1. How can we challenge students?
5 (I hope) minute inset

2. Why should we challenge pupils?
Challenge… is at the heart of excellent classroom practice and students who engage in learning and think hard achieve well and progress.
What do OFSTED say……..

3. Why should we challenge pupils?
Our pupils need to be challenged……..
…….and they want to be challenged.
Our pupils enjoy being challenged.
Challenge is not more of the same task!

5. Plenary HELP – Any key stage. Written, verbal or other?
On the piece of paper……..
TASK: Write down a method that you use in lessons that you find really affective in challenging pupils in your classroom.
HELP – Any key stage.
Written, verbal or other?
How it was used/example
CHALLENGE –
How could I of added a challenge to this task?!
The responses will be collated and a display or resource produced

6. Lots of 60 year olds….. About to retire and collect a pension
Starter
19/02/2019
TASK: Stick your population pyramid into your book and add at least THREE labels to show its key features.
Lots of 60 year olds
HELP – An example label
THINK……. What ages are there lots of? Few of? Any differences between males and females?
CHALLENGE – Turn the labels into annotations to give more info
Lots of 60 year olds….. About to retire and collect a pension

7. Starter - Pick one and complete.
Look at the image and answer these Qs:
Easy
Describe what you can see in the picture
Medium
What are the effects of what has happened on the people and place?
Hard
How are these natural events caused?
CHALLENGE –
What else do you know about these natural events?
CLUE

8. LO3 - DRAW and LABEL a diagram of a wave
19/02/2019
LO3 - DRAW and LABEL a diagram of a wave
TASK: Draw ONE of the two diagrams and complete it by adding labels or annotations.
EASIER……..
Height Length Swash Backwash Crest Trough
CHALLENGE:
What are TIDES?
What causes them?
What else do you know about them?
HARDER…….. Sequence with annotations
HELP – What happens to the waves shape as it reaches the coast?

9. What happened on Easter Island?
TASK: Complete the table below using the info handouts and the video clip to help link the theory of Malthus from last lesson to the vents that happened on Easter Island
Where is Easter Island? -
What was the island like before the settlers arrived?
What natural resources were there?
What were the reasons for the decline of population on Easter Island?
What allowed the settlers population to increase?
How were they creative and resourceful?
How does what happened at Easter Island link to Malthus’ theory on population and resources?
Facts and other info
CHALLENGE – Why could Easter Island be described as a ‘closed system’?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CHALLENGE – Could what happened on Easter Island happen in the modern world? Explain your answer.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. TITLE – Food (In)Security
19/02/2019
TASK - Using the images below to help you, answer your target level question. Once complete, attempt another question.
Level 2:
What words/images come to mind when you think of hunger?
Level 4:
How would you know if someone was at risk of experiencing hunger?
Level 6:
How could you go about measuring the level of hunger in a country?
Level 3:
How would you define hunger?
Level 5:
Why might hunger be a problem on a large-scale?

11. Further stretch and challenge tasks at KS3
More extended writing that uses high-order skills such as ‘explain’ or ‘evaluate’
Choice of tasks where pupils can choose or be directed towards to extend their thinking
Yr 7 stretch and challenge grid for evaluating sea defences
Stretch and Challenge A:
If someone had a house that was in danger of falling down due to coastal erosion, what would they think of this defence?
Task1:
State whether the defence is hard or soft engineering
Stretch and Challenge C:
Do you think this defence is value for money?
Task 2:
Write a description of what the defence is
Coastal Defences
Task 4:
Write down the positives and negatives of the defence
Stretch and Challenge D:
What is you personal opinion of this defence?
Task 3:
Explain how the defence works
Stretch and Challenge B:
What would an environmentalist point of view be on this defence?

12. Graph 4 – House ownership: Own or rent?
19/02/2019
The number of people renting has increased to almost 50% (48%)
The gap between owning and renting is widening
More people used to own in 1997 than rent (by 13%)
The number of people owning has decreased to less than 30% (28%)

13. To help pupils improve extend and improve their written work
Pupils are given a model answer to check their answer against.
Pupils then add something that they haven included to extend their work into a 4th paragraph
Pupils can use the grade descriptors to help mark their work
This also helps to improve the structure of their writing

14. Read through the model answer and:
Describe how immigration benefits an EU country you have studied.
Read through the model answer and:
Give your peer a mark out of 6.
Give the work a WWW – Something they need to keep doing
Give the work an EBI – Some thing they could have included or should do next time
The UK is an example of an EU country that receives large amounts of migrants. . One benefit is that migrants fill jobs that U.K. residents cannot fill (1). Many fill low-skilled jobs, such as vegetable pickers, and are more likely to work longer hours for less money(1). A second benefit is some migrants are highly skilled and can fill key jobs (1) These include doctors and teachers which will then help to improve our level of healthcare. and education. (1) Finally, migrants who work contribute to the economy by paying taxes (1). This helps to support the elderly dependents in the UK and reduce the problems of an ageing population. (1).
Migrants can help increase the UKs birth rate (1). They often have larger families and this will help to provide more people in the future to help support dependents/ the ageing population. (1). Immigration also helps to add to our cultural diversity (1). It helps people in the UK improve their understanding of different cultures which could reduce tension or conflict (1)
Point 1
Point 2
Point 3
Other points you could make

15. To help pupils improve the language within their extended answers
This was a result of seeing too much simplistic waffle that lacked specific content within answers.
This slide was projected onto the board whenever pupils were producing extended writing.
Also used in end of unit assessments

16. To help pupils get key terms into their extended writing
One way is to give pupils a list of words that they have to include.
Pupils first need to think about their meaning and how they will use them.
They then need to think about the order they might be used.
They then think about the structure and write their answer, ticking the words off as they go
This also helps to improve the structure of their writing

17. And start GCSE-level work at Key Stage 3
This has also extended across the department with more thorough GCSE-style assessments.
Either as extended writing tasks or a linear-style test for content across the year.

18. Example of a new Year 9 assessment

19. Structured and worded the same as a GCSE paper.
And I mark it as I would a GCSE paper.

20. Many pupils in Year 9 wanted to be able to access the higher grades in tests.
They wanted challenge.
So each test now has an additional question for 8 marks.
A more challenging question that requires more depth of knowledge and also adds the challenge of completing all the tasks in the same time.

22. Other strategies (OFSTED, TES, DFES) to try
Main themes and ideas
Set more challenging work or tasks e.g. Use GCSE questions with Yr 9 classes and as extensions
Higher order questioning
Have higher order thinking skills in as many lessons as possible
Offer more opportunity for independence
Encourage risk taking
Allow more-able to work with like-minded pupils
Challenge is not more of the same task!
It should encourage the use of a different type of skill or way of thinking.
It should build on what pupils can already do.

23. Plenary HELP – Any key stage. Written, verbal or other?
On the piece of paper……..
TASK: Write down a method that you use in lessons that you find really affective in challenging pupils in your classroom.
HELP – Any key stage.
Written, verbal or other?
How it was used/example
CHALLENGE –
How could I of added a challenge to this task?!
The responses will be collated and a display or resource produced