Challenge and Enrichment Activities
During the year, the lower school organises many opportunities to provide enriching and challenging activities for students.
The Artist in Residence Programme (AIR) was set up in 1999 to provide support to teachers and learners by inviting artists, artisans and others with special talents and skills to become involved in our school programme. Writers, painters, sculptors, poets, musicians, actors, other artists and experts significantly enhance the learning experiences through exhibitions, presentations, reading, lectures, demonstrations, discussions, debates, master classes and other forms of direct involvement.
The Artist in Residence Programme (AIR) was set up in 1999 to provide support to teachers and learners by inviting artists, artisans and others with special talents and skills to become involved in our school programme. Writers, painters, sculptors, poets, musicians, actors, other artists and experts significantly enhance the learning experiences through exhibitions, presentations, reading, lectures, demonstrations, discussions, debates, master classes and other forms of direct involvement.
Every grade level takes part in field trips each year which enhance the curriculum. The London area offers ACS Hillingdon students exciting out of school destinations that enhance every aspect of our curriculum.
Student assessment results are used to plan and deliver instruction, which is differentiated to meet students' needs within the classroom. There are four main areas that ACS Hillingdon Lower School considers when differentiating instruction, including: content, process, product and environment. We are able to adapt these elements of instruction to support the various needs of the learners including those requiring learning support or challenge extension.
In Prekindergarten and Kindergarten the teachers use observation and assessment data to enable every student to make optimum progress. By utilising teaching assistants to provide a more individualised program, and by creating a caring and enriching classroom environment, the students are able to develop and thrive.
First and Second grade teachers also use observation and assessment data to support all learners. In addition, Learning Support and English as an additional language teachers collaborate with class teachers to ensure each student's needs are met. In addition, the support services teachers provide pull out and push in support. The grade level teachers closely monitor students' academic progress and set achievement goals for individuals as well as differentiated groups of students. All students are encouraged to achieve grade level expectations or above, and are evaluated using both formative and summative assessments.
Third and Fourth grade teachers also frequently assess their students using formative and summative assessments, and individual conferencing to encourage, support and extend all students. Learning Support and English as an additional language teachers collaborate with class teachers offering pull out and in class support as required to ensure each student's needs are met. In addition, classroom teachers can recommend that certain students participate in a Challenge Extension Programme. Students participating in the program must meet set assessment criteria and be performing in the 90th percentile of their class. The aim of the programme is to identify a problem and support the students in researching, designing, creating and presenting their solutions to the wider ACS community.
In Prekindergarten and Kindergarten the teachers use observation and assessment data to enable every student to make optimum progress. By utilising teaching assistants to provide a more individualised program, and by creating a caring and enriching classroom environment, the students are able to develop and thrive.
First and Second grade teachers also use observation and assessment data to support all learners. In addition, Learning Support and English as an additional language teachers collaborate with class teachers to ensure each student's needs are met. In addition, the support services teachers provide pull out and push in support. The grade level teachers closely monitor students' academic progress and set achievement goals for individuals as well as differentiated groups of students. All students are encouraged to achieve grade level expectations or above, and are evaluated using both formative and summative assessments.
Third and Fourth grade teachers also frequently assess their students using formative and summative assessments, and individual conferencing to encourage, support and extend all students. Learning Support and English as an additional language teachers collaborate with class teachers offering pull out and in class support as required to ensure each student's needs are met. In addition, classroom teachers can recommend that certain students participate in a Challenge Extension Programme. Students participating in the program must meet set assessment criteria and be performing in the 90th percentile of their class. The aim of the programme is to identify a problem and support the students in researching, designing, creating and presenting their solutions to the wider ACS community.
The lower school librarian, Mrs. Travers invites speakers and organises events and activities to challenge, motivate and inspire including 'Read Around the World' and 'Battle of the Books.' The website also contains recommended books to curl up with, catalogue links and much more!