I have been a Head of English for more than a decade at both maintained and independent schools. Leading the rollout of HPL at my current school, Ellesmere College, Shropshire, has been an interesting and rewarding challenge as it has given us a coherent pedagogical framework that explains much of what we knew, instinctively, works well in the classroom. It has also given us license to work with the students in a creative manner which, for many (if not all) of us was why we went into teaching in the first place.
As well as leading on HPL, I am also in charge of the Navy Section of the CCF and head of one of the College’s four academic and sporting competitive houses.
As we look at adaptive teaching within an inclusive classroom, could we use the HPL competencies as varied focuses for differentiation? Not differentiation by activity but by the competencies / skills to be focused on.
How have you used HPL to support an adaptive, inclusive classroom?