STRATEGIES FOR
STRETCHING
ALL STUDENTS
13TH NOVEMBER 2009
Ideas from the staff of
Dame Alice Owen’s School
on how they stretch their
students
1
CONTENTS
Area
Page
Research Skills & Independent Learning
Calculations & Proofs
Developing Evaluation Skills
Enhancing Tasks and Pace to Extend
Strategies for Stimulating Curiosity
Use of Groups and Pair Work to Stretch
Using Thinking Maps
Extended Writing
Extra Curricular Opportunities to Stretch
Extension Strategies in Practical Subjects
2
3-4
5
6-7
8
9
10-11
12
13
14
15
RESEARCH SKILLS & INDEPENDENT LEARNING
Tip
1 Division of Year 12s into pairs, allocated a topic. Have
to produce 3 things: PowerPoint (guidance model
given), plenary at the end of the activity, produce crib
notes. List of resources given.
2 Performance Enhancing Drugs – choice of campaign,
how would they spend an allocated budget?
Storyboard of an advert campaign, makes them look at
the negative effects. Leading to producing videos of
adverts.
3 Earthquakes – improving research skills (trying to
avoid wikipedia!) News websites, google.news,
geography websites. Selection of key information –
space constraints to a 1 page factsheet.
4 Setting Year 13s independent research in the form of a
historical journal article, rather than just an essay.
Forced them to take into account key dates, key features,
timelines, biographies, breaking down the information
into chunks and crafting an argument from that.
5 Rotation of research, followed by peer learning of
different topics. Stops students just reading from a
PowerPoint.
6 Collecting of the information and facts is just the
beginning, the research then needs to go further. Using
persuasive writing in a presentation, to persuade other
people in the class of their opinion. Just facts are not
enough.
7 Teaching note-taking and reading skills, allows
students to make their own notes with a greater sense of
autonomy.
8 Produce own revision booklets. Have to cover key
terms, following a certain format. Given a 10 minute
spot to teach topic to the class. Write their own exam
question for the topic, rewrite the paper as of it were an
exam question.
9 Give students a cartoon/diagram, and ask them to
formulate questions. Taking questions up the taxonomy
to stretch. Students can then answer other groups’
questions. More open ended, offers students’ choice in
their learning.
3
Department or
teacher this is
used by:
Lucy Goldwater,
RE
Steph Belcher – PE
Oscar Payne –
Geography
Charlotte Grove –
History
Steph Belcher – PE
Sheila Compton
Charlotte Grove History
Lucy Goldwater –
RE
Oscar Payne Geography
10 Choice within a scheme of work – colour coded
information to allow students to answer questions of
their choice. Giving levels beforehand and allowing
students to choose which level they work at.
Research a sport that was unusual – 10 slides that lasted
no longer than 10 seconds and prepare a presentation
for that to feedback to the class – introduced topic and
evaluation of what they had gained – used for an exam
where they need to talk for short periods of time using
key terms.
Set a question and have to look further for the answer journals and books and using a variety of resources
answer longer questions (not to rely just on the
textbook).
Sheet given to students on ways to look at art which can
be given to students when they conduct extra curricular
visits to art galleries – they can then discuss and present
to other students using the directions/criteria on the
sheet.
Sharing good websites in lessons/amongst students
Lucy
Goldwater/Sophie
McNeill - RE
To try to overcome the cut and paste scenario – scaffold
the research e.g. the most unusual fact or the oldest/up
to date fact – therefore interrogating the research that
they conduct – stretching the low ability. Develop by
adding on that other students may ask you questions on
the topic.
Overground/Underground map – teacher gives them
an overview on large paper and break down topics into
pairs and they go into more detail thus creating an
underground.
Teach them the tools of the trade – e.g. how to use
grammar resources so that they can be independent
learners.
