1. LEARNING MODEL TARGET SETTING VMG INFORMATION

2. LEARNING MODEL CHANGES This academic year we are looking to redesign the Learning Model to ensure that it is fit for purpose. The learning model will continue to feature within your lessons however you will only set one target to work on each term. You will do this review and target setting process within your VMG.

3. VMG PROCESS Within VMG you will have a range of review activities to undertake to identify a key skill or quality you are going to work on in ALL of your lessons. By doing this it is hoped that this will have a greater impact on you achievement of this skill / quality.

4. VMG PROCESS CONTINUED… These targets will be set at Praising Stars © 1, 3 & 5. Targets will be reviewed at Praising Stars © 3 and 5. Your VMG mentor will input the learning model target along with your effort grade for VMG. You will also record this within your planner.

5. TASK 1: WHAT LEARNING MODEL SKILLS DO YOU SEE IN THESE PEOPLE? https://www.youtube.com/watch?v=Tjnq5StX6 8ghttps://www.youtube.com/watch?v=Tjnq5StX6 8g https://www.youtube.com/watch?v=R5TlS7BR 3X4https://www.youtube.com/watch?v=R5TlS7BR 3X4 https://www.youtube.com/watch?v=zLYECIjm nQshttps://www.youtube.com/watch?v=zLYECIjm nQs Note them down on your wipe board Staff – randomly select students to explain a couple of the skills / qualities that they saw. Use the colour printed sheets as prompters.

6. TASK 2: USING THE DESCRIPTORS IN YOUR PLANNER COLOUR IN EACH SEGMENT ACCORDING TO HOW MANY OF THE DESCRIPTORS YOU THINK YOU ARE WORKING ON WITHIN YOUR LESSONS. Independen t Listen Communicate Co-operate Organise Investigate Respectful Resilient Creative Confident

7. TASK 3: NOTE DOWN ON YOUR WHITEBOARD AN EXAMPLE OF HOW YOU HAVE USED ONE OF THE SKILLS OR QUALITIES. Ensure you are thinking about this review process carefully. Use the skills and qualities cards that have practical examples on how you may be using this skill or quality or not. Extension: Explain to the person next to you how you have used this skill or quality with a practical example.

8. TASK 4: PAIR UP WITH SOMEONE FROM A DIFFERENT YEAR GROUP You now need to work with another student in a different year group and go through your strengths and weaknesses in relation to the learning model targets. Your partner then will help you with the review process to ensure that it is accurate and appropriate.

9. TASK 5:

10. You now need to select one of the skills or qualities to work on. Record this within your planner. Your VMG mentor will take a record of this to input within your praising stars. Extension: Now consider HOW you are going to achieve this target? Use ideas from other students within your VMG as they may already be using this skill or quality.

11. FINALLY……… If you would like to be involved with the redesigning of the new learning model ready for next academic year please come and see Mrs Steele (Miss Copley) in the PE office. This a great opportunity for you to have a direct involvement in a major project that will be implemented across the Academy.

13. Listen Be able to… Tune out distractions Repeat Avoid unnecessary interruptions Use appropriate body language & facial expressions Be patient and respect pauses Identify key points Know when to be quiet Ask meaningful questions Accept that people express themselves differently Invite and value feedback

14. Communicate Be able to… Contribute Be sincere Express myself clearly Respond Discuss and negotiate Demonstrate Use a variety of techniques for different audiences Be interested in others See positives and negatives Shape ideas

15. Co-operate Be able to… Take turns Share ideas and goals Negotiate Use thinking time Support others Reach agreement Take on a role Take responsibility Adapt my behaviour to suit the situation Evaluate

16. Organise Be able to… Use my planner Understand and act on instructions Be punctual Meet deadlines Plan and prioritise Manage my time Be self-reliant Be self-reflective Be realistic Set my own targets

17. Investigate Be able to… Identify Research Question accuracy and assumptions Seek advice Remain objective Consider sources and influences Explore from different perspectives Analyse Come to a conclusion Extrapolate

18. Respectful Be able to… Treat others as I wish to be treated Have a positive attitude Help others Be fair, considerate and polite Accept criticism Be approachable Build and maintain relationships Show empathy Value and include others Celebrate difference

19. Resilient Be able to… Think for myself Be honest Manage my emotions Concentrate and focus Deal with set backs Review my goals Overcome barriers Take and manage risks Show commitment and perseverance Step out of my comfort zone

20. Creative Be able to… Seek information and ideas Make links Imagine Wonder ‘What if …’ Generate and adapt ideas Understand the problem Be original Take the next step Not reinvent the wheel Be inspirational

21. Confident Be able to… Take care of myself Recognise my abilities Have a role model Believe in myself Accept Praise Overcome self-consciousness Find my passion Take action Be an individual Be self-aware

22. Independent Be able to… Read and understand Ask for help Do it myself Use private study effectively Enquire Propose alternatives Simplify/reduce/categorise Be self-motivated Be sceptical Try something new