Redfield Edge Primary School


Establishing Life Long Learners

At Redfield Edge, we believe children not only learn academic objectives, but also learn the skills to be successful learners. We believe these skills are just as important as they will enable children to become life long learners beyond our doors.

ELLI is a way in which children can communicate how they are learning, not just what they are learning. Each character represents a learning style.


Cat – Be Curious

Critical curiosity versus passivity

  • I like to get below the surface of things and see what is really going on.
  • I like to work things out for myself, and to ask my own questions.
  • I tend to go looking for things to learn, rather than just responding to problems that come my way.
  • I’m attracted to learning and have a good deal of energy for learning tasks and situations.
  • I value getting at the truth.

Unicorn – Be Creative

Creativity versus data accumulation

  • I like new situations, and sometimes create novelty and uncertainty ‘just to see what happens’.
  • I like playing with possibilities and imagining how situations could be otherwise.
  • I sometimes get my best ideas when I just let my mind float freely, and I don’t mind ‘giving up mental control’ for a while to see what bubbles up.
  • I often use my imagination when I’m learning, and pay attention to images and physical promptings as well as rational thoughts.

Bea – Working in a Team

Positive learning relationships versus isolation

  • I like working on problems with other people, especially my friends.
  •   I have no difficulty sharing thoughts and  ideas with others, and find it useful.
  •   I am quite capable of working away at problems on my own, and sometimes prefer it.
  •   I don’t feel I have to stick with the crowd for fear of being lonely or isolated, when I’m learning.
  •   I have important people at home and in my community who share with me in my learning.

Owl – Plan Ahead

Strategic awareness versus robotic

  • I tend to think about my learning, and plan how I am going to go about it.
  • I usually have a fair idea how long something is   going to     take me, what resources I will need, and my chances of being successful.
  •   I am able to talk about the process of learning – how I go about things – and about myself as a learner – what my habits, preferences,  aspirations, strengths and weaknesses are.

Spider – Make Links

Meaning making versus data accumulation

  • I tend to look for patterns, connections and coherence in what I am learning.
  • I seek links between new situations and what I already know or am interested in.
  •   I’m on the look-out for ‘horizontal meaning’.
  •   I like to make sense of new things in terms of my own experience and I like learning about what matters to me.

Tortious – Persevere

Resilience versus fragility and dependence

  • I tend to stick at things for a while, even when they are difficult. I don’t give up easily.
  •  I often enjoy grappling with things that aren’t easy.
  •  I can handle the feelings that can crop up during    learning: frustration, confusion, apprehension and so on.
  •  I’m not easily upset or embarrassed when I can’t immediately figure something out
  •  I don’t immediately look for someone to help me out when I am finding things difficult, or when I get stuck.

Chameleon – Adapt and Change

Changing and learning versus being stuck and static

  • I see learning as something I can get better at.
  • I have a sense of history and of hope.
  • I tend to take ownership of my own learning, and like to be responsible for what I’m learning and how I go about it.
  • I’m usually quite ready to ‘sign up’ to learning tasks that are presented to me