Pam
Take students to the library and give them directions on
how to use the books
Art
Murder Game – solve a murder in the countryside –
some that have different strengths and they rely on each
other to solve the murder e.g. those that are better at
geography will use the maps
Give students a confidence form to assess what they
do/don’t know – time to ask questions about what they
know less about or ask the other students who do.
Languages
4
Jonathan
Kathy
Art
Lucy
Pete
Languages
RE
CALCULATIONS AND PROOFS
Department or
teacher this is
used by:
Tip
1 - Break derivations or proofs into very small steps and
structure it into a sheet of short questions. This allows pupils
to do the proof/derivations themselves.
SP (Physics)
2 – Requiring a sentence of explanation with each line of
working in a calculation question.
BD (Chem)
3 – Laminated cards of each step of a proof and sequence it.
(possibly use blanks to extend the most gifted).
MPJ (Maths)
4 – Spotting the mistake in a proof / derivation on the board.
MPJ (maths)
5 – Reducing the steps need in a proof by spotting a
shortcut/alternative method.
MPJ (Maths)
6 – Using questions from Olympiad and challenge
competitions for A* questions of the week.
BD (Chem)
7 – Exercise where you get pupils to break a proof or
derivation down into smaller steps to make it clear exactly
what is happening.
PM + NR (Phys)
8 – Split questions into easy/medium/hard sheets and pupils
race to complete one and then progress to the next. (Could let
them choose which ones they start with)
MPJ (Maths)
9 – Paired race to complete a set of calculations against the rest
of the class.
SP/KF (Physics)
10 – Give a set time and pupils work to produce the best
explained answer to a calculation question (could be on poster
paper, in pairs, groups or individually)
MPJ/BD/SP
(Science/Maths)
5
DEVELOPING EVALUATION SKILLS
Tip
1. Essays in History require students to consider many
factors in coming to a conclusion. It is important to get
the students to weight the arguments or sources so that
their conclusion is more valid.
2. In exams, students have to evaluate an unseen
experiment in order to judge if it was good or not. They
are good at spotting the bad aspects but could extend
this by attaching a weighting to the worst aspect of the
experiment.
3. At A2, students have to evaluate a sporting
performance. Not only do they have to spot the good
and bad points but consider ways of improving the bad
points. This is more difficult in unfamiliar sports but
the concept of modelling is important so the students
can see what they are aiming for.
4. Students can often identify which are the weaker
areas of a performance but find it difficult they find it
hard to articulate. Things that can help is to equip
students with the relevant terminology and using a
perfect model that the students can compare to.
5. Use the visualiser to show the class an introduction to
or a conclusion from an essay. Students have to identify
the good and bad points of the paragraphs and consider
ways in which they can be improved.
6. Setting a task that requires students to come up with
as many tactics/formations in order to score generates
lots of different alternatives. Getting the students to
judge these in terms of which is the best (e.g. the
quickest, most likely, most defensive etc.) enables them
to evaluate.
7. Evaluation is often done at the end of a piece of work
but in Design and Technology, it is useful to start with
an evaluation of an existing product in order to asses
what is good and bad about it. This can stimulate many
new ideas and force students to be evaluative
throughout their work.
8. Students work in groups to make a model. All are
given scorecards which they must use to assess other
groups’ models. Importantly, they must justify their
scores referring to important criteria e.g. accuracy etc.
6
Department or
teacher this is
used by:
Claire, History
Lia, Biology
Michael, PE
Kath, PE
Mike, History
Karen, PE
Pam, D&T
Debbie, Biology
9. When students have completed work in which some
errors have been made, give then alternative answers to
each question e.g. 3 alternative answers. The students
should decide which is the ‘best’ route to the answer
considering its efficiency, accuracy etc.
10. Interestingly, the Bank of England don’t spot notes
by purposefully trying to find the errors on a forgery.
Rather those responsible have such an accurate
knowledge of a real note (i.e. the model), they can easily
identify a fake.
