Improving stretch and challenge. Laura Jackson @mrsjacksonmusic

Closed lid= capped learning Sept- Oct 2013 Closed lid= capped learning Differentiation Appropriate tasks Challenge Engaging

Nov- Dec 2013 Plan from the top down. “lift” all students. #arisingtide “A rising tide lifts all ships” Use differentiation skills to shift focus from bottom to top.

Transition.. Took away bottom- safety net. Raised the bar- the most able student would be pushed, raised challenge for all. Transparency with students- what/ why/ how? Success I could not have imagined.

Student feedback Y8 student- KS target 5 Last performance task grade 4c “I would never have picked a level 5 task but I got a 5c because I could play the melody and baseline on my own for the first line. I need to improve my timing to get a 5b” Y9 student- KS3 target 5 Last performance task grade 4a “I got a 6b and I am buzzing. I got a 6 because I had to play my own chords because my partner was off. If I played a bit faster, it would improve my level. I got all the way to the end though”.

Levels no longer the focus, skill and development. Critique and DIRT to act on feedback straight away. Homework linked to levels to enhance and motivate.

Raised challenged tasks combined with... Improved EASY feedback methods (which are being developed further)

…using critique to act on feedback immediately

…mean I am confident all students in KS3 with achieve or better their target levels. Quick methods YOU can try… “Gold Standard” work When you are marking, use the gold stars to highlight excellent work. Ask the student in the next lesson why you think thy were awarded the star, or ask other students using visualiser/ webcam. Student feedback Explain how you mark the work before the task, then ask the students to trade sheets, initial the peer feedback box and write a WWW point and an EBI point.

@mrsjacksonmusic