stretch and challenge ofsted

Onefile Ltd is registered in England with company number 4404879. 'Deepen' support for each lesson (Teacher Guide) The Teacher Guide provides valuable support for each stage of the lesson. Teachers must think carefully about how a task is scaffolded and carefully selecting resources so all students can access the most challenging work. Book your free demonstration today. Oops! One such way I'l share here. DEFINITELY AGREE WITH THIS ESPECIALLY; There is no real challenge posed if a student is told to As an early years practitioner, all pupils are given the skills required to set each child up to succeed. stretch and challenge ofsted 14 Jun. teachers and school leaders working in secondary education across the UK. Life Support Machine: creating need not . If students see there is a choice of how much they will learn in a lesson, then it is too tempting for them to coast along doing the bare minimum.Learning intentions are an integral part of communicating to your students that you expect all of them to think deeply every lesson. Setting up choice can be a tricky one to get right and, if done badly, can be detrimental to stretch and challenge if students choose less cognitively demanding tasks. This posts looks at one way to subtly signpost observers to the stretch and challenge in your lessons over time. Youll need to find a way to measure the progression of learning, so you know when theyre ready for that extra push. 2) Categorise those benefits into different criteria? Conference chair Ian Warwick addresses some of the questions posed by delegates at the 'Stretch and Challenge the More Able' event. Posted in Advanced Practitioners, CPD for Teachers, Differentiation, Feedback, High grades for learners, Medals and Missions, Questioning strategies, Stretch and challenge, Teaching and learning | Tagged Differentiation, differentiation in group work, feedback for stretch and challenge, group work, Stretch and Challenge, stretching strong . Schools are still not doing enough to ensure the most able children fulfil their potential, an Ofsted survey has found. The stretch and challenge classroom is about creating an ethos of ambition, aspiration and passion for learning NOT creating lots of resources and simply giving students more work. You are not alone looking for KS2 maths challenges for high attainers. This is particularly so where we are asked to argue in favour of a viewpoint that we do not ourselves hold. Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd. If it hurts, you've pushed too far. Second, it is the teacher who holds all of the power because they are the ones initiating the questions and deciding on the direction of the discussion.One way of embedding a stretch and challenge model is to experiment with different ways of encouraging greater participation in discussion. Where a high-attaining learner has an interest in a subject, they typically want to explore it far more widely than you have time to do at school. You'll receive the newsletter every Tuesday, Designing activities to really stretch pupils, Stretching a learners thinking with the Universal Thinking Framework, Stretch and Challenge activities using visual tools, Using resources such as 'Writers Block' to stretch students comprehension, Learn more about the Universal Thinking Framework, Learn more about the Learning Skills Framework. Finally, celebrate and showcase students homework as this will encourage students to keep challenging themselves as their efforts wont have gone unnoticed.ConclusionWhatever approach you take, embedding a stretch and challenge model in your classroom takes time. Ensure that success criteria for a piece of work makes clear to students how they can demonstrate excellent quality work.Rather than setting a limit on what we think students can do by creating differentiated criteria, give all students the same criteria but make explicit to them how meeting the criteria becomes progressively more demanding.Once students have attempted a piece of work, teach students how to use pre-flight checklists which ask students to check their own or a peers work against the criteria and highlight areas for development before handing in their very best effort.Academic vocabularyVarying levels of literacy is one of the most significant factors in how well a student will do at school. The expectation should be that every student is required to think deeply and make a contribution to discussion. Activate your 30 day free trialto continue reading. Hold your stretch. High-quality maths: Ofsted findings undermined by MPs call for oracy education to be post-Covid priority. The thinking and learning actions within our framework have also been used as an assessment method. However, this type of differentiation is the most time-consuming for teachers in terms of planning. 