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a) Teachers demonstrate that they know that what you believe of students will dictate what you get
b) Teachers make explicit to their students the belief that everyone is a potential high performer
c) Lesson content is set at a high level with all students being supported to meet the ambitious goals rather than some routinely being given easier work
d) Students understand that failure on a given assessment is merely a snapshot in time that can be altered rather than an indicator of overall capability

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a) All students in the target classes are systematically taught the competencies that enable high performance and they understand their significance
b) All students have access to high-quality teaching and a demanding curriculum that offers breadth and depth, is enquiry-led, and links with the enrichment offer

c) Students are familiar with the ACPs and VAAS and can talk about and use them naturally
d) Pedagogy is student focused: students are developing expertise, leading their own learning and actively engaging with feedback to improve their performance

e) There are frequent and regular opportunities for the development, assessment, and practising of the VAAs and ACPs in a number of learning contexts (e.g. core curriculum, enrichment, at home and informally)
f) An increasing number of students are able to demonstrate the advanced competencies that enable high performance

g) Feedback relates to the ACPs and VAAs and students are aware of their level of mastery in each category.
h) The HPL framework and language is visible in the classroom.

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a) An increasing proportion of students are achieving highly, regardless of their performance on entry
b) All students are making good progress towards high performance
c) Students are confident and trust the school to help them be successful

d) Levels of engagement and attendance have increased

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a) Parents are actively welcomed and engaged in school
b) Parents understand that their child is a potential high performer
c) Parents are encouraged to support the development of the ACPs and VAAs in their child to help them become a high performer

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a) Teachers are reflective and enquiring and think critically about their own educational assumptions, values and practice.
b) Teachers draw on relevant research as part of evidence-based practice.
c) Teachers act with honesty and integrity and maintain high standards of professional behaviour in support of learners and their expectations.

d) Teachers collaborate with colleagues in and beyond their school to explore and improve their practice.

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a) GCSE PE data tracking sheet to evidence progress made from baseline assessment in year 10 to mock results in year 11.

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c) Students attend weekly GCSE PE revision classes after school to receive additional support on coursework and exam technique.

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d) Folders on Teams where the PE Department upload and share lesson resources

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a) d) Response from PE Department regarding professional needs in GCSE and A Level PE for upcoming bespoke training course with external provider.
Link to form: https://forms.office.com/r/xCLC9SaMpL

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c) A Level PE lesson resource to evidence the level of challenge set through each differentiated task (Bronze, Silver, Gold & Platinum).

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AS Lesson (Technology Guidance and Feedback)

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a) Email to inform a parent of student progress with a very encouraging response to confirm the high performance attitude of the student at home.

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b) Notes from author Claire Gadsby's PD session on Practical strategies to increase challenge and boost progress. These have been successfully implemented in both practical and theory PE lessons.

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h) HPL Langange is embedded throughout lesson PowerPoints, resources and handouts that students work on. It is also visible on classroom walls and display boards.

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AS Lesson Skill classification and transfer

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d) Y9 Athletics lesson plan to evidence specific focus students. HPL focus on analyzing - where students were performing a number of fitness tests, then analysing which components of fitness would different athletics events require.

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d) Tchoukball PD session with external coach to further develop practice. The PE department were introduced Tchoukball drills, rules and game play with aim of introducing it in lessons as an inclusive activity.

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b) Enquiry-led lesson, where students were responsible for linking their prior knowledge on the muscular-skeletal system to create a crime scene. They then had to create a logical crime report analysing what had happened to the victim based on the structure of the muscular-system found at the crime scene.

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e) Year 9 students had the opportunity to practice VAAs and ACPs in core PE lessons. Evidence to show how students displayed fluent thinking, logical thinking, collaboration, creativity and enterprising. They designed a t-shirt to display the structure of the heart and the analyses how the cardiovascular system works before presenting in a fashion show.

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f) GCSE PE students demonstrating advanced competencies through linking, analysing, creating and collaborating to create a walking/talking cardiovascular system.

