1. Outcome: To give practical ideas for challenging the more able

2. Tesselation Poverty (1) War of the Roses (3) Henry VIII (1)
Treason (1)
Tension leading to crime (2)
Closure of monasteries (2)
Pilgrimage of Grace (2) 8
Gunpowder plot (1)
Heresy (2)

3. Control of the State
Judges
Police
Fear
Informants
Camps
Gestapo

5. Obstacles for EAL students (2)
Resilience (1)
Movement of pupils (3)
Seating plan (1)
Progress (1)
Measuring ‘challenge’ (3)
Bridging the gap (2)
Matching work to learner (2)
How ‘much’ challenge (2)
A points system is given which can work in a variety of ways. HATs must have answers with (3)/HATs lead groups in competition/Minimum amount of points before prize.

6. STOP AND CHECK: A little outdated, and can impede the progress of the lesson.
Stopping pupils for a plenary when some were ready two minutes ago and others are not quite there yet.
Giving new instructions to groups can feel like an interruption.
Finding yourself running round repeating the same thing to four or five pupils, keeping some waiting until you can get to them.
Idea 1: At start of task, give them to ‘known high flyers’ with an additional task/challenge/role.
Idea 2: Patrol and give cards discreetly to those needing extra challenge or becoming lead learners.
Idea 3: Cards can represent particular feedback. ‘Use more connectives/key words/show working’ etc. 2

7. Differentiated question cards
______________________
__________________________________________________________________ Q
______________________
_____________________
______________________
_____________________
__________________________________________________________________
Why did the police fail to catch the ripper? A A A 2
Known as the borough poisoner. Executed for murdering three women. Gained no financial legacy from his victims. 1 2 3

8. Hook – challenge grid 3 2 1 When did slavery end?
How any members did the KKK have by 1924?
When was the KKK formed?
What were the aims of the KKK?
Martin Luther’s ‘I have a Dream’ speech was a turning point in The Civil Rights Movement’ How far do you agree? Why?
When did black Americans achieve the right to vote?
‘Martin Luther King was more significant than Rosa Parks’ Do you agree? Why?
When was the NAACP formed?
‘Life improved for black Americans after the end of Slavery’ How far do you agree? Why? 3 2 1
How many points can you gain in 5 minutes?

9. Higher order questioning
Approach 1
The teacher asks a student if they would like to accept, challenge or extend the answer of another student. The student decides and does one of the above, ensuring that if they accept they explain why.
Approach 2
The teacher asks selected students certain questions related to A, C or E.
e.g. do you accept what child A said, why/why not?
Approach 3
During peer assessment students state whether they accept the work as it is and explain why, challenge the answers given by asking them a question such as why do you think… or I actually think this… can you explain why   you’re right? Or they ask a question to extend the answer given.
Who should be managing challenge: pupils or staff?
Does providing ‘support’ promote challenge? 5

10. Football Netball Football Netball Cricket Cricket Lead Gold
Unique
Shared by 1 & 2
Unique
Shared by all
Shared by 1 & 3
Shared by 2 & 3
Cricket
Cricket
Lead
Gold
Unique
Comparative sheets
Mercury

11. Your mission in today’s lesson is….
Challenge another student by disagreeing with their answer – even if you know they are right. Get them to justify why they are correct
25 AP will be available for successful completion of your mission!
Convince another student to improve upon a piece of WIN marking they have done.
25 AP will be available for successful completion of your mission!
10 BONUS POINTS will be given if you can get them to explain how they’ve improved their work.

12. Excellent revision tool for ANY subject.
Points allocated in terms of difficulty, and a third player can ‘judge’ if the points should be awarded.

13. Suits many written lessons to build understanding/help write response/revision.
Can be used to explain processes/analyse tricky concepts.

14. 5