« Being an HPL Lead - Kirsten Parker

Kirsten Parker

HPL and colleagues - development of HPL in our schools

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As school leaders, we have a clear vision for our schools and a plan to achieve our goals. As HPL school leaders, how can we ensure that our teachers not only buy in to the philosophy and deliver it in lessons, but actively contribute to its development? How can our staff body add up to more than the sum of it's parts?

7 replies
  1. Post by Gayle Harris
    Implementation of HPL within a department- Psychology
    I recently led an HPL CPD session within my department where I linked the areas where students were failing to achieve higher marks in the A level internal mock assessments with HPL skills to demonstrate to colleagues that HPL offered solutions to some of the problems we were trying to address within the subject.  One example utilised the development of "precision" to show how development of this skill would enable students to achieve higher marks in extended answer responses.  Students were often failing to achieve the higher marks because of the lack of clarity and detail in their written responses and so by working on the skill of "precision" within lessons would not only implement HPL more effectively within the department, it would also address a learning need.  Colleagues felt this CPD session was particularly useful and providing a concrete example of the use of HPL in their subject and modelled the use of it within their subject, after having only been exposed to school wide CPD where other subjects were used to model the use of HPL.  This links to the EEF "Effective Professional Development" guidance report where it identifies modelling a technique as an essential mechanism for developing teaching techniques and ensuring effectiveness of CPD
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  2. Parent of this post↑ Reply to Gayle Harris from Kirsten Parker
    Re: Implementation of HPL within a department- Psychology

    this is so interesting. When you are used to using HPL to support learners yourself, it can be easy to forget that others might not have developed it so successfully. Sharing a concrete example, so pertinent at this time of the academic year, must have been incredibly helpful. It will also have encouraged colleagues to look again at other HPL skills and attributes. Do you have any materials that you could share?

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  3. Parent of this post↑ Reply to Kirsten Parker from Gayle Harris
    Re: Implementation of HPL within a department- Psychology


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  4. Parent of this post↑ Reply to Gayle Harris from Gayle Harris
    Re: Implementation of HPL within a department- Psychology
    Sample slide used as part of HPL CPD linking HPL skills to mark bands within Psychology


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  5. Parent of this post↑ Reply to Gayle Harris from Kirsten Parker
    Re: Implementation of HPL within a department- Psychology
    its really useful to see an example where you have used an official mark scheme, rather than an HPL adapted one, and have still clearly identified HPL skills and attributes. Very powerful for the pupils and also for colleagues.
  6. Post by RENCY JOHN
    Implementation of HPL within the Business department
    Thank you, Mr. Gayle. Your experience about students failing to structure their essays/responses to case studies is something that I could relate to as it is very much applicable to the Business subject. Being a faculty leader for the Business department and an AS/A Level teacher for Business and Accounting, I agree to what you said about the HPL skill of precision and its significance in writing structured essays. Along with this, I would also like to add the significance of HPL skills of speed and accuracy that is equally important for students who struggle to complete their answers in the prescribed time during external examinations. I also try to instil in my students the importance of the HPL skills of connection finding which helps students to recall and memorise events, dates, etc
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  7. Parent of this post↑ Reply to RENCY JOHN from Kirsten Parker
    Re: Implementation of HPL within the Business department
    I think this would be useful for any essay based subject, in any year group. I Have encouraged pupils to focus on precision and accuracy in A level exams/mocks/practice questions just when reading the question. So often they race to write what they know and forget to accurately address the question
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