Gordano School Embedding Stretch and Challenge€¦ · KS5 Homework What homework have you set KS5 classes in November? 1. How could/did you differentiate? 2. How could you make this

Sophie FrancisAssistant Headteacher – Teaching & Learning

Gordano SchoolEmbedding Stretch and Challenge

Supporting and Challenging More Able Studentsthrough developing teaching and learning

ContextDeveloping a Challenge

Culture

Support and Challenge

through the Curriculum

Evaluation of our

Provision

Support and Challenge through

Extension

Teaching and

Learning

Self Evaluation

Professional Development

Data

• “Teaching is outstanding. Many lessons are characterised by stimulating pace and challenge, and high expectations. Students respond earnestly and with great interest and enthusiasm.” (Ofsted 2012)

• 25.5% A-A* (GCSE); 20% A-A* (A2); 80% success at Oxbridge 2014 • SSAT G&T Lead School – North Somerset Aspire• G&T Coordinators – Head of Learning – Assistant Head • Accelerated Curriculum – ‘Stage not Age’

ContextDeveloping a Challenge Culture

Gordano will be a high performing, fully inclusive school' (2009)

'A community comprehensive school delivering outstanding academic and personal outcomes for young people' (2011)'An outstanding 'all round education'' (2013)‘Pride Achievement Community’ (2015)

Pride - We take the development of

character and confidence seriously at

Gordano School: our approach to

learning and the wide variety of

enrichments here support our pupils in

becoming reflective and independent.

Our young people are expected and

encouraged to have pride in

themselves and this is shown through

excellent behaviour and active

participation in school life. Our

relationships and attitudes are

grounded in respect and care for otherpeople.

Achievement

We are ambitious for the success of all

pupils. As a comprehensive school, we

are committed to enabling every

young person to flourish and progress.

We will stretch every pupil, support

those who face barriers to their learning

and seek to remove obstacles which

stand in the way of success.

We are committed to excellence in

teaching and learning and the high

standard expected of our whole staff

and governing board is evidenced inour exacting self-review at all levels.

Community

As a community school we value highly

the sense of belonging and identitywhich membership of the School and

its House system provides.

Serving the town of Portishead and its

surrounding area, we aim to provide

families here with an excellent local

school.

We believe excellence can only be

achieved in partnership so we work

with other schools, our parents and

families, local government, community

organisations and with the businessesof the region to achieve the bestopportunities for our pupils and staff.

Embrace challenges

Persist in the face of

setbacks

See effort as the path

to mastery

Learn from criticism

Find lessons and

inspiration in the

success of others

Avoid challenges

Give up easily

See effort as

fruitless or worse

Ignore useful

negative feedback

Feel threatened by

the success of

others

Praising students for their innate

intelligence can foster a fixed

mindset

Praising students for their efforts

and for outcomes can help

nurture a growth mindset

Developments from Dweck…

• What does effort look like?

Towards an Effort Profile…

1 2 3 4

Resilience

Always shows keenness

and commitment to

succeed.

Often shows keenness and

commitment to succeed.

Rarely shows keenness and

commitment to succeed or

complete tasks.

Frequent and / or sustained

pauses in learning.

Excellent concentration.

Rarely off task.

Good concentration and

task completion.

Pauses in learning. Shows little interest in their

learning and poor completion

of tasks.

Independence

Automatically plans own

learning, identifies

problems to resolve, and

asks questions to

promote deeper thinking.

Frequently plans own

learning, frequently

identifies problems to

resolve, and frequently

asks questions to promote

deeper thinking.

Rarely plans own learning,

rarely identifies problems

to resolve, and rarely asks

questions to promote

deeper thinking.

Never plans own learning,

never identifies problems to

resolve, and never asks

questions to promote deeper

thinking.

Self-

management

Starts learning readily.

Shows initiative,

commitment to learning

and self-improvement.

Rarely requires prompting

to start and complete tasks.