Steven, Maths
Rose, Learning
Support
Key ideas:

Having a ‘model’ (e.g. perfect throw!) is useful so that students can assess
the idea/concept/demonstration against it.

If many factors are to be judged, weightings can be useful to help a valid
conclusion be drawn.

Getting students to justify their arguments is important.
Demonstrations:
1. The black dot – what other information could affect things that aren’t
in the passage/data? DAOS example
2. Rank and Compare – Which argument against foreign aid was the biggest
problem and why?
3. The Star System – Separate out the pros and cons of recent immigration.
Star each factor according to its importance (5 for most important, 1 for least).
7
ENHANCING TASKS AND PACE TO EXTEND
Department or teacher
this is used by:
Tip
1 Pace – Countdown timer/fast paced music or
verbal countdown. Use time limits and stick to
them.
2 Pace – Just a minute, students have one minute to
talk about a topic without pausing, stuttering etc.
3 Pace – Carousel of activities so students are doing
different things at different times
4 Pace – Competition/games
5 Pace – Ambassador game where students have to
sell information – keeps them focused on the task
in hand
6 Enhancing tasks – Personalised activities and
targets
7 H/W – Starter is to think of a question that you
know the answer to but that stumps the rest of the
class
8 Being the teacher – many structures for this,
9 Creating the mark scheme – success criteria that
work will be marked on
10 Utilising 6th form helpers to work with the more
able to extend
8
PE, Science, Maths,
MFL, English,
Geography
PE
Science
Science, MFL
English
English, Science
PE
Geography
PE, Science
Maths
STRATEGIES FOR STIMULATING CURIOSITY
Department or teacher
this is used by:
Tip
1 Big issue questions e.g. global warming
2 What is good art? Open and deep.
3 Element of surprise-new learning environment
4 Taking students out of comfort zone
5 Looking at topic from a different perspective e.g.
politics of music.
6 Beliefs of past mathematicians –
changing/developing views
7 Developing technology
8 How subject changed history, e.g. codes in WWII
9 Visual/audio stimulus.
10 challenging accepted ideas
11 Newspaper clippings
12 Real world issues
13 Physical activities, with mysteries
14 Storytime
15 Open, unexplained stimulus
16 Drama, roleplay
17 Problem solving activity
18 Controversial statements and debate
19 Real life stories about people passionate about
subject (newspaper articles/documentaries)
20. Use objects to stimulate discussion e.g. gas
mask
21. Teacher in role to introduce a story
22. Teacher acting in an unusual manner e.g. Back
of class.
23. Stimulate the senses e.g. Describe the taste of a
sweet (English) Smell unpleasant chemicals
(chemistry)
24. Science can’t explain everything-unsolved
problems
25. Word of the week e.g. Cheeky badger in
German
26. Get away from straight jacket of exams
(especially SATs)
9
Geography, Louise
Art, Lorna (also Eng
and Music)
Music, Eleanor
Music, Art
Music
Maths, Catherine
English
English
German
Various
Science (Physics)
German
Science, English
USING GROUP AND PAIR WORK TO STRETCH
Tip
1 e.gs of punctuation, symbolism, writing structure, level of
engagement, interpretation – using relevant quotations to
support = critical analysis
2 Be responsible in groups of 4 for an aspect of learning re
current topic
3 Use A3 sugar paper blu tack onto the board and each
group presents in plenary
4 Proof read in pairs / amend in different coloured pens and
make suggestions
5 Oral group work: in pairs converse in subject language / Q
& A in pairs / present to class or use flip cam
6 Like speed dating – move on after gleaning knowledge –
one question per stop
7 Hot seating
8 Grouping and success re activity – important that group
dynamics are carefully considered for maximum potential
9 Carousel with student “experts” teaching aspects of a
subject to a non-expert
10 Approach a difficult task (e.g. listening in MFL, a higher
