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HPL language is present in the classrooms as well as everywhere around the schools on different displays.

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https://youtu.be/3GwUMcQ9gnc

I this Science lesson students were talked to about the progression in each ACP and VAA practised in the lesson. Students actively sought my feedback and were also encouraged to give each other feedback.  This normal practice in my class.

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HPL language is visible in students' work. I have included some examples here where students wrote what ACPs and VAAs they worked on in different English and Science assignments.

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Student voice - What is HPL and how do we use it?

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Student voice - What is HPL and how do we use it?

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Please click on the following youtube links to see how students understand HPL and the significance of ACPs and VAAs.

https://youtu.be/fQNBLyq0Vfs

https://youtu.be/imt6wwrZ_6w

https://youtu.be/92-gMHPvk5Q

https://youtu.be/BWqGqqZqYfA

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A student at CHS (Year 4) talks about HPL

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Each lesson plan at CHS has an HPL section where each teacher must identify the ACPs and VAAs practised in that particular lesson. This has to be evident in how the lesson is designed.

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Maths Lesson Plan Converting between km and m 14th November 2022

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Lesson Example with progression within ACPs and VAAs 

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Lesson Example with progression within ACPs and VAAs 

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Please take a look at this lesson presentation which shows how progression within ACPs and VAAs is communicated to students....

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Science L2 WB 15 May 2023 Animal habitats HPL

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Lesson example with progression language

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Lesson example with progression language

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This is a Maths lesson, where students start with a 'hook' to engage them . In this part of the lesson I often speak to students about taking risks in unfamiliar learning situations and I clearly display the progression within that VAA.

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A student talking about progression within creating-originality

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A student talking about progression within creating-originality

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Here, my students talks about his work in an art class and how he progressed with his originality through the task.

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Students talking about progression within Originality

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Gems schools use a platform called "Phoenix Classroom" where teachers award achievement and behaviour points. I have included an example of the HPL achievement points awarded to some students.

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Assessment - learning behaviour school reporting policy

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Assessment - learning behaviour school reporting policy

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As we fill in students' final marks for each term, we also fill the 'effort' column which is colour and letter coded according to ho well these students demonstrate ACPs and VAAs. Teachers then shape their verbal feedback for parent-teacher conferences based on the colour code given to each.

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In 2022, our primary school hosted a Football World Cup related event where students engaged in activities which developed their creativity, precision, collaboration and perseverance.

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Lesson enrichment, extension and redeemal activities

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Lesson enrichment, extension and redeemal activities

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Whether it is extension or enrichment activities for students to engage in at home to nurture students' agility, I also like to provide students with redeemal activities where students can work on being hard-working. Examples are from Social Studies and Grammar Classes.

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Every Thursday at CHS, students would be given a home HPL challenge

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Verbal and immediate feedback is always valued by students over written feedback. Students like to know where they stand. In this video a student is seeking feedback for her ICT coding work.

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Students doing their own research on a topic of their choice. Students are expected to self-regulate and be responsible for their work.

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Student talking about HPL and progression within Strategy Planning

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Student talking about HPL and progression within Strategy Planning

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A student in my class is talking about the significance of Metathinking and the progression within strategy-planning: I am aware that there is a multitude of strategies to solve a problem...I am aware what these strategies are....I am aware which strategies are more appropriate....I am aware of which strategy I will use and why....I can do this independently

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Abinaya talking about progression within Strategy Planning

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It is important for me as an educator to get students to think. Therefore my lessons are enquiry-led to get students to participate, think and retain information. It helps them take the ownership of their own learning. Here is an example of such lesson.

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Every lesson I plan I try to make sure HPL language is clearly visible in my lessons, I also model it for students/talk about it as I teach. Tasks are modelled for students to practice their HPL ACPs and VAAS

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Science L2 WB 26th September 2022 invertebrates

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This is a lesson observation feedback done for my ECT induction in this academic year. Please take a look at Standard 4 and 5 comments which talk about the quality of my teaching

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Our school constantly communicates with parents and the HPL language is often visible in this communication. We also send out HPL newsletters to parents.

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Students' HPL self-evaluation Poll Nearpod

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Students' HPL self-evaluation Poll Nearpod

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I have recently facilitated a poll on Nearpod where my students reflected on their own proficiency within each strand of ACPs and VAAs. Students were given an exact description of each strand along with examples and students then could choose from three options: 1. I can do this very well 2. I can do this sometimes and 3. I cannot do this at all and I need to improve...

