ICONS
The icons have been developed to act as cues for parents, teachers and learners.
There are four main icon groups
- Learning Tasks – What can learning look like?
- Learning Environments – Where will learning take place?
- Learning Communities – Who are the people involved in the learning?
- Levels of Understanding – What type of experience is required of the learner before undertaking the task?
TYPES OF LEARNING
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Collect.png)
COLLECT
A task that involves making collections of different things.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Create.png)
CREATE
A task that involves the making, building or creating something.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Draw.png)
DRAW
A task that explores different ways of recording ideas through drawing, painting, etc.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Experiment.png)
EXPERIMENT
Testing or experimenting with ideas, inviting learners to pose or solve problems.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Explore.png)
EXPLORE
Inviting learners to use the world around them to explore ideas and make discoveries.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Find.png)
FIND
Learners have to find items, information, etc related to the learning focus.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Game.png)
GAME
Learning games that encourage children to explore ideas or develop certain skills.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Hands-On.png)
HANDS ON
Learners are asked to do tasks that involve them putting into action ideas connected to the learning topic.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Listen-e1587193055394.png)
LISTEN
Tasks that are developed to improve listening skills and provide easy access to content.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Look.png)
LOOK
Learning that involves looking for or looking closely at images, details, perspectives, etc.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Messy.png)
MESSY
Learning that involves the making a mess in order to develop skills or solve problems.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Movement.png)
MOVEMENT
A physical task that involves movement to develop skills, test ideas or a constructive use of energy.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Noisy.png)
NOISY
Learning that involves making a noise and exploring noises.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Play.png)
PLAY
Play-based learning involves setting up pretend real life or make believe situations, or using everyday play as a source of learning.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Present.png)
PRESENTING
Learners are invited to find ways to show and share their own learning or work with others.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Question.png)
QUESTIONING
Learners are invited to participate in questioning conversations, initiate their own inquiries and reflect on learning they have just done.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Quiet.png)
QUIET
Learning that encourages winding down or quiet spaces. It can also involve relation and nap time.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Read.png)
READ
Learners are encouraged to read and reflect on texts. These texts can be books, text int eh real world, digital texts or even ‘reading’ spaces and people around them.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Sort.png)
SORTING
Tasks that involve learners looking at different properties or attributes and using these to sort out objects, feelings, ideas, etc.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Talk.png)
TALKING
Activities where the focus is talking and sharing ideas.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-TOL-Think.png)
THINK
Learners are invites to reflect and think about ideas.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-Treasure-Hunt.png)
TREASURE HUNTS
Learners are invites to go out and find items, examples, ideas, connected to a specific topic.
LEARNING ENVIRONMENTS
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LE-Digital.png)
DIGITAL Learning that involves digital technology and wifi access.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LE-Print.png)
PRINT Learning that is connected to printed materials, texts or other forms or print media.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LE-Inside.png)
INSIDE Learning that can take place inside or in smaller more confined spaces.
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LE-Outside.png)
OUTSIDE Learning that requires and outdoor or bigger space that allows for high activity, noisy or messy play.
LEARNING COMMUNITIES
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LC-Toddler.png)
YOUNG CHILD
3-5 years old
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LC-Child.png)
CHILD
6-9 years old
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LC-Pre-teen.png)
PRE-TEEN
10-13 years old
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LC-Teen.png)
TEEN
14 – 17 years old
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LC-Adult.png)
ADULT
18+
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LC-Solo.png)
SOLO
Learning that can be done individually
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LC-Two-or-more.png)
2 or more
Learning that needs 2 or more people
LEVEL OF UNDERSTANDING
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LOU-Newcomer.png)
NEWCOMER
Learners have a small amount of prior knowledge to call on.
- I have heard about this idea before
- I’ve heard some of the words you are using
- I think this reminds me of …….
- I couldn’t do this on my own
- I need someone to teach me more about this
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LOU-Novice.png)
NOVICE
Learners have a useable amount of prior knowledge to call on, that may help them begin to engage or attempt things now their own with lots of follow up support. Benefits from modelling.
- I have tried this before
- I remember doing this before with someone
- I know that I have to …….
- Sometimes I remember what to do, but I could use some help
- I can do some parts of it on my own, but I still need help with other parts
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LOU-Apprentice.png)
APPRENTICE
Learners have a lot of prior knowledge and new knowledge and understandings to draw on, and can apply this knowledge in familiar situations.
- I can do this, but sometimes I need help with different parts
- I can do it on my own when the setting is familiar
- I am curious about how I might use this in other places or situations
- I am beginning to explore how to pose problems connected to this knowledge or skill
- I can see mistakes and attempt to revise or fix them up
- I can do a bunch steps together, so my working process flows more easily
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LOU-Experienced.png)
EXPERIENCED
Learners have connected prior knowledge and new knowledge and are now beginning to transfer these understandings and skills to new situations.
- I can transfer this idea and use it in a new problem situation
- I can model what I doing to someone else
- I am curious about how I might be able to adapt the my current knowledge
- I can problem solve independently
- I can justify my choices and challenge choices
- I see when I’ve made a mistake and revise it, this improves my strategies and choices when I revise and reflect
![](https://www.beconwiz.com/wp-content/uploads/2020/04/BCW-ICON-LOU-Mentor.png)
MENTOR
Learners have consolidated knowledge, skills and understandings. They have developed attitudes and learning positions that leave them open to discovering more from others
- I can explain my thinking and describe my skills clearly
- I can model my thinking and choices
- I can help people find out how the knowledge and skills are connected to other things
- I can and do analyse my ideas and skills and how this connects to learning others are developing
- I am open to explaining, analysing, justifying, adapting and challenging my choices
- I am respectful and curious about the multiple ways of using this knowledge or skill.
- I see mistakes as opportunities
- I can mentor someone who is new to this idea, process or skill, in ways that work for them
- I know that I still have a lot to learn and am open to discovering new things from the apprentices I am working with.