Sometimes requires

pressure to start and

complete tasks.

Normally requires pressure

to start and complete tasks.

Organises time effectively

and prioritises actions.

Well organised. Requires pressure to

organise time.

Does not organise time.

Meets all deadlines. Deadlines rarely missed. Often misses deadlines. Misses most deadlines.

Response to

feedback

Actively seeks, responds

positively to, and acts on,

feedback.

Willing to respond

positively to, and act on,

feedback.

Sometimes attentive to

feedback.

Sometimes takes action to

improve.

Shows little or no interest in

feedback.

Does not act on feedback.

Response to

challenge

Always responds

positively to challenging

activities.

Often responds positively

to challenging activities.

Often avoids challenge or

situations where mistakes

may be encountered.

Gives up easily unless

closely directed by a teacher.

Response to

setbacks

Actively learns from

setbacks and mistakes.

Willing to learn from

setbacks and mistakes.

Normally needs

encouragement to rectify

errors and learn from

mistakes.

Inclined to give up when

setbacks occur.



Culture



Evaluation of our

Provision


Extension

Key Stage 3

• MyPM

Key Stage 4

• My Future

• Futures Interviews

Key Stage 5

• Handbooks – Extended Reading

• Private Study Expectations

• i-Learn

Stretch and ChallengeBuilding Challenge at all Levels

• Able Student Register– CATs

– Subject Nomination - SIMs

– Characterisation and Attainment

– ‘Hidden gifts and talents’

– Theme of the Week

• Information to Parents– Letters/ email

– Challenge Information Evening

– Website

– Open events

• Monitoring

Stretch and ChallengeIdentification and Communication

What’s the effect of…?

• “It is unrealistic, too, for inspectors to necessarily expect that all work in all lessons is always matched to the specific needs of each individual. Do not expect to see ‘independent learning’ in all lessons and do not make the assumption that this is always necessary or desirable. On occasions, too, pupils are rightly passive rather than active recipients of learning…”

• Are the most able children provided with work which stretches them and allows them to fulfil their true potential? (HMCI January 2014)

Ofsted More Able ReportMarch 2015• ‘We know that the best schools do stretch their pupils. They

are the ones with a no-excuses culture that inspires every student to do their best.’

• In the better examples:‘…leaders looked critically at national expectations and made shrewd adjustments so that the most able were aiming for the gold standard of A and A* at GCSE and A levels rather than grade B. They ensured that teachers were clear about expectations and students knew exactly what was expected of them. Leaders in these schools tracked the progress of their most able students closely. Teachers were quickly aware of any dips in performance and alert to opportunities to stretch them.’

• The most common methods of introducing ‘stretch’ reported by teachers and students were extension work, challenge questions and differentiated tasks.

• In only about one fifth of survey schools was homework adapted to the needs of the most able. Extension tasks were increasingly common.

• The same was true of half of the 130 schools asked supplementary questions. Only 14 had a policy of setting more challenging homework for the most able.

What are strengths/ areas of concern for your school/ subject?

Ofsted More Able ReportMarch 2015

• Electronic links

• Aligned to VLE

• Prominent display

• New Staff Induction (and PGCE)

• Staff Training – To the Next Level INSET

• Staff Training – Learning Hubs

• Middle Leaders

Learning Themes and Away Day

Teaching and Learning Support and ChallengeLearning Policy

The role of the Teacher:• Identify children who are able and who need support on the ASR• Provide a classroom climate that promotes excellence where able students can

work together• Plan opportunities for demonstrating and developing high levels of aptitude and

ensure able students are given opportunities to develop the higher order thinking skills in lessons and Extended Learning/ Homework e.g. by providing comparative work rather than descriptive; providing a more challenging resource or extra reading for breadth and/ or depth; asking open ended questions

• Systematically encourage and give specific praise that rewards risk taking and effort, rather than attainment

