T hinking A ctively in a S ocial C ontext. T A S C. So why do schools want to use TASC?. Provides a clear structure to improve planning, especially for extended learning experiences Enables greater personalisation, especially when underpinned by pupil self evaluation and self monitoring
Developing working partnerships
Quality vs quantity
Able to provide constructive feedback
Able to reflect upon own performance
Uses ideas from others
Considers how to best communicate with others
Able to recognise own success
Feels opinion matters
Responsible for own behaviour
Independent and able to self help
Aware of time management
Can place themself in someone else’s shoes
Considers other viewpoints
Good questioning skills
Responsible for own and others learning
Can consider own feelings and attitudes towards task
Considers everyone’s point of view
Focuses upon task
Can be a leader and role model for others
I am beginning to enjoy learning and what I am doing. I am better at concentrating on my work and ignoring distractions. I like talking about my work. I try harder. I am starting to show interest and be inquisitive by asking more relevant questions and making suggestions. I sometimes attempt some analysis, experiment with possibilities and try new things. Occasionally I use my imagination and come up with good ideas.
I am learning to think carefully about what I have to do and make good use of the resources provided.At times I can see the importance of the information that I gather and how to use it. I am starting to think about how I record and present my work. I am better at discussing my work to improve it. I am better at changing my work as a result of what others have to say. I nearly always have the right equipment.I just about complete my work on time when I have help with planning and organisation.
I want to enjoy being part of a team by contributing and getting involved. I listen and take notice of others. I think about how well I have worked with others as a team player and argue less. I am becoming more aware of what others are doing.
I am now considering what I need to do to become a good learner. I don’t mind talking about what I have done/learned. I am starting to identify my strengths and weaknesses as a learner andcan say what I need to do to improve. I now learn from things I’ve done before.
I am in control of my own learning, highly organised and self- motivating. I show initiative. I recognise when it is necessary to make changes.I look for and identify links between ideas. I explore issues from different perspectives. I can generalise from what has been learned and use evidence to substantiate or validate reasoning or conclusions. I find alternative solutions, can explain them and verify where they come from. I have strategies for dealing with difficult questions or when I get stuck. I am able to change things to suit circumstances.
I plan for improvement. I organise my learning effectively in respect of time and priorities. I am clear about what I have to do, when and how to do it. I take stock of a problem and, through analysis, anticipate hurdles or problems that might arise along the way. I think about the consequences of my decisions. I constantly check and evaluate what I am doing and how I do it.I choose to create and use appropriate, effective resources. I meet deadlines.
I am willing and able to become more strategic about teamwork. I use the language and theory of learning to determine my strategies. I know when it is right for me just to work on my own rather than with others. I sometimes take responsibility for planning, breaking down tasks, allocating roles and organising time, work and resources. I can and do work with difficult team members, empathise with others and alter my actions and responses accordingly. I recognise that listening to others’ feelings, beliefs and perspectives, can influence decisions or responses that I make. I help people within the team to assess their performance. When needed I also analyse the consequences, outcomes and effectiveness of my team’s approach.
I have a clear understanding of the process of learning. I have specific knowledge of myself as a learner. I build on prior learning and apply what I have learned to new situations. I adapt my learning style to suit the context in which I am working.