Ideas for a Stretch and Challenge School

Areas to consider Stretch and Challenge S&C Ethos S&C Teaching S&C Learners S&C Super Curriculum S&C Interventions S&C Aspiration

S&C Ethos Dreaming Big Dreams Aspirational Script Aspirational information and IAG for students Aspirational Targets Ban 90:10 MPGs QQ Data Able & Ambitious self selecting cohort Learner CPD PLSs MA Committee Fostering aspiration in job descriptions e.g. Head of Year S&C Teaching See S&C Checklists Able & Ambitious Assemblies & group email Aspire Awards ICE Awards Report Scores Personal Best targets Team Challenges S&C Enrichment S&C Curriculum Competitions S&C Literacy Aspiration Programme Scholarship Forms Parent Buddies Family Learning Evenings S&C Drop Ins Consultation Evenings

Change the script I’m not a ‘swot’ It’ll do Nobody asks for extra homework I don’t want to stand out I’m not going to try too hard in case I fail I don’t want to be wrong What’s the right answer I can’t do that Don’t tell the class what I got You don’t want to go there All universities are the same Oxbridge is ‘not for people like me’ A ‘B’ is good enough X is a polite and pleasant student... The script can self-limit students’ expectations, abilities or potential Check out Rosenthal’s Pygmalion Effect

Ideas for Able & Ambitious Assemblies Key messages Why am I here? What’s the point? Aspiration Script Progress Progress Update, Targets, MPGs, challenges, competitions What’s available? Enrichment, Scholarship Forms, Intervention, Thinking Journals, Peer Support, Rewards, Personal Learning Strategies, Schol-Trak etc. Learner CPD ICE, Learning Contracts, 10 Characteristics of Academic Success, SOLO Taxonomy, Bloom’s Taxonomy, PITS, Higher Order Activities, Socratic question stems, Academic Word List, Growth Mindset Aspiration Careers Cafes, University Preparation Programme, Aspiration Programme Student Voice Sign up for activities, support required, What’s Going Well/ Even Better It, peer programmes

6 Strategies to Build S&C Teaching Teachers plan outcomes backwards from students’ Maximum Potential Grade (MPG) Teachers use the levels of S&C thinking and objectives in their planning and delivery Teachers use S&C activities in their class and homework Teachers use the Academic Word List and evaluative vocabulary Teachers use S&C questioning Teachers create a S&C climate For ideas see S&C Lesson Plan, S&C Planning Schedule, S&C Feedback, Strategies to Improve Memory Skills, 6 Strategies to Build A S&C Culture, Checklist for S&C in Lessons and Checklist for S&C in Departments Check out Ron Berger’s Story of Austin’s Butterfly for inspiration on S&C feedback

Use SOLO Taxonomy to build students’ understanding (Structure of Observed Learning Outcomes) This describes the increasing complexity in a student’s understanding of a subject through 5 stages Pre-structural - students acquire bits on unconnected information which have no organisation and make no sense Uni-structural – simple connections are made but their significance is not grasped. This shows surface understanding Multi-structural – A number of connections are made but the meta-connections between them and their significance for the whole are missed. This shows greater surface understanding Relational – Information is connected and integrated. This shows deep and coherent understanding Extended abstract – Students are making connections beyond the subject area and can generalise and transfer principles and ideas

Use Bloom’s learning verbs to add challenge Bloom’s Taxonomy can be used to pitch the difficulty of a task Type of knowledge Remember Know Understand Apply Analyse Evaluate Create Synthesise Factual List Summarise Classify Order Rank Combine Conceptual Describe Interpret Experiment Explain Assess Transfer Procedural Tabulate Predict Calculate Differentiate Conclude Compose Meta Cognitive Use appropriately Execute Construct Deconstruct Reflect Generalise

Use SOLO Learning Verbs to add challenge Solo Taxonomy can be used to show progress in understanding of a concept Uni-structural Multi-structural Relational Extended Abstract Define Formulate questions Evaluate Identify Describe Compare/ Contrast Theorise Do simple procedure List Explain causes Generalise Combine Sequence Predict Classify Create Analyse Imagine Relate Hypothesise Apply Reflect

What grows S&C Learners? 1. Students who are self-confident, motivated and engaged learners 2. Students with strong skills in speaking, listening, critical thinking and independent study and a good command of academic English 3. Students engaged in learning that goes above and beyond the curriculum 4. Students who understand what top grades look like 5. Students with significant family resources and support For ideas see Strategies to Grow S&C Learners power point

Building a S&C Super Curriculum For ideas see Strategies to Build a S&C Super Curriculum power point

Developing S&C Interventions For ideas see Strategies for S&C Intervention power point

Encouraging S&C Aspiration Family Learning Evenings Excellence Walls Parent Buddies More Able Drop Ins Career Cafes University Preparation Programme Aspire Awards ICE Awards Socrates Competitions Aspiration Programme of Speakers QQ data Professional Mentors The Brilliant Club Spire Hub