1. Students may struggle at first with the increased demands placed upon them. These could be around grades, but they could be about further qualifications or promotions. Stretch and challenge in practice Debbie Light offers some practical strategies to raise the bar in your classroom for all pupils. - Ideas to support the effective use of Challenge in lessons by Verity Holman | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more. March 9, 2023, 12:00 PM GMT. and, yes, I'm talking quietly because everyone else is asleep. This is not just 'more stuff' but new perspectives and ways of using that knowledge to achieve different goals. If students see there is a choice of how much they will learn in a lesson, then it is too tempting for them to coast along doing the bare minimum. The best group work is when the cognitive demand of the task actually necessitates more than one students input. The SlideShare family just got bigger. It can also be useful for high-attaining learners to explain something they understand easily to a child who doesnt get it so quickly. Some of these cookies are used for visitor analysis, others are essential to making our site function properly and improve the user experience. Knowledge Organisers: There's been a lot of discussion about these, especially from those in favour of their use. Use these questions as a simple way to provide extension opportunities in lessons. Stretch and Challenge Developing Deeper Understanding . Once students have started a task, minimise your interruptions: Get students to engage with the learning objective by explaining it, or underlining priorities in it, Get students to engage with the success criteria by introducing a red herring success criteria which needs to be removed, Build in lesson time for students to respond to teacher feedback. More activity by Ellie. Whatever they are, make sure theyre personal to each learner. We all know that we need to be stretching students whatever their starting points, we know that we have to challenge every child in a class. Cut it into strips. Sue Cowley is an author, presenter and teacher educator. Encourage your high attainers to read widely around a subject outside of lesson time by providing them with information about suitable materials. Provide an even greater degree of stretch and challenge for the m ost able disadvantaged pupils . By using this site, you consent to the placement of these cookies. Students stick the essay pieces in order, onto a larger sheet of paper (A3 is good, but the bigger, the better). Mary Myatt recently discussed the idea that schools often talk about 'doing the romans'. Session 1: Examining the Evidence Around More-Able Learners in the Classroom. Ofsted aims to improve lives by raising standards in education and children's social care. Ofsted reports have identified a range of good practice in parental engagement. stretch and challenge activities easily. The bank of Socratic and exploratory questions embedded within the framework enable teachers to turn a basic question into a more complex task that advances the level of thinking. Select a date. At their worst, stretch tasks ask pupils to do things which are largely unrelated to the learning intention of the lesson. Challenge is the key. A note of caution: sometimes students are given homework tasks that seem challenging because they require students to work independently on a project over an extended period of time. Socratic questioning is a very useful way to increase the level of difficulty of your questions, because it asks learners to dig down into the thinking behind questions and to provide evidence for their answers. A useful metaphor is a chasm that must be crossed: those learners who struggle need you to build a bridge to help them to get over it. We sometimes forget that learning is hard work, particularly the thinking part. Participants will develop a tool kit of strategies to support teaching and will reflect on how . Find out more, and join our mailing list for free updates and free sample resources. The effective use of questions is vital for stretching your highest-attaining learners. In our quest to make students more independent, we have forgotten that they need to know an awful lot before they are ready to work independently. stretch and challenge across a wide range of learning contexts. Effectively incorporating choice means setting the bar high and expecting all students to produce excellent work but acknowledging the route to producing this work may be different depending on the students needs.Teachers must think carefully about how a task is scaffolded and carefully selecting resources so all students can access the most challenging work. It is probably true that consistently, deliberately and purposefully pitching learning just beyond a child's present ability, that point between confusion and boredom, is perhaps the hardest part of teaching. From understanding pronouns, appropriate language and providing practical tips to drive change to using visual cues and creating safe spaces for students, the . stretch and challenge ofsted stretch and challenge ofsted. Robert Marzano and Debra Pickerings book, Building Academic Vocabulary, shares a structured approach to teaching academic vocabulary. The new focus on progress measures in performance tables will reward schools that stretch their brightest pupils. Robin Alexander, in his book Towards Dialogic Teaching, highlights the over-reliance on IRF (initiation-response-feedback) in the British classroom. Nrich. Building on this, parents and carers need to be kept well-informed about their child's progress and have a good understanding about how they support their child's learning at home. These can be facilitated 'on the fly' and challenge learners to adopt new perspectives on familiar knowledge. To transform challenges into activities for the classroom, our members have adopted the universal thinking framework. Helpful Tips for 30 Day Stretching Challenge. When we hear the word challenge we need to remember that this shouldnt be reserved for the brightest students but rather teachers should be creating a climate where all students are rapidly making progress, moving beyond their own comfort zones, aiming higher and developing resilience in the process. This cycle is repeated several times with different students. The tasks that push pupils vary enormously