• Provide scope for intellectual initiative and opportunities for students to stretch themselves, such as: – Extension work that extends thinking rather than providing more of the same – Lead a topic with the class/ teach a lesson/ act as chairperson – Independent research – e.g. projects – Expect pupils to articulate rules or patterns to clarify understanding – Recognise that able pupils are entitled to teacher time

Teaching and Learning Support and ChallengeThe Gordano Experience

Teaching and Learning Support and ChallengeThe Gordano Experience

1. Data packs identify where differentiation is needed. Pupils’ individual needs are planned for using this data/ information

2. Core – Support – Challenge in every lesson

2. Learning objectives are shared, differentiated and linked to Blooms

3. Revision of SOL to include possible strategies for differentiation, including differentiation by resource, task and questions, including Extended Learning and homework.

The tasks in this booklet have three symbols next to them. These three symbols represent the level of task you could show in your work.

Square tasks are the minimum we would expect of the task

Circle tasks are the standard level we like to see in year 7

Triangular tasks are to really show what you can do!

Teaching and Learning Support and ChallengeChallenge in Mixed Ability Classes

History Extended Learning:

Castle top trumps

• Create at least 5 top trump cards for castle attack using the template to help

• Challenge: try creating another card for defence as well using the same template.

• Create at least 7 top trump cards for castles

• At least 2 cards should be for defence as well. use the same template to support if needed.

• Challenge: use your our template.

• Create at least 10 top trump cards for castles

• At least 3 cards should be for defence as well.

• Your cards need to explain the strengths and weakness of the feature not describe it.

• Challenge: Compare your cards before committing to a final number so they rank comparatively.

• Lesson Planning form

• Data packs

• Seating plans

Teaching and Learning Stretch and ChallengeIn the classroom

Differentiated Objectives Task Resource Grouping

Ascend through Blooms Graduate tasks from easy to hard (Blooms)

Help/ prompt sheets for less able

Provide rationale for pairs/ groups

All, Most, Some Set open tasks (explicitly expect more able to take on more challenge)

Texts of different depth, breadth, difficulty

Buddy least/ more able for support/ peer mentoring or tutoring

Identify which level/ grade each objective refers to

Different tasks for different abilities

Font size and type appropriate to students’ needs

Similar ability groupings for challenge/ peer assessment

Questioning – vary depth, breadth, complexity

Quantity of text appropriate for students’ needs

Provide resources/ tasks appropriate to each group

Differentiation by grouping/ resource/ task/ questioning/ support.

Match success criteria to students’ abilities – differentiate for different groups

Differentiate support and feedback

LEARNING OBJECTIVES (Differentiated using Blooms)

THINKING/LEARNING SKILL/ EFFORT OBJECTIVE

RESOURCES

Specific area of focus from last lesson observation (Appraisal, Insight or developmental observation) Timings

Learning Activities

Differentiation (for named individuals) Strategies to support/ intervention for those not yet making expected progress

Assessment

Subgroups, eg. SEN; G & T; EAL, PP: OR To be presented in Data Pack (seating plan/ class profile) Data Packs to identify sub groups and student progress

• HOF Meetings• Faculty/ Department Meetings• Faculty Plans – A* strategy• Year 11 Aspire• Gender setting/ setting in core subjects• Student of week/ term• Sports Potential• Schemes of Learning• Student Voice • Sharing best practice

Teaching and Learning Stretch and ChallengeSupporting faculties to provide challenge

Teaching and Learning Stretch and ChallengeSupporting faculties to provide challenge

KS5 Homework

What homework have you set KS5

classes in November?

1. How could/did you differentiate?2. How could you make this differentiation fast and not require any more preparation?

On a scale of 1-5 (1 high), how challenging was it? Why?

Would the level of challenge be the same for all students?

