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Students are enthusiastic and take responsibility for their own learning in sustained ways. They focus well and reflect on their learning to evaluate their strengths and weaknesses accurately. They take targeted actions to improve.

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Students interact and collaborate very effectively in a wide range of learning situations to achieve agreed goals. They communicate their learning very clearly

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Students consistently make meaningful connections between areas of learning and use these to deepen their understanding of the world.

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Students are innovative and enterprising. They are independent learners and can find things out for themselves using a variety of different sources. They use learning technologies independently and very effectively. Critical thinking and problemsolving skills are intrinsic features of learning.

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Students are innovative and enterprising. They are independent learners and can find things out for themselves using a variety of different sources. They use learning technologies independently and very effectively. Critical thinking and problemsolving skills are intrinsic features of learning.

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Students are innovative and enterprising. They are independent learners and can find things out for themselves using a variety of different sources. They use learning technologies independently and very effectively. Critical thinking and problemsolving skills are intrinsic features of learning.

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Year 6 students have shown significant enthusiasm and responsibility for their own learning through their independent writing tasks. They engaged deeply in creating their HOT Write pieces, which included journal entries, narrative poems, and persuasive speeches. Throughout these tasks, students effectively utilized success criteria to guide their work and demonstrated sustained focus.

To accurately reflect on their strengths and weaknesses, students engaged in reflective practices by writing detailed evaluations of their work, identifying what went well and areas for improvement. They compared their initial Cold Writes with their final HOT Writes to showcase their progress and improvements. Additionally, students performed self-assessments using established assessment criteria, further demonstrating their ability to critically evaluate their own learning.

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Year 6 students consistently demonstrated their ability to interact and collaborate effectively in various learning situations to achieve agreed-upon goals. A key example of this is their work on VIPERS questions following their literature readings.

Students employed the A.P.E. (Answer, Prove, Explain) strategy in groups, ensuring a structured and thorough approach to their responses. Additionally, they used the AllWrite RoundRobin strategy, where each student took turns sharing their thoughts and answers. This method fostered inclusive participation and allowed the group to collaboratively refine and agree upon a final answer for each VIPERS question.

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Year 6 students created their own podcast related to the themes explored in their literature text Wonder by R.J. Palacio. They wrote and performed interviews, discussions, or narratives that highlighted the experiences of different characters or delved deeper into the themes.

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Year 6 students exhibited remarkable innovation and enterprising skills through their modern adaptation of Macbeth. They independently reimagined the classic play, setting it in various contemporary contexts, such as different time periods, locations, or cultural backgrounds. This project required them to utilise a variety of sources to ensure accuracy and relevance in their adaptations.

Students employed their critical thinking and problem-solving skills throughout the process, demonstrating their ability to think creatively and independently. They effectively used technology, particularly Book Creator, to design, create, and publish their modern versions of Macbeth.

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Year 6 students demonstrated remarkable innovation and enterprising skills through their podcast production project. They began by independently researching their chosen topics, utilizing a variety of online sources to gather relevant information. This process showcased their ability to find things out for themselves and use learning technologies effectively.

In addition to their online research, students conducted interviews with experts and individuals related to their topics, further enhancing the depth and authenticity of their content. Throughout this project, students exhibited strong critical thinking and problem-solving skills, which were intrinsic to their learning process.

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Year 5 students created their own broadcast related to the themes explored in their literature text The Boy at the Back of the Class by Onjali Q. Raúf. They wrote and performed interviews, discussions, and narratives that highlighted the experiences of refugees and delved deeper into the themes of empathy, resilience, and inclusion.

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