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 EthosDreaming

Big Dreams

Aspirational Script Aspirational

information and IAG for

students

Aspirational TargetsBan 90:10

MPGsQQ Data

Able & Ambitious

self selecting cohort

Learner CPDPLSs

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 AwardsICE Awards

Report ScoresPersonal Best targets

Team Challenges

S&C EnrichmentS&C Curriculum

CompetitionsS&C Literacy

Aspiration ProgrammeScholarship

Forms

Parent BuddiesFamily Learning

EveningsS&C Drop InsConsultation

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 messagesWhy am I here? What’s the point? Aspiration Script• ProgressProgress Update, Targets, MPGs, challenges, competitions• What’s available?Enrichment, Scholarship Forms, Intervention, Thinking Journals, Peer Support, Rewards, Personal Learning Strategies, Schol-Trak etc.• Learner CPDICE, Learning Contracts, 10 Characteristics of Academic Success, SOLO Taxonomy, Bloom’s Taxonomy, PITS, Higher Order Activities, Socratic question stems, Academic Word List, Growth Mindset• AspirationCareers Cafes, University Preparation Programme, Aspiration Programme• Student VoiceSign up for activities, support required, What’s Going Well/ Even Better It, peer programmes

6 Strategies to Build S&C Teaching 1. Teachers plan outcomes backwards from students’ Maximum Potential

Grade (MPG)2. Teachers use the levels of S&C thinking and objectives in their planning

and delivery3. Teachers use S&C activities in their class and homework 4. Teachers use the Academic Word List and evaluative vocabulary 5. Teachers use S&C questioning6. 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 DepartmentsCheck 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 stages1. Pre-structural - students acquire bits on unconnected information

which have no organisation and make no sense2. Uni-structural – simple connections are made but their significance

is not grasped. This shows surface understanding3. 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

4. Relational – Information is connected and integrated. This shows deep and coherent understanding

5. 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 challengeBloom’s Taxonomy can be used to pitch the difficulty of a task

Type of knowledge

RememberKnow

Understand Apply Analyse Evaluate CreateSynthesise

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 challengeSolo Taxonomy can be used to show progress in understanding of a concept

Uni-structural Multi-structural Relational Extended Abstract

Define 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 learners2. Students with strong skills in speaking, listening, critical thinking and independent study and a good command of academic English3. Students engaged in learning that goes above and beyond the curriculum4. Students who understand what top grades look like5. Students with significant family resources and support

For ideas see Strategies to Grow S&C Learners power point

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

Developing S&C InterventionsFor 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