Meeting the Needs of the More Able Extension & Enrichment

Planning for the most able as part of general planning is far more manageable than if it takes place in isolation. It is also more likely to address progression and continuity effectively. Planned outcomes for able pupils should be connected clearly to the ‘standard’ learning outcomes that have been decided upon. Oxford Brooks

Extension will not be effective if it is: more practice of the same ideas the next page or book unrewarded additional work an unplanned, very open activity.

Well-planned extension tasks develop: independence critical thinking creative thinking problem solving reflection motivation self knowledge.

What’s the Difference? Differentiation Acceleration Extension Enrichment

Differentiation involves working at different levels, possibly through setting different tasks or asking different questions about the same task.

Acceleration is about working through the curriculum at a faster pace than other children; this can be in one subject or can involve skipping a whole year.

Extension Pupils follow the standard curriculum but are given opportunities to study at greater depth as they explore areas of learning at a more demanding level than other pupils in the year group.

Enrichment a broadening of the learning experience by promoting a higher level of thinking, the inclusion of additional subject areas and/or activities, and the use of supplementary materials beyond the normal range of resources.

Advantages? Disadvantages? Differentiation = Personalisation Acceleration = Pace Extension = Depth Enrichment = Breadth

Enrichment Opportunities: Extraction In class support Self directed projects Homework enrichment Enrichment materials Talented adults / older peers Clubs and societies Visits Competitions Feature days / ‘Big’ weeks Suspension of normal timetable

Planning - What Start with key learning outcomes: Must… Objectives all pupils must achieve Should… Objectives most pupils should achieve Could… Objectives for the more able

Planning - Who Use prior learning assessment to determine who needs to work at each level E.g. Learning plan Mind map Quiz Discussion Post it note questions

Sustaining the challenge - How Materials Input Task Outcome Resource Support Grouping Pace

Set different tasks for different groups or individuals, and use: ability groups help sheets extension tasks. Sustaining the challenge

Graduate complexity of tasks and give pupils choice of where to start, or which task to focus on. Sustaining the challenge

Allow work to be presented in different ways, e.g. research a topic then present: a report, or a talk, or a poster. Sustaining the challenge

Differentiate: time allowed resources provided support given Sustaining the challenge

Set open tasks, because stronger students interpret these in a more demanding way. Expect more from the more able students. Sustaining the challenge

Use Bloom’s taxonomy. Use high-order questions and answers: Why? How? Which? Sustaining the challenge

Accommodate learning styles: visual, aural, kinaesthetic right and left brain theories Sustaining the challenge

Make explicit use of self and peer assessment peer tutoring learning teams Sustaining the challenge

Set individualised goals and targets (where appropriate) Use self-assessment and ask pupils to set themselves targets Sustaining the challenge

Workshop Use the ideas and prompt sheets in your pack to plan some extension and enrichment activities you could use with your class in a theme you will be teaching soon. Work in Key Stage groups: Early Years KS1 Lower KS2 Upper KS2

Tell your partner… … three new things you will try.

Don’t forget the Portal! Primary Strategy area G & T area