[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642516-105":59,"doc-detail-642516-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","behaviour-for-learning-education-brief","Behaviour for learning - Education brief","","Behaviour for learning is an approach for understanding and developing children and young people’s behaviour, emphasizing the learner’s relationships with self, others and the curriculum to promote readiness for education. Developed by Dr Simon Ellis and Professor Janet Tod, it is grounded in a conceptual framework from a systematic review commissioned in the UK. The framework links emotional, social and cognitive/curricular influences and highlights that relationships interact. It provides flexible use for school leaders, classroom teachers and support staff.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/behaviour-for-learning-education-brief/642516/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/behaviour-for-learning-education-brief/642516.png","ImageObject",300,407,{"name":92,"@type":93},"Ezra","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the behaviour for learning approach and what does it aim to do?","Question",{"text":112,"@type":113},"It is an approach for understanding and developing children and young people’s behaviour by focusing on their relationships with self, others and the curriculum. It promotes readiness for education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the framework define the three relationships that influence learning behaviour?",{"text":117,"@type":113},"It sets out three relationships: with self (emotional aspects), with others (social/interpersonal skills), and with the curriculum (cognitive/curricular aspects). These relationships shape the emotional, social and cognitive factors behind learning behaviour.",{"name":119,"@type":110,"acceptedAnswer":120},"How can different school staff use the behaviour for learning approach?",{"text":121,"@type":113},"School leaders can use its principles to support an inclusive whole-school behaviour policy. Classroom teachers can use it as a consistent reference point for selecting and evaluating behaviour management strategies, while pastoral, counselling and SEND staff can use it to inform support and intervention decisions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642516,1793006996,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1099514068035,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Behaviour for learning is an approach to understanding and developing children and young people’s behaviour that focuses on their relationship with their self, with others and with the  \nInternational Education  \nEducation brief  \nBehaviour for learning  \ncurriculum, and promotes readiness for education.  \nWhat is behaviour for learning?  \nBehaviour for learning is an approach developed by Dr Simon Ellis and Professor Janet Tod.  \nIt is based on a conceptual framework that emerged from a systematic review (Powell and Tod 2004) commissioned by the Teacher Training Agency (TTA) in the UK and conducted by a research team at Canterbury Christ Church University. The conceptual framework (Figure 1) sets out three relationships for learning: relationship with self, relationship with others and relationship with the curriculum. These three relationships represent respectively the emotional, social and cognitive/curricular factors that influence the development of learning behaviour.  \nFigure 1: The behaviour for learning conceptual framework (based on Ellis and Tod 2018)  \nFamily  \nRelationship with self  \nLearning behaviour  \nSocial  \nRelationship with others  \nCurricular  \nRelationship with the curriculum  \nCommunity/ culture(s)  \nhoolet  \nSchool, local & national policies  \nh  \no  \ns  \nS  \nc  \nThe arrows connecting the three relationships are a reminder that these relationships are not experienced in isolation by the learner. For example, a difficulty in forming friendships (social) may adversely affect how an individual  \nfeels about themselves (emotional). Similarly, a poor relationship with a subject teacher (social) may impact negatively on the learners’ relationship with that curriculum area. More positively, improvements in one relationship area have the potential to impact positively on another. The circle surrounding the central triangle reflects the influence of the school ethos on the three relationships and learners’ behaviour. A range of other external influences are also acknowledged.  \nThe behaviour for learning approach can be used flexibly:  \n• School leaders can use its principles to support the development of an inclusive whole-school behaviour policy.  \n• Classroom teachers can use it as a consistent reference point when selecting and subsequently evaluating behaviour management strategies.  \n• Pastoral, counselling and special educational needs staff may find the approach useful in informing decisions about support and intervention required by groups or individuals.  \nWhat is learning behaviour?  \nThe term ‘behaviour for learning’ reflects the key principle that the priority of a teacher1 is to promote learning. Therefore, even when selecting a behaviour management strategy, consideration should be given to its contribution to the development of learning behaviour.  \nThe Evidence for Policy & Practice Information (EPPI) review (Powell and Tod 2004) identified a set of learning behaviours drawn from the Qualified Teacher Status (QTS) professional standards (DfES/TTA 2002) in place at the time. These were:  \n• engagement  \n• collaboration  \n• participation  \n• communication  \n• motivation  \n• independent activity  \n• responsiveness  \n• self-regard  \n• self-esteem  \n• responsibility.  \n1 The term ‘teacher’ is used throughout for brevity but should be interpreted as referring to any practitioner working with children and young people in an educative capacity  \nEducation brief-Behaviour for learning continued  \nFigure 2: Examples of learning behaviours associated with collaboration  \nSelf-monitors own contribution and adjusts if needed (e.g. recognises if dominating discussion or talking too much)  \nInteractions are task focused (e.g. does not annoy others, talk off task)  \nTakes turns  \nusing equipment  \nCollaboration  \nWaits to speak while others are talking  \nWill volunteer own ideas in a small group  \nAccepts ideas offered by others, even when different from their own  \n(Ellis and Tod 2015: 13)  \nA learning behav","cbCaiczIJVwnpBGC","https://ap.wps.com/l/cbCaiczIJVwnpBGC","pdf",222180,"English","# What is behaviour for learning?\n## What is learning behaviour?\n# The three behaviour for learning relationships","[{\"question\":\"What is the behaviour for learning approach and what does it aim to do?\",\"answer\":\"It is an approach for understanding and developing children and young people’s behaviour by focusing on their relationships with self, others and the curriculum. It promotes readiness for education.\"},{\"question\":\"How does the framework define the three relationships that influence learning behaviour?\",\"answer\":\"It sets out three relationships: with self (emotional aspects), with others (social/interpersonal skills), and with the curriculum (cognitive/curricular aspects). These relationships shape the emotional, social and cognitive factors behind learning behaviour.\"},{\"question\":\"How can different school staff use the behaviour for learning approach?\",\"answer\":\"School leaders can use its principles to support an inclusive whole-school behaviour policy. Classroom teachers can use it as a consistent reference point for selecting and evaluating behaviour management strategies, while pastoral, counselling and SEND staff can use it to inform support and intervention decisions.\"}]","Behaviour for learning - Education brief | PDF",1792722249,13]