by subject. Thank you! A classroom where stretch and challenge is embedded is one where students know the standard they are aiming for, actively seek out feedback to reach that standard, and have the tools to move their own learning forward by using this feedback to develop their knowledge, skills and understanding. Tap here to review the details. I See Reasoning UKS2 - Gareth Metcalfe. This is an exciting opportunity for an exceptionally talented colleague to join our vibrant and ambitious school as a Leader of Geography. These resources may include worked examples, literacy scaffolds or graphic organisers. Expert. A classroom where stretch and challenge is embedded is one where students know the standard they are aiming for, actively seek out feedback to reach that standard, and have the tools to move their own learning forward by using this feedback to develop their knowledge, skills and understanding. It seems the moment I use specific tasks to define challenge I have to abandon any non-subject specific description of high challenge. Linked to this, they will need to be taught to think in specific ways so that, when they face difficulties, they can draw upon subject-specific strategies and questions to ask themselves to help them select the right domain of knowledge to complete a task. Activate your 30 day free trialto unlock unlimited reading. I recently read on twitter that a teacher's lesson had been graded as needs improvement by Ofsted because the children appeared to be able to do the work they had been given. Session 2: Building Additional Stretch and Challenge into Activities and Tasks. The effective use of questions is vital for stretching your highest-attaining learners. By accepting, you agree to the updated privacy policy. UX Research Programme The first section of the chapter defines and describes ILPs, and outlines the typical content and uses of such a document. Required fields are marked *. This is the idea of entertaining a thought before accepting it. Rather than waste time getting students to copy down vague learning objectives and outcomes, move towards an enquiry question that will anchor the learning and everything the students do in a lesson or series of lessons to respond to the question posed by the teacher. Part of the Government response to this has been to introduce a policy of 'stretch and challenge', which features different question styles in new A-level examination . John is a trained Ofsted inspector and a teacher with over 20 years experience . Organise a peer observation and just look at methods of stretch and challenge. Pupils learn at different rates and it is with this in mind, that lesson content is broad, enabling a child reaching a level that reflects success, interesting strategies to incorporate in all lessons. Students may struggle at first with the increased demands placed upon them. Yet what isnt as well promoted is that feedback can also have a negative impact on students. We know that talk can extend thinking and that's why, in recent years, Oracy has begun to get the attention it deserves. Developing Deeper Ask any teacher what they want from their students and nearly all of them will say I want them to be more independent. Prof Wiliam examines the importance of success criteria and pre-flight checklists in Embedding Formative Assessment. Setting up choice can be a tricky one to get right and, if done badly, can be detrimental to stretch and challenge if students choose less cognitively demanding tasks. A lovely way to do this is to give them suitable adult-/higher-level texts to read (especially some of your own books on a subject from home). ILR, Explore Feedback needs to be framed in such a way that it is clear to the student what their learning gaps are and how they can close them before moving onto new learning. school of professional studies acceptance rate duplexes for rent in lebanon, mo duplexes for rent in lebanon, mo Challenge activities don't have to always involve writing. If students dont respond to our feedback, then whats the point in marking their work?Another frustration teachers experience is when students hand in work that is just not up to standard due to carelessness or lack of effort. Ofsted defines high-achievers as those achieving a Level 5 in both English and maths in national curriculum tests, commonly known as Sats taken in the final year of primary school. This will help you create a learning baseline to build upon throughout the, learners no matter their level. If you introduce grading at the right time, it could be a powerful motivator to stretch and challenge learners. The best performing schools see additional learning opportunities throughout the curriculum to develop advanced knowledge. Stretch and Challenge More Able Children in the Early Years Foundation Stage Support and challenge the most able children within your early years practice. Instead of ability streaming, teachers can create lesson plans that have different tangents embedded within them. Your email address will not be published. A key frustration for high attainers is the feeling that they are being taught things in school that they already know. If possible one should stretch daily, focusing on the lower . This by default means that everyone in the class is challenged. Apprentices will have access to the samequality oflearning, butwont be repeating work or learning about things they already know, so theyll have more opportunity to progress. I fully recognise that issuebut I'm also quite relaxed about using well understood terms to describe groups of learners who at any given time need