order question) starting in pairs, then in 4s, then in 8s
11 Group analysis of a painting using IWB
12 Share a drawing – continue a drawing already started
13 Groups researching aspects of text to present to class
14 Groups planning essay title together to feed back to class
15 Topic in a nutshell (exam question planning and sharing
ideas)
16 Reading lots of info, then summarising it for others
17 Giving a group a question to research on their own
18 Peer assessment – find 3 things that are positive and 3 that
require improving
19 Sharing ideas as a group – pairing weaker and stronger
students
20 Activ-vote answers (points – competing)
21 Snowballing – in 2s play game, then in 4s then in 8s
22 Topics – get students to write a revision package for a
GCSE topic
23 6 questions – grades high to low – test. Find someone in
the room who has not answered a question
24 Choreograph a sequence, teach to partner who mirrors
and adds to their sequence
10
Department
or teacher
this is used
by:
English
English /
German
A Jones –
English
R Copsey –
MFL
Art
Art
English
English
Science
Psychology
Psychology
English
Science
Science
Maths
Maths
Maths
PE
25 Assume role as coach, manager, official in a game
26 Giving roles to groups of 4s
27 Variations on Kim’s games for learning parts of machine
28 Teaching on another in pairs
29 Retail therapy from Teachers’ Toolkit
30 Marking / moderation sample essay
31 Role playing terms / concepts for class to guess or
modelling with dough
32 Building up definitions – answers to pairs and then to 4s
33 Use theatre forum, so that when students run out of an
idea they can help each other / advise / replace
34 Starting line / ending line improvisation (spontaneous in
pairs)
35 Competitive essay writing – write a paragraph, then class
judge whether it is better than a paragraph written by
another pair
36 Write / improvise a scene that is not in the play – the
missing scene
37 Research breaking down a topic into an individual topic or
present back
38 Mind mapping and actual GCSE question and feed back to
class
39 Paired discussion – one is expert and the other is a
questioner (each given 10 minutes to prepare their roles)
40 Peer assessment – one person giving feedback to the other
about their work
41 Allocating jobs within a group – presenter / scribe –
ensure all contribute
42 In groups prepare / research presentations for all class
note making (they teach class)
43 Mock trials – everyone working as a team (prosecution /
defence)
44 Interview a character in pairs
45 Groups of 4 montage a different line in Othello (one
stepped out of montage to talk about character’s feeling in
the role)
46 Visual montage in groups based on a theme
47 read in pairs a poem or script
48 Radio programme based on poem studied – info presented
49 Groups sit in a circle. Concepts / vocab on bits of paper –
one minute to plan – each explain / guess. Swap so all can
explain
50 Social Economic aspect of Science. Role play
11
PE
Food/
Textiles
Textiles
History
ME /History
Sociology
Sociology
Sociology
Drama
Drama
History
Drama
English
English
Dave Mitchell
/Science
THINKING MAPS
Tip
Dep
artm
ent
or
teac
her
this
is
used
by:
AGC
– PE
1
Venn
Diagr
ams –
Simil
aritie
s&
differ
ences
, e.g.
The
role
of a
s[por
ts
coach
& the
role
of a
PE
teach
er
2
RM -
12
Pupil MAT
s
HS
desig
na
title
openi
ng
page
for
each
new
topic
in
form
of
map
–
pupil
s
select
own
desig
n.
This
is
done
after
topic
has
actua
lly
been
taugh
t, & is
theref
ore
pupil
s
own
choic
e,
good
for
indep
ende
nt
13
think
ing
learni
ng &
owne
rship
of
piece
of
work
3
Com
pare
&
Contr
ast
Map
– e.g.
“char
acters
in a
book
(Jack
&
Ralp
h
Lord
of the
Flies)
–
EXTE
NSI
ON
TAS
K
pupil
s
perfo
rm
writt
en
exerci
se on
ONL
Y one
of the
IAN
WA
RWI
CK
14
simil
aritie
s
4
Zone
of
Relev
ance
(MIC
KEY
MOU
SE
MAP
)–
Pupil
s
place
answ
ers
on
map,
other
s in
class
can
move
peers
work
arou
nd
map,
they
have
to
justif
y
their
reaso
ns
5
Caus
e&
Effect
– e.g.