The National Strategy’s 10 Characteristics of Academic

Achievers is a great framework for your planning

• Self awareness and a sense of control and influence over learning

• Sophisticated vocabulary and good command of academic English

• Knowing what excellence grades require

• Self-confidence and motivation

• Good speaking, listening and critical thinking skills

• Good social skills

• Good independent study skills

• Learning beyond the syllabus

• Linking learning to the real world

• Significant family resources and support

Challenge through language

• Measuring academic vocabularyhttp://awl.londongt.org.

• REAL Project Toolkit. Text can simply be pasted into a web page that will return the same text with the Academic Word List words highlighted. This tool allows teachers and learners to highlight formal vocabulary in a text.

http://awl.londongt.org/

Homework linked to targets

Personal Learning Checklist

• Students complete PLC for topic (RAG rate?)• Students homework = to create revision resource/ complete notes from

textbook etc on any areas they feel least confident about

• A grade PLC – do students know what makes the A/ top band? Can they evidence where they are hitting this or improve past work to make it an A?

• In ability groups, students devise questions/ activities they think are suitable for their target grade or higher – teacher collects and distributes to class according to ability for h/w

Exemplar material (C, B, A grade examples) provided – students assess/ annotate where it hits their target grade

Options

• Menu of activities/ tasks provided (that possibly indicate level of challenge) – students choose most appropriate for their level and confidence

• Past papers – students choose questions they feel unsure of to answer and receive feedback on

Write a poem or song which

summarises the research you have

done.

Make it informative but catchy and

remember to include key terms…

Write a formal letter to an institution

explaining the research you have done.

Use a letter layout, remember key

terms and use persuasive language to

explain key issues…

Write a newspaper article relevant

to the research you have done.

Include specific, accurate facts

with Standard English. You should

include quotes and images…

Create a leaflet which summarises

the research you have done.

Use key terms, make it informative

and eye catching…

Create a factsheet summarising your

research, but also add additional

research and facts.

Use correct terminology and use the

internet to include extra facts (no copy

& paste!)

Create a comic strip to explain and

summarise your research.

Use pictures and key words to

explain the process in a clear way…

Create a poster summarising the

research you have done.


and eye catching…

Create a flow diagram/chart to explain

the research you have done.

Use pictures and key words to explain

the process clearly…

Create 10-15 challenging quiz

questions about your research.

Write the questions with correct

answers separate to test a peer…

Create a mind map summarising the

research you have done.


and eye catching…

Identify key terms you’ve picked out

and used in this research and write a

dictionary.

Find the definitions of key words and

write a glossary to help you to learn

spellings…

Write 3 Tweets that could

summarise your research.

No more than 140 characters; use

#’s for key words and they must be

informative…

Flipped Classrooms:

Students use starter in future lesson

• Different sections of text/ different texts according to ability

• One text and one set of questions, students only answer selection of questions (according to ability)

• Students guided to different websites or newspapers/ resources (according to level of challenge) to research

Starter: Mixed groups – feedback learning points

Questions/ Activities

Questions grouped according to skills/ Assessment Objectives/ content…

• Students use self/ peer/ teacher feedback to decide which questions to answer

• Grade/ challenge of each question/ activity indicated for students to opt in to most suitable

Homework in response to feedback

• After receiving feedback, students redo/ improve/ attempt a similar activity/ question and act on feedback. Self assess where they’ve hit their targets before they hand in

Extension

• Extra reading

• Extra case studies

Means of making extension work an alternative rather than a punishment?

Teaching and

Learning

Self Evaluation


Data

What are strengths/ areas of focus for more able in your

school?

How do you know challenge is at the right level?

Evaluating Stretch and ChallengeInsight

• Classroom Visits

• Student Voice – focus groups

• Student Voice – StellarSurvey

• Governors

Conclusion• At its best the provision for differentiation is excellent. A very wide range of approaches to

differentiation was observed during the Insight review and most teachers plan lessons with differentiation in mind and are sharply aware of the prior learning of individual students. In most cases objectives clearly set out success criteria and often make links to Bloom’s Taxonomy.

