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ACSF Learning 1.02 Takes first steps towards developing explicit learning strategies

1.02Demonstrates some awareness of self as a learner

Full support

Works alongside expert/mentor

Prompting and modelling provided

Highly familiar contexts

Concrete and immediate

Very restricted range of contexts

Short and simple

Highly explicit purpose

Limited, highly familiar vocabulary

Concrete tasks of 1 or 2 processes, eg: locating, recognising


Strategies for designing, managing and monitoring learning
  • Develops a simple learning plan with several sequenced steps, with assistance

Finding, managing and evaluating learning resources
  • Identifies some learning resources for a specific task within the immediate environment, eg: magazines, maps, pictures, computer
  • Begins to use information-seeking strategies, eg: index, key word in search engine

Transferring prior knowledge and skills
Selection and application of cognitive strategies to assist learning
  • Follows step-by-step instructions to help develop understanding or skills, eg: a simple illustrated recipe
  • Links or reorganises familiar ideas and information, selecting from processes such as matching, grouping and simple sequencing
  • Uses simple strategies to remember information and reinforce learning, eg: record words as a prompt for speaking, reviews vocabulary list

Social construction
  • Follows basic social rules for interacting with others as a way of enhancing learning, eg: takes turn in speaking, listens to others, shares resources with a partner