Stickman

Resilient Thinkers

• Can children listen attentively?
• Can children help them sleves get unstuck?
• Are the children absorbed in their work?
• Are the children concentrating well and not being distracted?
• Are the children persistent?
• Can children take risks and try new things?
• Are they asking questions and having a go?
• Are they happy to make mistakes?
• Are children aware that in being stuck we are about to learn something?

Stickman likes to see children:

• Listen attentively
• Taking part in a group and getting themselves heard in a group
• Sharing their own opinions and listen to others
• Helping themselves get unstuck by ‘trying 3’ before asking the
• teacher
• Confident enough and willing to share what they think in groups and in class
• Absorbed in their work
• Concentrating well and not being distracted
• Being persistent and not giving up
• Taking risks and try new things

 Target Tom

  Target Tom and Winnie Wilford help children to focus on their goals. He wants children to become goal orientated thinkers.

Goal Orientated Thinkers

• Do children know what is to be achieved in lesson?
• Can they verbalise their goal?
• Has the teacher shared the learning goals, set targets and success criteria?
• Can they use the teachers modelling, ideas and suggestions to add to their work/learning?
• Can children challenge themselves?
• Can children set their own targets for the lesson?
• Can they make a plan of what they are going to do?
• Can children discuss what they have achieved/learnt?
• Can Children talk about improvements?
• Can children give themselves an effort grade and discuss why?

Target Tom and Winnie Wilford likes to see children:

• Who know what is to be achieved in lesson
• Who listen to the teacher’s instructions
• Talk about their goal
• Who know what they are learning about and can set targets for them selves, as well as challenge themselves
• Who can use the teachers modelling, ideas and suggestions to add to their work/learning
• Who can challenge themselves
• Who can their own targets
• Who can plan what they are going to do
• Who can discuss what they have achieved/learnt
• Who can talk about making improvements to their work
• Who can give themselves an effort grade and discuss why they achieved it

 Winnie Wilford

 Mr Bewilder

 Mr Bewilder helps children to think and become cognitively astute (use their brain well).

Cognitively Astute Thinkers

• Can children make connections in their learning?
• Can children solve problems?
• Can children make decisions?
• Can children offer a range of opinions?
• Can children ask questions?
• Can children compare, offering similarities and differences?
• Can children explain?

Mr Bewilders likes to see children who:

• Make connections in their learning
• Explain what they have learnt
• Share their thinking, thoughts and ideas with others
• Can explain how things might happen
• Can explain what the next steps might be
• Can say what they see
• Ask lots of questions
• Learn from their mistakes
• Who think and wonder about things

Hannah Heart and Captain Element

Leader of the Warrior Teams

 Hannah Heart and Captain Element work together for the good of all. They encourage their warriors to conquer the elements and to collaborate to achieve. ‘Together we are strong’ is their MOTO.

Collaborative Thinkers

• Are children enjoying learning with others?
• Can children share ideas?
• Are children listening to what people say?
• Can children share ideas/points of view and listen to others?
• Can children reach a consensus?
• Can children work in a team, with all children taking part with different roles?
• Can children review how well they work together?
• Can children stay on task in a group?
• Are children good team members?
• Can children learn for each other?
• Have children been given opportunity to adopt collective responsibility?

 Starla

Starla helps children with the presentation and handwriting. This in turn helps children communicate their learning.

• Can Children form lower-case letters in correct direction, starting and finishing in the right place?
• Can they form lower-case letters of the correct size relative to one another in some of the writing?
• Can children use the diagonal and horizontal strokes needed to join letters in some of their writing?
• Can they write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters?
• Can they use the diagonal and horizontal strokes needed to join letters in most of their writing?