Update in black June 2024

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Policy 

- Our view is that one activity will not lead to supporting pupils to achieve these principles. It is about everything that we do. ​

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Evidence 

-​We worked with pupils to create characters and symbols to help them understand what the principle leans. 

- We use these symbols as part of our success criteria and we discuss them with pupils. 

- We support pupils to evaluate how learning relates to these principles. 

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Curriculum 

- We have a special visitor program aimed at raising pupil aspirations. E.g. talks from female role-models (M. Golding -Evans). 

- We have tried to frame our curriculum in a high 'cultural capital' knowledge framework. 

- Our 100 experiences include opportunities designed at raising pupil aspirations. 

- Outdoor learning aims to provide broad and balanced experiences. 

- Our school motto - Mentra Ddysgu - is used to talk to talk to pupils. We frequently talk about how with hard work anything is possible. 

- Our overall enquiry question curriculum mapping is aimed at supporting pupils to raise aspirations. E.g. Y6, How can we work together to address climate change? 

- Growth Mindset - we frequently talk to pupils about the importance of hard work and sustained effort. This is celebrated during assembly. 

-  We set targets with pupils as part of pupil voice review sessions. The aim tis to support pupils to develop an awareness of what they need to improve linking AFL Strategies. 

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Sub Strands: 

Asking Questions: 

- Pupils are encouraged to ask questions about the wider world and about things that interest thiem. 

Responding to Questions 

- Links closely to pupil oracy skills. This is an area that we are continuing to develop and improve. 

Seeking High Challenge

- Pupils are able to choose the level of challenge. Pupils are encouraged to reflect upon how well they understand an area and if they are finding it too easy/difficult. ​

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Using Previous Learning 

- ​Our curriculum is designed to allow pupils to build upon previous learning. Our knowledge towers link content together and pupils begin by using pupil voice activities to try and think about what they already know. 

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Creating and Using Success Criteria

- Pupils use success criteria in every lesson. Pupils are encouraged to review them independently. ​

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Setting Targets ​

- We have introduced a system where pupils set targets during meetings with teachers. They are encouraged to do this in order to understand what they are going

Responding to Feedback 

-​This is an area that should be developed further. Pupils are able to evaluate work but it still needs further refinement. 

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Self-Assessment 

​- Pupils self-assess work frequently. They do this using success criteria and with the support of the teacher. ​

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Impact

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Refine/Improve: 

- Focus pupil voice activities to support continued improvement. 

- Continue to consider ways in which we can evaluate pupil progress against the core principles. 

​- Continue to develop strategies for pupils to respond to feedback. 

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