stretch and challenge ofsted

Routines/Habits: The things you do all the time, in every lesson. We used to teach subjects and classes - now we teach students. Hand over the randomly sorted strips to a team of students, who then have to re-assemble the essay in the correct order. Top 6 Maths Challenges For Primary School Pupils. In the many feedback conversations Ive had this term differentiation is a reoccurring area for development; in particular stretch and challenge. This influences everything else. Students are notoriously bad at acting upon the feedback given to them by their teachers. Also make time for students to construct their own questions and pose them to their peers. 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. Using an apprenticeship software like OneFile to. We sometimes forget that learning is hard work, particularly the thinking part. Stretch and challenge can be described as an agenda or philosophy as opposed to an outright teaching strategy. 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. Stretch and Challenge | CLF Conference. If truth be told, many of us can forget to set homework or set something rushed just to keep up with the homework timetable. I See Reasoning UKS2 - Gareth Metcalfe. 1. By accepting, you agree to the updated privacy policy. Activate your 30 day free trialto unlock unlimited reading. In other words, we are not asking the child to simply do 'more stuff', we are asking them to think about the concept in different ways thus developing a greater depth of knowledge. Stretch and challenge activities should be offered to all apprentices no matter their background, ability or ambitions. As apprentices are progressing through the curriculum, you can set stretch and challenge activities to help them build advanced knowledge. Much classroom discussion centres upon the teacher initiating discussion by asking a question, choosing a student to answer and then acknowledging whether the answer is correct. Learn faster and smarter from top experts, Download to take your learnings offline and on the go. The idea comes from the criticism that some children could be working at a greater depth or taking their ideas to new levels. Moreover, for deep learning experiences to occur and be stored in their long-term memory, they need to be exposed to the information at least three times in different formats. Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. Set tasks, including homework, which challenge students and ensure a high level of interest. Don't bolt on challenge - build it in. Combining these two techniques, the teachers expectations of the students is that a student has not finished until their response is 100 per cent accurate and they have developed their thinking using academic vocabulary and a range of examples. Ofsted seem to be using 'most able' now, but of course, 'most' will depend on what the rest of your cohort looks like. Prof Wiliam examines the importance of success criteria and pre-flight checklists in Embedding Formative Assessment. Another frustration teachers experience is when students hand in work that is just not up to standard due to carelessness or lack of effort. The aim is to encourage students to work for extended periods of time without relying on the teachers constant input. Challenge varies by subject. The effective use of questions is vital for stretching your highest-attaining learners. - 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. Normally, it meant an extension task for those who finished their work early; however, the extension work often ended up being more of the same rather than requiring stretching students to think harder. The options discussed in this article all have one factor in common: a belief that all students can produce excellent work once they know what it looks like and are given appropriate tools and support to make it happen.Learning intentionsFirst 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. Follow along to this full body stretching routine to get flexible fast - perfect for anyone from beginners to. Job posted 3 Mar 2023. From understanding pronouns, appropriate language and providing practical tips to drive change to using visual cues and creating safe spaces for students, the . However, this type of differentiation is the most time-consuming for teachers in terms of planning. differentiation 3. Webinar 1hr. Professor Dylan Wiliam, in his book Embedding Formative Assessment, explains that students sharing, clarifying and understanding learning intentions is a key part of assessment for learning; those students who have a clear picture of their learning journey are more able to reflect on their progress over time and take responsibility for knowing how to move forward. Ofsted report View Ofsted report (opens in new tab) School website St Antony's Roman Catholic School, a Voluntary Academy website (opens in new tab) Our vision is to 'Create a climate of great learning, success . One way is with. Every child deserves maths challenges that stretch them. 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. Have a clear mindset: "Maybe I was never flexible BUT, it's something I CAN work on". Homework gives students greater freedom to demonstrate what they really know and produce quality work. Robin Alexander, in his book Towards Dialogic Teaching, highlights the over-reliance on IRF (initiation-response-feedback) in the British classroom. We sometimes forget that learning is hard work, particularly the thinking part. 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. This includes 'Deepen' tips for the guided and independent practice sections, which will help you provide extra stretch and challenge within your lesson, without having to organise additional tasks. 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. Your 2021 New Year's Stretch Challenge is here! Provide an even greater degree of stretch and challenge for the m ost able disadvantaged pupils . Activate your 30 day free trialto continue reading. Find out more, and join our mailing list for free updates and free sample resources. 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. Using the Universal Thinking Framework's question and answer stems enable classrooms to set up interactive experiences that develop pupils' passion for learning. 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. The rationales for using ILPs are addressed in the second section. Information for universities, Terms Book your free demonstration today. John is a trained Ofsted inspector and a teacher with over 20 years experience . This requires a depth of awareness of where each child is and . As well as Marzano and Pickerings work, Doug Lemov in Teach Like A Champion has introduced two strategies that raise the language demands of students: Right is Right and Stretch It. In order for this to happen, set up a series of structured questions that require students to think hard and ensure students have enough time to grapple with the difficult concepts. Learning intentions are an integral part of communicating to your students that you expect all of them to think deeply every lesson. Talk happens in all English lessons but it is not always well-structured or taught explicitly. Policies 3) Provide local examples of those benefits? Much classroom discussion centres upon the teacher initiating discussion by asking a question, choosing a student to answer and then acknowledging whether the answer is correct.This cycle is repeated several times with different students. . Some of these cookies are used for visitor analysis, others are essential to making our site function properly and improve the user experience. One way is with OneFilesLearning Hub. Eportfolio All Rights Reserved. More than this, the six Elements Stretch and Challenge More Able Children in the Early Years Foundation Stage Support and challenge the most able children within your early years practice. Yet few schools have cracked the homework problem. In current high stakes education such a thing is dangerous. 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. Try to focus on progress for learners across time and not just pushing every learner in every lesson. Combining these two techniques, the teachers expectations of the students is that a student has not finished until their response is 100 per cent accurate and they have developed their thinking using academic vocabulary and a range of examples. questioning, 09/02/2023Registration open for the NACE Conference 2023, 06/12/2022First two NACE Challenge Ambassador Schools announced, 07/03/2023FREE WEBINAR: Getting the most from your NACE membership, 10/03/2023Member meetup: Developing challenge for all through the new curriculum for Wales, NACE Horticulture House, Manor Court Didcot OX11 0RN, Sign up for free email updates and sample resources, This website uses cookies to store information on your computer. Oops! You are not alone looking for KS2 maths challenges for high attainers. Thrilled to be joining the team at Ideate Innovation! One way is with OneFile's Learning Hub. Metacognition: Challenge, in-class assessment and Cogito, ergo sum: Where next for critical thinking? term "stretching and challenging" is one which has been recently introduced by Ofsted. stretch and challenge activities easily. Well, its all down to the individual learner.

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