• It was evident that differentiation by resource was most common in observed lessons. It was also noted that staff new to Gordano did not always display their thinking around differentiation clearly within their lesson plan.

Recommendations • Further provision needs to be made to support teachers joining Gordano School in learning about

this school’s approaches to lesson planning and the ‘showcasing’ of pupils’ progress through annotated seating plans and highlighted data sets. This might be achieved by mandatory Learning Hubs for new staff, by augmenting the Induction Programme and by including a subject specific induction checklist.

• Subject teams should review Schemes of Learning to identify the best Differentiated Resources so that these can be shared effectively.

• Systematic approaches to differentiating tasks, such as learning shapes, are highly effective. Each faculty should have an agreed approach which allows for the sharing of practice, in planning and through resources, which can then be deployed across whole year groups.

Evaluating Stretch and ChallengeInsight Recommendations 2013

Post 16• Challenge for A/B

students and differentiated homework

• Extension reading lists

• Gender – boys’ achievement and accountability

Evaluating Stretch and ChallengeInsight Recommendations 2014

Differentiation

• Mixed ability subjects to use the Learning Shapes approach to differentiation and all faculties/ teaching staff to have a systematic approach to differentiating tasks, resources, questioning and groupings.

What is done at Post 16 in your subject?At what level does your subject pitch? The middle? The top?

Evaluating Stretch and ChallengeBuilding on 2013 Recommendations in 2015

Teaching and

Learning

Self Evaluation


Data

Raising expectations to provide challenge

• Setting the context – data and wider picture

• Student voice - A/* over and under-achievers student film; what students find helpful in extending their learning; best practice from Humanities

A and A* Challenge – Classroom Strategies for Success

• Cross Faculty sharing best practice (organised by practical, set and mixed ability subjects)

• Learning Policy top tips and Top 10 Tips for Differentiation (Previous Sep INSET) – which are the ones that would work for your subject? Are there ones that should be added?

Support and Challenge: Teaching and LearningStaff Training – To the Next Level

What do the following represent?

One –to- one support

• After school sessions (opt in at lunch time)• Organised timetable• DT booking sheet• Offering to mark extra work• Reading through responses with teachers to identify specific

things to improve and how to change• Extra sessions show the teacher’s committed

“Extra advice on specific things I was unsure about”

Chunking it down

• Spread sheets of progress – where you are and what you need

• Breaking targets down into achievable steps

• D.T. breakdown of course – ‘has made me feel more in control as you can see yourself going up through the traffic lights’

• History progress sheets

Groupings• It can feel patronising teaching someone your

own age. It’s OK if they ask for your help

• Working with the same grade students is more motivating and challenging – who you can ‘compete with intellectually’

• Helping each other out because we’re equal

‘Can do’ approach

• ‘If we work like this, you CAN get an A’ is much more helpful than forcing

• ‘Nice when your teacher doesn’t judge you for finding something hard’

• ‘If the teacher’s having fun, it rubs off on the class… I wasn’t particularly interested, but now I love it. He repeats himself, but he loves it!’

• ‘You want to impress those teachers who show enthusiasm for their subject’

What do students do that makes

the difference?

• Past papers

• Essay drafts

• Exam timetable

• Detailed notes

What do students ask for more of?

• Differentiated revision and homework

• Understanding about the amount of exams

• Advice on how to move from an A to *

• Specific * sessions before exams (and retakes)

• I would summarise to say that really it is down to you not anyone else what grades you get - the support and resources should be readily available from teachers but you have got to understand what you are writing in the exams yourself and remember everything. I knew in about April time that I was roughly A grade in Latin Language and B (at a push) in Latin Literature and I said to myself "I want A*s". Therefore, I learnt all my words and put up pages and pages of Latin poetry and prose (!) around the house so I could learn it all, and it paid off. I don't really know how else you can get these higher grades - you have got to want them and really go for them!

