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When I encounter a challenge in a task, I do not ask for help. I withdraw, with a stone face and waste time for the remainder of the lesson. Even when a teacher assists me, I am still unmotivated, reluctant and sometimes resentful. I will appear very apathetic, make excuses and try to avoid challenges.

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When I encounter a challenge in a task, I do not ask for help. I care about doing well, but I am not confident, so I become overwhelmed and emotional when things get hard. I respond well to one-on-one assistance with a teacher or coach. With this assistance, I can sometimes overcome the challenge.

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Students may become distracted, lose focus and look to gain the attention of their peers. Avoid the task and fidgeting with pencil case/computer.They try to mask their deficiencies and say they are fine with the task.

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Behaviours can be either outwards or inwards.
Examples:
-complaining
-tantrums
-physical expression of emotions
-refusal to attempt task
-withdrawal from the activity
-avoidance tactics
-distract others

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I approach all new concepts and challenges with positivity. I am always seeking to do more and I am uninhibited when it comes to asking for help or asking questions. I set an example for others. I take my time when completing my work as I have high expectations of myself. These standards are engrained; I do not rely on extrinsic rewards, classroom structures or teacher expectations. I am wordly and confident but I have humility.

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Students may begin the task and appear confident of the task. They pretend to know what a task is and look like they don't want to be approach by the teacher, who is most likely going to ask more probing questions.

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Approaches teacher both verbally and non verbally to ask for help. Works closely with teacher to manage emotions.

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Students will attempt an activity for a second time.
Still requires teacher assistance and they are still building their confidence when asking for help.
Student is utilising some strategies to regulate emotions. Visual reminders and teacher prompting is required.

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I am always busy working and I want to be the first to finish. I can however, stop, reflect and start again when I need to. I am an active contributor in the classroom.

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They might seek teacher intervention and ask questions about the task. Ask a peer about the task in order to claify their understanding, being proactive in their approach. Ask questions such as "Am I on the right track?" Demonstrate an interest and a positive outlook towards the task.

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I sometimes appear sheepish but I am showing an increased confidence in my own ability. I am beyond the point of having 'learned helplessness' and I am starting to become more self reliant. I am able to set goals and, with structure, I am able to work to achieve them.

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Independently uses strategies to regulate behaviour.
Recognises and communicates openly about their emotions.
Will ask for help as they thrive on collaboration and the desire to learn.
Appears happy when recognised for their achievements.

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Have a multi-dimentional approach in terms of strategies to apporach and complete a task. They show confidence in their research. Ask deeper questions about the topic. The task is taking time, probably longer than anticipated, but they demonstrate a willingness to continue until completion.
Help others
Share ideas
Happy to present their work

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All of 'Accelerating.' They also ask questions about how they make a task stronger, seeking specific feedback. Show initiative towards "where to next?" Student is able to make connections of the task towards their own learning and personal life exeperience. Are able to identify the purpose of tasks and how to apply it/solutions.They can effectively articulate their findings and responding to peer and teacher questioning.

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non-attempt
distract peers
withdrawn
'Why do I have to do this? Does it count? Is it in the test?'
'I can't do it'
'I am not very good at it'
'It's too hard'

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Work avoidance, disengaged, distracted and distracting, unorganised, poor attendance, disruptive.

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Drives own learning, actively seeks feedback. Presents work early, makes changes and makes use of feedback. Student that is proactive in discussions and group work, knows own limitations and tries to push past them.

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excuses
copy friends
assistance from friends
lots of quests without trying
constant affirmation
produce snippets of work
'What do I have to do? I don't get it.'

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Students will accept help when asked and are responsive to it but at no point will they seek it out. You will not learn this unless you are proactive with the class.

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Asks for help but not consistently, completes work to best ability and does not give up on a challenge. Takes initiative to seek feedback but doesn't always implement it.

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'Is what I am doing right? '
'I seek out strong peers for support or to be partner with emotionally competency.'
more scaffolding needed
hesitant to redo tasks following feedback

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more flexibility
trust own instincts

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Negative feedback hinders their motivation, positive feedback is used as an excuse to stop. Does not seek feedback. Needs support and does not present additional work for improvement.

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Ill, skipping class, poor behaviour, disruption, easily distracted, late.

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Student will begin to realise that some responsibility needs to be taken and that they play a role in their own learning. The process of taking control of at least some aspects of their learning independently of their teachers, begins at this point.

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Asks for help sometimes, does not follow feedback (does not know how to use it). Wants to be spoon fed and given answers. Does not try to problem solve.

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1 on 1, needs praise, scaffold learning, slow to understand

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risk taking
not afraid of making mistakes or failure
identify and understand the character qualities
confidence, they value 'character'

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Consistently gives up at the first hurdle, does not ask questions and needs explicit direction for all tasks.

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Using all different learning styles, diminished learnt helplessness, need praise.

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Positive outlook, growth mindset, using feedback, creative, developing metacognition

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Using metacognition, applying self efficacy, seeking feedback, supporting others

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Attempts work but is irregular in completion. May be disruptive and often distracted.

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Complete set work, hesitant for feedback and submission of work, is reactive rather then proactive.

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Sharing of resources and ideas, completes all expected work, seeks feedback yet may not adapt or implement, highs and lows of quality of work (inconsistent).

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Leader, organised, collaborative, seeks feedback, challenges themselves, completes the expected work and goes beyond. Responds positively to set backs and takes on feedback and implement this, is consistent.

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PDHPE
Disengaged
Low self esteem
Emotional
Lazy
Dismissive

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PDHPE
Anxious
Worried
Dependant
Needy

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PDHPE
More motivated
More driven
Accepting feedback

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PDHPE
Determined
Acceptance of mistakes
Embrace challenges
Awareness of thoughts

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PDHPE
Self regulate
Driven
Passionate
Capable