TLAT Model of Learning

 What is the TLAT model of learning that informs professional development in each school?


TLAT Vision of Learning

The criteria below have arisen out of discussion within the TLAT Achievement Board which is made up of the Core Senior Leadership Team plus heads of school, headteachers and executive principals. The criteria are used to inform lesson observations, staff development and professional dialogue and are included in a software package designed at TLAT.


Engagement - How well are pupils engaged in their learning?

As a result of well-judged and imaginative strategies there are high levels of pupil engagement in their learning. Pupils are enjoying their learning and are curious, interested and motivated to achieve.

Challenge - How well are pupils challenged by the learning?

As a result of the effective use of assessment, the learning is well matched to the needs and interests of all pupils. Pupils actively seek and enjoy a high level of challenge.

Independence - How well are pupils enabled to develop the skills to learn for themselves?

Pupils demonstrate high levels of resilience, confidence and self-reliance when they tackle challenges. They have strategies for what to do when stuck that do not, initially, involve the teacher.

Collaboration - How well are pupils able to learn with others?

Pupils can collaborate in pairs or as part of a group in a way that enables more effective progress. Social and emotional skills are used to achieve effective communication and interaction.

Learning Environment - How well does this stimulate thinking & enable learning?

Pupils can talk about how the environment supports and challenges them in their learning. It is clear that pupils use and benefit from a stimulating and enabling environment.

Self-Awareness - How well are pupils able to talk about themselves as learners?

Pupils can discuss themselves as learners and talk about their thinking and learning.     They can reflect on their learning choices and can adapt in response to how well the learning is going.

Behaviour & Safety - What is the quality of behaviour and safety?

Pupil attitudes to learning are exemplary. Pride in the school is shown by excellent conduct, manners and a sense of belonging. Pupils always behave in a safe and considered way.

SMSC - What is the quality of social, moral, spiritual and cultural learning?

Pupils value their education. They show evidence of being sensitive, grateful and kind. Pupils are respectful of diversity and are accepting of and interested in different viewpoints.

Progress - How well are pupils making progress within the lesson?

Pupils have developed their subject knowledge, understanding or skills during the lesson. Pupils have responded well to probing questions, timely support and incisive feedback.

Progress over time - How well do pupils evidence progress in their work over time?

Pupils can talk about the progress that they are making and this is evident in their work. Pupils respond well to formative feedback in order to improve.

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