1. Ideas for a Stretch and Challenge School

2. 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

3. S&C Ethos Dreaming Big Dreams Aspirational Script
Aspirational information and IAG for students
Aspirational Targets
Ban 90:10
MPGs
QQ Data
Able & Ambitious self selecting cohort
Learner CPD
PLSs
MA Committee
Fostering aspiration in job descriptions e.g. Head of Year
S&C Teaching
See S&C Checklists
Able & Ambitious Assemblies & group
Aspire Awards
ICE Awards
Report Scores
Personal Best targets
Team Challenges
S&C Enrichment
S&C Curriculum
Competitions
S&C Literacy
Aspiration Programme
Scholarship
Forms
Parent Buddies
Family Learning Evenings
S&C Drop Ins
Consultation Evenings

4. 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

5. Ideas for Able & Ambitious Assemblies
Key messages
Why am I here? What’s the point? Aspiration Script
Progress
Progress Update, Targets, MPGs, challenges, competitions
What’s available?
Enrichment, Scholarship Forms, Intervention, Thinking Journals, Peer Support, Rewards, Personal Learning Strategies, Schol-Trak etc.
Learner CPD
ICE, Learning Contracts, 10 Characteristics of Academic Success, SOLO Taxonomy, Bloom’s Taxonomy, PITS, Higher Order Activities, Socratic question stems, Academic Word List, Growth Mindset
Aspiration
Careers Cafes, University Preparation Programme, Aspiration Programme
Student Voice
Sign up for activities, support required, What’s Going Well/ Even Better It, peer programmes

6. 6 Strategies to Build S&C Teaching
Teachers plan outcomes backwards from students’ Maximum Potential Grade (MPG)
Teachers use the levels of S&C thinking and objectives in their planning and delivery
Teachers use S&C activities in their class and homework
Teachers use the Academic Word List and evaluative vocabulary
Teachers use S&C questioning
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 Departments
Check out Ron Berger’s Story of Austin’s Butterfly for inspiration on S&C feedback

7. 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 stages
Pre-structural - students acquire bits on unconnected information which have no organisation and make no sense
Uni-structural – simple connections are made but their significance is not grasped. This shows surface understanding
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
Relational – Information is connected and integrated. This shows deep and coherent understanding
Extended abstract – Students are making connections beyond the subject area and can generalise and transfer principles and ideas

8. Use Bloom’s learning verbs to add challenge Bloom’s Taxonomy can be used to pitch the difficulty of a task
Type of knowledge
Remember
Know
Understand
Apply
Analyse
Evaluate
Create
Synthesise
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

9. Use SOLO Learning Verbs to add challenge Solo Taxonomy can be used to show progress in understanding of a concept
Uni-structural
Multi-structural
Relational
Extended Abstract
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

10. What grows S&C Learners?
1. Students who are self-confident, motivated and engaged learners
2. Students with strong skills in speaking, listening, critical thinking and independent study and a good command of academic English
3. Students engaged in learning that goes above and beyond the curriculum
4. Students who understand what top grades look like
5. Students with significant family resources and support
For ideas see Strategies to Grow S&C Learners power point

11. Building a S&C Super Curriculum
For ideas see Strategies to Build a S&C Super Curriculum power point

12. Developing S&C Interventions
For ideas see Strategies for S&C Intervention power point

13. 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