more stretch and . Clipping is a handy way to collect important slides you want to go back to later. Pygmalion in the Classroom (Pygmalion in the Classroom Rosenthal, R.; Jacobson, L. (1968) Stretch and challenge activities should be offered to all apprentices no matter their background, ability or ambitions. Lesson work can be consolidated and extended. Within our learning skills framework, you will find various scales that outline the type of behaviours associated with these competencies. To do this, youll need to use the apprentices starting point and create apersonalisedcurriculum that builds on their prior knowledge. Ofstedwants to see that all learners have been stretched and challenged to achieve ambitious targets so set them! If an apprentice is fluctuating between grades, it could encourage their employer to offer a little more support and help them achieve the higher grade. Information for universities, Terms There is also an emphasis on ensuring that the curriculum nurtures . Book Now ($71.91) First of all, lets be absolutely clear: differentiated learning outcomes must be removed from all classrooms if a stretch and challenge model is to be embedded into everyday practice. Using frameworks such as solo taxonomy and blooms enables educators to explore the academic potential by subtly reframing the learning objective. progression Extra Challenges: Things you build into an overall scheme . Introduction This chapter addresses two related concepts: differentiation and 'stretch and challenge'. All Rights Reserved. Ofsted seem to be using 'most able' now, but of course, 'most' will depend on what the rest of your cohort looks like. There is no real challenge posed if a student is told to go off and be independent if, once they get there, they dont have the knowledge or skills to complete the task successfully.The aim is to encourage students to work for extended periods of time without relying on the teachers constant input. Your submission has been received! This might typically be about digging into an area more deeply, going laterally with a concept, or asking students to use more complex terminology to describe abstract ideas. Every school has a range of ability levels and challenge activities should be designed to move classroom thinking forward. Most students can be a bystander rather than an active participator. Professor John Hattie, alongside Gregory Yates, in Visible Learning and the Science of How We Learn, explore the difference between teachers as activators as opposed to teachers as facilitators.Teachers as activators results in a much higher effect size; some of the key actions they take are setting up tasks with the goal of mastery learning and teaching students metacognitive strategies.If students are going to work independently, then they need to have a clear goal in mind where the steps to success help students to judge how well they are working towards their goal. Ego-driven feedback, focusing on the student rather than the task, and grades rather than comments, leads to a decrease in student progress.Feedback needs to be framed in such a way that it is clear to the student what their learning gaps are and how they can close them before moving onto new learning. 'Excellent . Some of their recommendations are below. Stretch and challenging is an effective ways to get even more out of your learners, and to encourage deeper levels of thinking. Teachers as activators results in a much higher effect size; some of the key actions they take are setting up tasks with the goal of mastery learning and teaching students metacognitive strategies. This article includes research and opinion sourced by OneFile at the time of publication. Complaints Procedure The aim is to encourage students to work for extended periods of time without relying on the teachers constant input. Her new book, Stretch and Challenge, from Bloomsbury Education is out now (ISBN: 9781472928405) priced 22.99. and challenge, and high expectations. M3 3HN. Second, it is the teacher who holds all of the power because they are the ones initiating the questions and deciding on the direction of the discussion. Don't bolt on challenge - build it in. Purchasing Procedure. Ofsted. Ofsted - Excellence in English Good-quality oral work engages pupils, including boys and pupils who might otherwise take little interest, and yields benefits in all areas of English. One way is with OneFilesLearning Hub. Looks like youve clipped this slide to already. More than this, the six Elements Find out what practical measures you can take to make sure everyone is thinking for themselves. They give apprentices the opportunity to take their learning further and get the highest grade they possibly can. Studies have shown that teachers tend to use far more closed questions than open ones, even though open-ended questions lead to more challenge because they require higher-order thinking. With the Learning Hub, apprentices can evaluate their learning and rate their understanding as they progress giving you the insight you need to set stretch and challenge tasks. With the Learning Hub, apprentices can . Prof Wiliam examines the importance of success . You can measure prior learning, build a. curriculum, track progress, and set stretch and challenge activities in one place. Rather than waste time getting students to copy down vague learning objectives and outcomes, move towards an enquiry question that will anchor the learning and everything the students do in a lesson or series of lessons to respond to the question posed by the teacher.

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