverse society community.
and their
possible
contribution to
it.

Inquiring Learners can learners are Learners plan to Learners plan Learners plan Learners identify Learners Learners explain
Learners take a begin to ask able to ask undertake and conduct and carry out appropriate describe their research
practical, hands on simple questions simple questions research, or research research research steps effective techniques to
and exploratory and start to and begin to find solve a problem independently unaided and and strategies research and others,
approach to explain how they ways to answer and, with through collect relevant and begin to inquiry describing and
problem solving and would try and those questions, guidance, guidance of information. refine and strategies that justifying the
make effective use answer those testing out their collect, store suitable They identify modify methods they use to methods they
of the design questions, with ideas using a and organise research strengths and of inquiry. They develop an have chosen.
process. They help. range of simple information to materials. They weaknesses of realise which appropriate They begin to
 construct interesting techniques. help them. are beginning to information and information is methodology. teach others the
and unique identify relevant whether it is useful and They consider skills of inquiry,
questions about the information and relevant to their relevant and the validity of They make
world around them can collate this inquiry, with communicate primary and informed and
and can formulate in a methodical guidance. analysis in an secondary well-reasoned
these into inquiries manner. appropriate way. sources decisions and
to be explored. associated, and require evidence
are able to for others’
modify their assertions.
methodology in
reflection in
order to seek
improvements.

Ways of Resilient With coaching Learners are Learners are Learners are Learners Learners show Learners are Learners are
Learners persist in and guidance able to articulate open to aware of their confidently an ability to prepared to take able to take on
Being Learners are their setbacks problems and strengths and approach new jump in and risks, and apply ownership and
findings solutions to
problems in spite of able to embrace and have a challenges weaknesses and and unknown work on a trial and error responsibility for
setbacks in the and explore new growing posed to them or are beginning to situations, complex attitude towards problem solving
learning journey. experiences. independence they identify, develop seeing them as a problems even problems posed. opportunities,
They feel the Learners can towards and are confidence in challenge to be when not They able to they actively
freedom to fail and recover from completing a prepared to attempting tasks faced. They see entirely sure of proactively seek out and
are confident in their failure with task. Learners explore them in outside their setbacks as a the outcome, respond to follow through
ability to learn from guidance. can recover from a supportive comfort zone. tool for self- and failure with in untested and
these experiences. failure with environment. They understand motivating them demonstrate a limited potentially risky
guidance. Setbacks don’t that failure is the to revisit the confidence to reassurance, and directions. They
discourage first step in problem and tackle problems they learn from take on
learners, they learning and are learn from the that are not the experience challenges with
demonstrate the starting to push failure they typically in order to move heart and
ability to bounce past obstacles experienced. popular. They learning forward passion, setting
back from failure independently. They can work are able to to a resolution. ambitious goals
with support. for sustained identify the They appreciate to self-motivate
periods of time possible risks the power of themselves to
and can identify they may face reflecting and achieve. They
distractions and can consider reacting to have developed
which might how to tackle setbacks into resilient
affect their work. them positively in learners who are
responsibly. order to achieve able to deal with
Learners begin the desired failure and use it
 to develop outcome. in order to
resolve which progress
allows them to themselves
overcome further.
setbacks
effectively in
order to conquer
an important
challenge.

Reflective Learners can talk Learners are Learners identify Learners can Learners decide Learners Learners are Learners
Learners assess and about how able to recover things that identify whether an evaluate able to provide critically
communicate their making mistakes from failure with worked well and successes and approach was outcomes and critical feedback evaluate the
learning journey. is part of guidance. They things that did failures in recent successful. They justify to peers and self, outcomes they
They consider the learning. are starting to not. They begin activities and describe amendments and can identify have achieved,
mistakes they make understand how to suggest and can call upon amendments and how to improve making
as they go along and failing is part of set goals for prior and refinements improvements work through an perceptive
consistently learning. improvement, experiences to made and to the strategy in-depth observations
evaluate their own with guidance. support next suggest used. They make evaluation and comments
strengths and steps. They can improvement. perceptive process. They to continually
weaknesses – using identify progress observations can respond to refine and
this to seek in their learning and comments observations improve the
improvement and and being. and continually and comments strategies used.
develop better seek to improve. effectively in
solutions. order to
continually
improve.

Collaborative Learners listen With guidance, Learners can Learners are Learners can Learners present Learners Students see the
Learners are keen to to others and learners can talk work in small confident to clearly articulate confidently to demonstrate the value in
work with others to can ask simple to each other groups and pairs share their ideas their own ideas others in the ability to identify adapting their
solve problems. questions. and share their and can explain with a group and and can listen to group, and the the need and views and ideas,
They accept ideas. They are their own ideas. understand the the ideas of class wore seamlessly take based on group
criticism of their able to work They begin to importance of others, widely. They on different discussion, to
work and are willing through take on the being open- reinterpreting recognise the roles within a resolve issues
to negotiate disagreement views and ideas minded and them in their role of others in group in order to and achieve
changes. They with support. of others. taking on the own words. They the achieve an shared goals.
communicate ideas of others. can begin to see development of effective They are aware
effectively and can They are the advantage of those ideas and dynamic. They that, in different
harness the skills, beginning to working in start modelling are able to situations, they
perspective and bring these ideas groups. collaboration communicate in need to take on
expertise of others together to build skills to younger a manner to different roles to
to improve the on and improve students. They minimize develop and
overall outcome. initial see the conflict, and are build on the
suggestions. advantage in flexible to strengths of
collaborating. possible change others.
or compromises
required to
benefit the wider
community.