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Demonstrates active support and advocacy for HPL-style teaching 

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Demonstrates active support and advocacy for HPL-style teaching 

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While I believed in and practiced HPL principles, I recognised the need to become more proactive in advocating for HPL within and beyond my classroom. I engaged more deeply with the HPL community by sharing insights on Padlet, attending professional learning sessions, and contributing to staff meetings with HPL-focused discussions.

Evidence: Participation records

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Feedback now includes specific references to students’ development of VAAs and ACPs. This approach encourages growth, self-awareness, and resilience.

Evidence: Marked student work

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I needed to involve parents more effectively in understanding HPL and using its language in communication. I started using HPL terminology in emails and parent meetings.

Evidence: Parent communications.

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Development of Advanced Cognitive Performance (ACP) Skills

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Development of Advanced Cognitive Performance (ACP) Skills

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Students are better equipped to think critically, link concepts across subjects, and communicate ideas clearly. In a collaborative project, students used Meta-Thinking and Creating and Refining Ideas to design a business proposal that demonstrated both analytical depth and creativity.

Evidence: Project work, student presentations showcasing the use of ACPs.

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Internal CPD sessions focusing on HPL strategies and cross-departmental learning walks allowed for sharing of best practices and real-time feedback. I adopted new strategies for promoting metacognition and intellectual confidence after observing colleagues and reflecting on shared successes.

·       Evidence: feedback from learning walk observations.

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I now consistently communicate the belief that every student is a potential high performer. This mindset has shifted how I set learning objectives and plan lessons.

Evidence: Lesson observation /feed backs from observer.

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As part of comprehensive communication strategy, I am committed to proactively engaging parents through various channels and touchpoints throughout the academic year. This approach includes sending pre-assessment notifications to alert parents about upcoming tests and exams, followed by post-assessment communications that provide detailed insights into student performance.

By sharing both positive reinforcement emails that celebrate student achievements and constructive feedback emails addressing areas of concern, I aim to create a collaborative partnership with parents. These strategic communications not only keep parents informed about their child's academic progress but also encourage their involvement and support in the learning process.

Such transparent and consistent communication helps build trust between us and parents, motivates our students, and fosters a supportive educational ecosystem where we work together to enhance student learning outcomes and academic growth.

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My teaching has become more enquiry-led and student-focused. Students now take greater ownership of their learning, reflecting on feedback using HPL language and tracking their own progress against VAAs and ACPs.

·       Evidence: Student self-assessments

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I aimed to make feedback more explicitly linked to high performance competencies and attitudes. I revised my feedback templates to align with HPL language and held student reflection sessions using these terms.

Evidence: Student feedback, samples of marked work, student reflection logs.

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Students now understand that intelligence is not fixed. They believe in their capacity to improve through effort and reflection.

Example: A student who initially struggled with Business Studies developed strong perseverance (a VAA) by acting on targeted feedback and using revision strategies shared during lessons.

·       Evidence: Student reflection journals, assessment tracking sheets showing progress over time.