Teachers care and

work hard

‘I’m motivated by

the future’

‘I want my grades for

me, not the school’

• Student ‘Gifted and Talented’ forums

• Higher Order thinking

• Characteristics of able learners

• Conditions needed to support able learners

• Strategies for stretching the more able (including questioning)

• Student feedback

• Language used to challenge and stretch

Support and Challenge: Teaching and LearningStaff Training – Learning Hub



Culture



Evaluation of our

Provision


Extension

Stretch and ChallengeExtension


• Challenge Programme

– Masterclasses/ Science Cafes/ Interval Lectures

• Subject projects

• Extended Project Qualifications/ Critical Thinking

• Ten Tors/ Duke of Edingburgh

• Primary Challenge Workshops

• Learning Visits

• Potential Programme


• Young Workers’ Rights and Responsibilities

• Blood Donation

• Variety Club

• Local Police

• Volunteering abroad

• A Kenyan Adventure

• Alumni

Extension Support and ChallengeInterval Lectures

Extension Support and ChallengeChallenge Programme

• Carnegie Award Shadowing Scheme• Classics (Year 8) • Drama/ Dance – extra clubs/ school productions• English – BBC School Report; Spelling Bee• MfL – Challenge Blog; Extension activities on Extended

Learning site; Christmas markets; special lunchtime sessions in IT suite

• Maths – Maths Challenge; extension folders• PE – Sports Clubs, Sports Leaders, InterHouse. High

Performing cohort• Science – ‘Star of the Fortnight; Science Cafes; Subject Weeks• DT – STEM competitions

Extension Support and ChallengeSubject Challenge Projects

Extension Support and ChallengePotential Programme

“To inspire and support our highest-achieving students to progress into the most competitive destinations in their chosen field”

• To identify potential

• To inspire• To support and

guide • To enable

students to develop the necessary qualities to realise their aspirations

• Year 9 -12, Year 13 mentors

• Identification: effort grades and academic criteria

• Recommendations/ self referrals

• Application process

• Annual ‘Graduation’ to maintain ‘active’ membership

• ‘Opportunities’ classified through PLTS

• Year 11-12: focus on competitive applications; optional mentoring role; Year 11/ 12 flexibility

• Oxbridge programme

• Summer speaker

Extension Support and ChallengePotential Programme

Core Session 1• Meet your families!• What makes a good reflection?• Key skills for applications and interviews

Yeargroup Session 1 • Yr 9 – Critical Thinking• Yr 10 – Exam focus – memory and coping with stress• Yr 11 – University Courses / Pathways• Yr 12/13 – Excelling at application/ interview

Core Session 2: “Challenge Day” (Full Day)

Yeargroup Session 2 • Linked to PLTS and wider skills – opt in sessions e.g leadership theory

Core Session 3 • Outside speakers• Graduation

How is Potential run?Core/ Year Group Sessions

How is Potential run?Gordano Reflect

Q1.

What is this device and how

does it work?

• Q2. The first remote control for a television was developed in 1950 and nicknamed ‘Lazy Bones’.

• How responsible do you feel this device is for the obesity problem in the developed world?

• Q3. How many aspects of our lives, both at home and in wider society, are controlled by remote control devices? What does this suggest about our society and our future?

Testimonials / Endorsements

• Coming from a Higher Education perspective Gordano’s Potential Programme gives the opportunity for students to develop the wider key skills that are essential for success in higher education, but that are, too often, lacking from applications. At a time where more and more students are achieving top grades, universities are looking for these broader attributes that are going to prepare them more fully for the wider challenges that they are going to face. The opportunities within Potential, as well as the reflection at its heart, will enable students to put themselves in the best possible position in preparation for their applications in an ever more competitive environment.



Culture



Evaluation of our

Provision


Extension

Documents

Gordano School Embedding Stretch and Challenge€¦ · KS5 Homework What homework have you set KS5 classes in November? 1. How could/did you differentiate? 2. How could you make this