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e) Year 8 students calculating their set shot percentage at different stages of the lesson to measure progress from the beginning to the end. Evidence to demonstrate meta-thinking (self-regulation and meta-cognition) and hard work (practice, and perseverance).

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a) Email communication with GCSE Parent who is actively engaged in school and student progress/development.

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b) HPL Star of the week awarded to students that demonstrate ACPs and VAAs in lessons or LEAD time. This is celebrated in assembles and in the head of year newsletter which is shared weekly with parents.

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b) Using wider reading and HPL related articles to develop classroom practice through evidence based research: https://trenducation.wordpress.com/2015/03/20/intellectual-playfulness-and-the-power-of-feiro/

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a) b) Reflection on reading around "The Science of Automating and Perfecting Any skill". Interpreting information and theories written in the article and planning how this can be embedded within the PE curriculum and schemes of work.

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a) All students in the target classes are systematically taught the competencies that enable high performance through adapted schemes of learning that focus on a specific HPL characteristic or attribute.

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a) A lesson capture to review how creativity and enterprising were embedded into a year 8 movement/dance lesson.

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h) HPL visible in the FS classroom using adapted icons familiar to students from the classroom

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f) Students are consistently using ACPs and VAAs in lessons. They applied them through a movement/dance lesson with automaticity, investigating the meaning of a stimulus and exploring a variety of different stimulus to portray movement.

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d) Students were asked to investigate the key words to the lesson using letters provided. All groups took a number of attempts to come up with the correct word, using resilience to overcome failure in a particular task.

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f) Students demonstrating collaboration throughout the lesson, some showing advanced competencies enabling high performance in Basketball.

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Tool - Lesson impact capture Collaboration

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c) Maintain high standards of students through reinforcing the PE kit policy. Communication sent home to parents and reinforced in lessons with use of standards cards (whole school approach to raising standards and expectations).

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g) Feedback in GCSE PE book relates to the ACPs (linking) to make students aware of their level of mastery in each category.

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c) Ananya in year 8 discussion her use of ACPs and VAAS in a recent dance lesson.

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b) A snap shot of progress from drops at each half term to measure progress which suggest students are working towards high performance.

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b) Students demonstrating the use of meta-cognition to show good progress towards high performance.

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Tool - Lesson impact capture Meta-Cognition 

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d) Student engagement in lessons that have a specific HPL focus have increased. Here is an example of an Active Leaders lesson, where year 9 students develop VAAs; leadership confidence and concern for society. Engagement in leadership lessons has increased over the year, with some students taking on similar roles in their community outside of school.

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Tool - Lesson impact capture Collaboration

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Tool - Lesson impact capture Collaboration

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Tool - Lesson impact capture Collaboration

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Tool - Lesson impact capture Meta-Cognition

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Tool - Lesson impact capture Meta-Cognition

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Tool - Lesson impact capture Meta-Cognition 

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c) Students are supported to achieve high performance through a year 12 enrichment week - evidence the study skills workshop for students to develop revision techniques and study methods.

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c) Parents are encouraged to support the development of the ACPs and VAAs through our ' Student Led Conference'. Parents are invited to attend the conference where students will to present their progress throughout the year and set SMART targets for next academic year. Parents and LEAD teachers will be involved in the process to support students becoming high performance learners.

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Tool - Lesson impact capture Hard working

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Tool - Lesson impact capture Hard working

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Tool - Lesson impact capture Hard working

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d) Lesson impact capture to show how students demonstrated VAA - Hard working throughout a volleyball set shot lesson. They showed resilience to overcome failure when learning a new skill and used practice to improve and measure their progress at the end of the lesson.

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Tool - Lesson impact capture Hard working

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b) Students achieve higher level of performance when teachers believe in them, a simple message from teachers can change students' trajectories and achievement. This is evident through the Mustangs Squads I have coached this year.

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a) Kenzy Ibrahim case study: Showing belief in students to increase performance outcome of a specific student. Evidence of improved performance throughout the year.