The High Performance Learning Philosophy
High Performance Learning (HPL) is a research-based, pedagogy-led philosophy that responds to our growing understanding of human capability. It sees all students as potential high performers who are not limited by ‘ability’. Some may take longer to reach high performance but most are capable over time. HPL makes the goal of high performance the expectation for all students in the school and uses a unique teaching and learning framework to systematically grow minds and develop the cognitive skills, values, attitudes and attributes needed to reach success.
HPL significantly improves student academic outcomes, creates students who are have the values, attitudes and attributes that enable them to meet the challenges of adult life and enables the school to achieve these outcomes consistently. In the context of a multi-academy trust or schools’ group, HPL provides a shared philosophy and language for teaching and learning which smooths transition and enables professional collaboration.
Based on research from across cognitive psychology, gifted education and neuro-science, and on 30 years of practical experience of educators in over 16 countries, the HPL philosophy stems from the following key principles:
High performance is an attainable target for everyone.
We can systematically teach students how to be ‘intelligent’ and how to succeed in school.
The best schools produce students that are intellectually and socially confident, work-place and life-ready with a global outlook and a concern for others.
There are 20 generic characteristics which students need to develop if they are to be high performers in cognitive domains (ACPs) and 10 values, attitudes and attributes (VAAs) that develop the wider learner dispositions needed for cognitive and lifetime success.
Schools can only become really strong by fostering a professional community of practice among their educators – no quick-fix, governance model, instructional technique or technology can substitute for this.
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