On average more than half of the students indicated that they can do the following VERY WELL:

ACPs:
Self-regulation
Intellectual confidence
Simple and multi-step problem solving
Generlaisation
Connection-finding
Big picture thinking
Abstraction
Imagination
Seeing alternative perspectives
Flexible thinking
Fluent Thinking
Originality
Automaticity
Speed and Accuracy

VAAs:
Collaborative
Concerned for Society
COnfident
Risk-Taking
Enquiring
Creative and enterprising
Open-minded
Perseverance
Resilience

What ACPS and VAAs the majority of students felt like they can only do sometimes are: Metacognition, Intellectual confidence, Precision, Intellectual Playfulness, Evolutionary and Revolutionary Thinking and Practising

These will be the area of my focus as well as constantly developing all of the ACPs and Vaas

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An example of the English Mid Term Plan in Year 4 at CHS with focus ACPs and VAAs to underpin teaching and learning

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English MTP Half Term 2 Year 4 2022 2023

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To ensure that students know how ACPs and VAAs are being used during their classes, at the end of my lessons students get a self-evaluation form which they have to colour into according to the colour code. Green-I did this very well Orange- I could do some of this but not so well Red- I could not do this at all....Students also get a feedback from me which they very often look at.

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Home challenge that emphasizes Intellectual Playfulness

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Medium Term planning always includes specific ways of developing students' ACPs and VAAs but also involves curricular links and enrichment activities for students.

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English MTP Half Term 5 Year 4 2022 2023

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Most lessons I plan include an enrichment activity. This is an example of a Social Studies Lesson where students were given a prompt to spark their curiosity and therefore agility. Please take a look at the last slide to find the enrichment activity.

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To ensure that students understood what ACPs and VAAs they used in each lesson and understand their significance, at the end of my lessons students get a self-evaluation form which they have to colour into according to the colour code. Green-I did this very well Orange- I could do some of this but not so well Red- I could not do this at all....

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Student B presenting his Social Studies project for the class

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Student B presenting his Social Studies project for the class

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Students lead their own learning, they researched, presented and were given feedback afterwards.

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HPL students' evaluation on Nearpod part 2 

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HPL students' evaluation on Nearpod part 2 

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This is only for Agile-Risk-taking VAA which I accidently left out in the poll in the above post.

The original post:

I have recently facilitated a poll on Nearpod where my students reflected on their own proficiency within each strand of ACPs and VAAs. Students were given an exact description of each strand along with examples and students then could choose from three options: 1. I can do this very well 2. I can do this sometimes and 3. I cannot do this at all and I need to improve...

On average more than half of the students indicated that they can do the following VERY WELL:

ACPs:
Self-regulation
Intellectual confidence
Simple and multi-step problem solving
Generlaisation
Connection-finding
Big picture thinking
Abstraction
Imagination
Seeing alternative perspectives
Flexible thinking
Fluent Thinking
Originality
Automaticity
Speed and Accuracy

VAAs:
Collaborative
Concerned for Society
COnfident
Risk-Taking
Enquiring
Creative and enterprising
Open-minded
Perseverance
Resilience

What ACPS and VAAs the majority of students felt like they can only do sometimes are: Metacognition, Intellectual confidence, Precision, Intellectual Playfulness, Evolutionary and Revolutionary Thinking and Practising

These will be the area of my focus as well as constantly developing all of the ACPs and Vaas

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Students' self-evaluation Agile Risk Taking

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An example of the English Mid Term Plan in Year 4 at CHS with focus ACPs and VAAs to underpin teaching and learning

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Students have chances to get familiar with the HPL terminology and how it can be used in or outside if school by using this HPL passport. Students bring it in for teachers to sign, they have to explain how they've used their ACPs and VAAS before they get their signature...

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An example of student work where student demonstrate proficiency at linking-connection finding in the context of a Social Studies lesson

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This was a lesson on identifying different kinds of triangles, students had to identify similarities and differences and then I collected their feedback. Analysing- critical/logical thinking and precision in action!

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Talk for Writing Lesson about the Romans- Information Text

Here we can see students in my class demonstrating a great level of collaboration-students all contributed with their ideas to put this 'demonstrate' part together. Students also used their flexible thinking where they had to come up with better and different ideas than the other groups. A very successful lesson...

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A student explaining answers for others Maths

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A student explaining answers for others Maths

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Here we can see peer feedback/teaching where a student explains answers to the class instead of the teacher.