Low General

Freddie

Low General

Freddie is one of an estimated 7% of children in the school population who have below average (Stanine 1-3) ability scores across each of the verbal, quantitative, non-verbal and spatial batteries in CAT4.

Freddie increasingly appears to be experiencing barriers to accessing wider curriculum which is reflected in his learning and behaviour.

His teachers note that he has a limited vocabulary which impacts his ability with reading and to follow general classroom instructions.

Key Questions

  • What steps have been taken to understand Freddie’s perception of himself as a learner and his learning experiences?
  • Consider opportunities for non-traditional, visual, practical and gamification learning strategies.
  • Consider all available information to ensure that support and interventions are appropriately targeted to Freddie’s needs.
  • Consider assessing Freddie’s vocabulary and reading skills to understand the specificity of any barriers in this area.
  • Explore how Freddie’s interests and talents can be linked to his wider learning.

*These profiles are for illustrative purposes and have been created to help introduce just some of the varied learner profiles your CAT4 data may show you, and to help support personalised learning. The profiles from your own CAT4 data may share some similarities with the example profiles but it is important to consider each learner individually.

60 100 140 Verbal Quantitative Spatial Non-Verbal

Verbal

Verbal classification

Verbal analogies

These learners will likely excel in debate, developing strong connected arguments. It’s also probable that they draw upon advanced reading skills to use rich and effective language/vocabulary for creative writing.

These learners will likely find accessing tasks involving the written word more challenging and may find it difficult to keep pace in group discussions where they should be given clearly defined roles to avoid being a ‘passenger’.

Non-verbal

Figure classification

Figure matrices

These learners will quickly build a puzzle, solve a Rubix cube or spot the difference as they prefer to think with numbers or images. They will likely thrive with activities that require them to problem solve with abstract information.

These learners may find it difficult to keep up in the learning environment as they may not follow instructions or find new information easy to follow. They will likely find challenge with following logical approaches to problem-solving including model building and science experiments.

Quantitative

Number analogies

Number series

These learners will likely excel in tasks related to arithmetic and computation. They will solve number problems, find patterns in numbers and identify relationships within data sets with greater ease.

These learners will likely experience barriers with number related learning which may manifest as an anxiety toward maths. They may have difficulty with recall of number facts, recognising the value of a group of objects, seeing patterns in numbers and with basic arithmetic skills.

Spatial

Figure analysis

Figure recognition

These learners will be quick to visualize and will learn best through concrete resources, graphics/images or in the virtual world. Concepts that can be explored actively and in three dimensions (model design and building) will likely be easier for them to grasp

These learners may need additional support with organisation and navigation as they may miss clues in their environment. Learning may need to be scaffolded/demonstrated particularly if represented in abstract two-dimensional diagrams.