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Ruislip High SchoolResource Pack

HAPs

Seating PlansPlace students in the same ability band together – but place them in sets of lower and higher students.

For example:

Lower upper – higher upper

Lower middle – higher middle

Lower lower – higher lower

Placing the lower and higher student from the same band together may encourage the lower student to challenge themselves, whilst having the support of someone who could be working on the same level of work.

Micro/MacroQuestionsUse questioning to encourage HAPs to look for the ‘big picture’.

For example:As a starter introduce the topic of today’s lesson. All students should be able to link this new information to what they have previously learnt. Challenge HAPs to link today’s learning and the rest of the unit to what they think will come next.

Wall of ChallengeHave a display of folders in your classroom. Make students aware of the wall and when they can use it.

Each folder should be filled with extension activities for HAPs involving wider knowledge for the unit or self-assessment activities to help students individually reflect on their progress so far.

Teach the ClassChallenge your HAPs to plan and deliver a lesson starter (giving them notice).

For example:Giving them two weeks to prepare, tell your HAPs students – individually or in pairs – that you would like them to plan a starter on volcanoes. This gives them a chance to research the topic independently and share their knowledge with the rest of the class.

Looking AheadMotivate your HAPs by giving them extension tasks which are from the next key stage up.

For example:Give a GCSE HAPs work from AS Level to challenge them.

Even better – don’t let them know until they have had a go and then congratulate them on taking on the challenge of AS Level standard!

Choice MenuWhen completing certain tasks give HAPs a choice menu which offers different ways a task could be completed.

For example:In English when creating an information text about travel students could choose from creating a pamphlet, a newspaper article or a website homepage.

Invert the QuestionInstead of asking a question that requires factual recall, invert it to encourage HAPs to use reasoning skills.

For example:‘Is France a democracy?’becomes ‘What does it mean for a country to be a democracy?’

Metaphorical JigsawProvide a variety of stimulus information to a class – reliant on each other so that no one card tells the whole story.

For example:Hand out a series of extracts from different peoples’ testimony at a trial. Everyone has a role in figuring out what’s going on. Ensure the HAPs are given more complex extracts (either linguistically or philosophically).

Don’t Be BoringGive HAPs a list of words that they are banned from using in their work. Encourage them to expand their vocabulary to find more interesting alternatives.

For example:Words which could be banned:NiceLikeThis shows

Solve the MysteryBegin with a mystery and students have to try to solve it. Give out CSI-esque roles and ensure HAPs are encouraged to lead the group.

For example:Ask students to find out ‘who blew up Parliament?’ Before giving them resources, ask them to come up with a list of questions they think will help them answer the question. HAPs students should be encouraged to guide the research and will be challenged by the open-ended questions they will create.