The document discusses the importance of developing students' attitudes, skills, and knowledge through a focus on learning rather than grades, emphasizing curiosity, resilience, and engagement. It highlights a successful approach taken by Söderporten School, which led to improved exam results and a strong sense of community among staff and students. The text also details the ASK model, which outlines various thinking and learning strategies to promote critical thinking and effective collaboration in educational settings.

1. Developing Attitudes, Skills & KnowledgeJames Nottingham www.p4c.comwww.jamesnottingham.co.uk78

2. Focusing on learning“Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”“If there is one new thing we need in our school system right now, it is a well-developed focus on learning.”Chris Watkins, Institute of Education, Aug 2010From an analysis of 100 international studies on how children learn

3. The ASK model – Attitudes, Skills & KnowledgeSSkills Intellectual

4. Social

5. Communicative

6. PhysicalAttitudes Curiosity

7. Desire to succeed

8. Open-mindedness

9. Resilience

10. Self-RegulationKAKnowledge Facts

11. Figures

12. Concepts

13. IdeasDo not kill the cat!

14. Rules, rules, rules

15. A selection of attitudesExamples from 7 year oldsExamples from 11 year oldsExamples from 14 year oldsTrying my best Always trying hard PerseveringBeing willing to be helped Being open to advice Being open to support and coachingConcentrating hard Thinking carefully Being focused on what’s relevant Having a go Being willing to try new things Being open to new experiencesNot giving up Never-say-die attitude ResilienceNot worrying about mistakes Learning from mistakes Treating mistakes as useful feedbackAsking questions Being curious Enquiring and being curious28

16. Persistence

18. Standing up for what you believeEmmeline Pankhurst1858 - 1928Suffragette

19. Attention to detail

20. Going the extra few inches ...Before ...After ...

22. The impact of core valuesSöderporten school, NorrköpingThe school is extremely multi-cultural, with most children having recently arrived in the country and speaking Swedish as a second language. Our Core Values have helped to: Achieve in 2010 the best exam results since the national grading system was introduced in Sweden in 1997

23. The school´s video surveillance is being switched off in autumn 2010Creating Core Values through consensusParents, governors and staff speak openly about the significant impact of the current headteacher. This is reflected in better teaching, a lively curriculum, good behaviour and rising standards. The headteacher'sapproach is collegiate. She has generated a debate within the school about the type of school that staff wished to create and how it would meet the needs of the pupils and the community. This process was a model of good practice. It was research-based, engaged all staff and generated a strong sense of commitment and belonging; staff speak about feeling valued and able to contribute. The outcomes were a five year plan which identifies clearly the key priorities to raise standards. This process has provided a clear sense of direction to the school and a shared purpose. Ofsted, 2008

24. Myers Briggs Type Indicator (MBTI)Developed during World War II, MBTI is a personality indicator designed to identify personal preferencesIn a similar way to left or right-handedness, the MBTI principle is that individuals also find certain ways of thinking and acting easier than othersEvidenceGut feelingSensingIntuitionThink to talkTalk to thinkIntroversionExtroversionDefinitePossibleJudgingPerceivingLogic/ReasonEmpathyThinkingFeeling

25. The ASK model – Attitudes, Skills & KnowledgeSSkills Intellectual

26. Social

27. Communicative

28. PhysicalAttitudes Curiosity

29. Desire to succeed

30. Open-mindedness

31. Resilience

32. Self-RegulationKAKnowledge Facts

33. Figures