Why
did
IW
(Mik
e
Wer
nha
m
used
simil
ar in
Spor
ts
Psyc
holo
gy A
Leve
l)
RP HIST
ORY
15
blood
y
Mary
kill
so
many
Cath
olics
6
Maps
can
be
used
as
revisi
on
exerci
se
7
Maps
can
be
used
at
form
ative
stage
befor
ea
topic
EXTENDED WRITING
Department or teacher
this is used by:
Tip
1. The hamburger
We need to get across that their argument must
have an underpinning structure.
16
History
Sections = point, evidence, explanation.
2 A. Jones – sometimes gives essay plans, maybe
this doesn’t stretch them. Should we get them to
come up with their own ideas for plans?
3 Louchart – The parts of an essay could be
approached in different lessons.
4 Grove – writing in a different style, e.g. a
newspaper page, magazine article, putting parts in
bold, highlighting sections in boxes, makes pupils
think about content.
5 Jones – STRIVE subject, tone, rhythm and rhyme,
imagery, vocab, effects.
6 Grove. – After writing, highlight parts that relate
to the question to see if they have addressed it.
7 Jones – when approaching a compare and
contrast essay, a starter can be thinking of
words/phrases to show similarity and difference.
8 Davies – students need to be able to define the
terms in the question in their introduction, this will
often give them the themes of the essay.
9 Grove – they are reluctant to plan, we need to
persuade them that 10 mins of work planning will
be a much better use of time. Many, in an exam,
will forget about planning.
10 Jones – Clift did a lesson where, before writing,
students had to reword the question, write a list of
phrases they wanted to include …
English
French
History
English
History
English
History
History
English/Economics
EXTRA CURRICULAR OPPORTUNITIES TO STRETCH
Department or
teacher this is used
by:
Tip
1 KS5 Looking forward to university:
17
Art
Royal Academy Drawing workshop – preparation for
university
Maths
Lecture days IoE, University of Herts
Maths
SMC
2 Think tanks, culture of going to extra events off their
own backs– Followed up by “what did you learn?”
3 Society for 6th formers – feedback would be useful
4 Cross-curricular with PE to University of
Hertfordshire for lower achievers
5 External speakers: Universities get extra funding to
do this. Students have something to aspire to and see
practical applications of Science outside of Medicine
6 Instrumentalists from Y8 are stretched by playing in
high level orchestras and choirs and perform high
level classical pieces. A lot of activities open to all
7 Musician in residence to work in the classrooms SoW
all about singing – teaching music through singing
8 Exploit your contacts – create a database of useful
parents/ex-students
9 Industry has to give back to the community and will
provide days for KS4 and 5
10 STEM (Science Technology Engineering Maths) free
days. 8/12 day day to encourage students go to
university – RAISING ASPIRATIONS of lower
achievers
11 Exchanges and trips
12 Possible ideas: PE have sport ambassadors. These
are also available for MFL and Science (STEM)
Economics
Science
Science
Science
Music
Music
Science/Economics
Science
MFL
EXTENDING STUDENTS IN PRACTICAL SUBJECTS
Department or teacher
this is used by:
Tip
1 An inspiring learning environment
Art Textiles Food
18
2 Effective AFL with teacher, peer and self
assessment
3 Praise and reward
4 Open-ended briefs
5 Extra – curricular activities
Technology
Music ICT Food
Art music Food Tech
Textiles
At Textiles Tech
Music Art Textiles Food
Tech
Tech Textiles Art Music
Food
Music Art
6 Visits and trips
7 Visiting practitioners
8 Review and refine SOW
9 Up to date software
Textiles Art Music Food
Tech
ICT/ Bus studies/Music
10 Use of exemplars
Art Textiles Tech
19