1. Key strategies for planning for challenge
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2. Key issues addressed by the study
This study explored
the extent to which students are challenged in their work
the most effective strategies for promoting challenge
teachers’ perceptions about challenging students

3. The key elements of the study
This study included
a survey which investigated students’ perceptions of challenge
a literature review which looked at the evidence for constructing challenge in the curriculum
focus groups where teachers discussed their experiences of constructing challenge

4. The survey: students’ experience of challenge
A significant proportion of students felt that they were under-challenged in their school work from
In 2008, 31% of secondary students said that lessons were not too difficult for them. By 2010, this had risen to 58%. However, 16% were finding lessons too easy.
There was some correlation between students finding lessons hard and their (self-reported) attainment level. So those reporting a higher attainment level were less likely to say that they found lessons too difficult.

5. The literature review: promoting challenge
A number of strategies were found to be effective for promoting challenge
These were teachers
using strategies such as collaborative enquiry and problem solving
encouraging students to take responsibility for their learning
building on students’ starting points

6. The literature review: collaboration and enquiry
Using collaborative enquiry and problem solving was found to be effective for promoting challenge
This involved
establishing areas of the curriculum that can be explored with investigation
changing students perceptions of learning from being about receiving knowledge to investigating issues
developing students’ group work and thinking skills
For example, teachers encouraged students to generate their own questions and enquiries in science lessons. They discussed their ideas with their peers and used a computerised database to help them with their investigations.

7. The literature review: taking responsibility
Encouraging students to take responsibility for their learning was found to be effective for promoting challenge
This involved teachers
taking a more facilitative role
planning tasks that revealed the points at which it was possible to step back and let students work independently

8. The literature review: students’ starting points
An effective way of promoting challenge was building on students’ starting points which involved
finding out what students knew and could do already by using diagnostic tasks
designing tasks and resources that built on this
For example, teachers used a test to find out about students’ understanding of a concept in algebra. They then provoked ‘cognitive conflict’ by asking the students to do the same task using a different method. The teachers helped the students resolve the ‘conflict’ by organising group discussion of the new concepts and methods.

9. The focus groups: teachers’ experiences of planning for challenge
The teachers identified a number of issues in planning for challenge
These included
the difficulties in identifying students’ starting points
concerns about over-challenging students
knowing when to step back

10. The focus groups: identifying students’ starting points
The teachers thought that identifying students’ starting points could be difficult because of a lack of time to
listen to students’ explanations in depth
observe students carrying out activities

11. The focus groups: strategies for identifying starting points
The teachers suggested a number of strategies which could support the identification of students’ starting points
These included
refraining from doing most of the talking
asking probing questions
planning structured written tasks that ask students to record what they already know
developing students’ skills so that they can work independently whilst the teacher carries out observation

12. The focus groups: over challenging students
The teachers thought that over-challenge could result in the students:
losing confidence and self-esteem
becoming disinterested
behaving disruptively
developing misconceptions particularly in mathematics and science

13. The focus groups: strategies for overcoming the risk of over-challenge
The teachers suggested a number of strategies which could help reduce the risks of over-challenge
These included
developing an ethos where it is ‘okay’ to be stuck or ‘fail’ at a task initially
building up a relationship of trust by being upfront about the nature of the challenge
stepping the challenge so that it gets progressively more difficult

14. The focus groups: stepping back
The teachers thought that knowing when to step-back could be difficult because
it was hard to let go
there was a lack of time to help students develop the independent learning skills that they needed
the students might develop misconceptions

15. The focus groups: strategies for stepping back
The teachers suggested a number of strategies for stepping back
These included
helping students develop independent learning skills
explaining to students that they were expected to work things out for themselves
structuring tasks so that the learning was scaffolded and students were not completely left to their own devices in the early stages

16. What was the size of the study?
The surveys involved over 2000 students from over 60 schools in 2008 and 2009, and over 8,000 students from over 100 schools in 2010
The literature review involved consideration of 7000 studies from which 45 studies were identified in-depth data extraction
52 teachers from across England took part in the focus groups and included teachers with a primary and secondary background who had responsibilities for mathematics, English or science

17. How was the information gathered?
Three online surveys of students were carried out over consecutive years
A review of research into how teachers construct challenge was carried out for which 45 studies were systematically identified and synthesised
6 focus groups were held with teachers to explore the findings from the review
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18. How can teachers use the evidence in this study?
Encouraging students to take responsibility for their learning was found to be effective for promoting challenge which involved helping students to develop independent learning skills
You might like to discuss with a colleague how you have made these skills explicit to students. Which skills do you think your students particularly need to develop? Which skills do your students think they need to develop?

19. How can school leaders use the evidence in this study?
A significant proportion of students felt that they were under-challenged
To what extent do the students in your school feel challenged? You might want to work with your leadership group to design a questionnaire or classroom activity which will help you gather this information or use the one CUREE developed for this research
Teachers found it difficult to step back and let students take responsibility for their learning
Could you provide opportunities for staff to discuss strategies for stepping back? How could you support staff in using these strategies?

20. References
CUREE (2010) QCDA Building the evidence base-Constructing challenge in the curriculum: teachers’ views of the difficulties and risks involved and ways of overcoming them (unpublished report)
CUREE (2010) QCDA Building the evidence base student data- final report (unpublished report)
CUREE (2009) QCDA Building the evidence base – challenge review report Coventry: CUREE. Available here