S T R E T C H
By the end of this session we will be able to...
apply some practical ideas for stretching the most able students
apply Anderson's Revised Taxonomy when planning activities

By task
1. Use an able pupil to quickly recap on the previous lesson’s
learning for the other pupils.

2. If you are taking feedback during the lesson, enlist an able pupil
to record ideas on the board while you lead the discussion.

3. The best way to prove understanding of a topic is to teach it.
Get able pupils to teach the less able a key learning point.

4. Ask able pupils to come up with questions to ask during the 
plenary to test other pupils’ understanding of the lesson.

5. Use higher-level questioning and direct questions at particular
pupils and be ready to probe beyond the first answer in order to
make them really think: ‘Why do you think that?’ ‘How did you
come to that conclusion?’ 

By resource
1. Produce laminated pupil-speak grade or level descriptors at the start of the year for generic assignments and reuse them for target setting and review.

2. Provide unedited or full-length versions of abridged texts you are using with the rest of the class for your most able. 

3. Set an independent task, such as a further investigation in maths or science, or a different class reader from a selected list and invite pupils to decide how they would like to demonstrate their learning to you or the rest of the class after an agreed length of time.

4.Use past GCSE questions with Year 9 and so on 

By outcome
1.Use the now familiar ‘Must do’, ‘Could do’, ‘Should do’ ascribed to classroom tasks or homework to direct the type and length of activities pupils might complete.

2.Remember that ‘less is more’ in some cases. Prescribe the number of words to be used to make G&T pupils think hard about what they write, and make every word count.  

3.If you have a PC or laptop connected to an interactive whiteboard or data projector and a digital camera, take a snapshot of a pupil’s work and during the lesson, project it onto your board to use for modelling purposes. If your board is interactive you can highlight or annotate key features of successful examples and provide opportunities for self- and peer-assessment.
By support
1.While other pupils are working, use the time to explain to able pupils how they can excel in the lesson, which lower-level tasks they can bypass and which tasks they should tackle to stretch them. 

2.Ascribe the roles of chairperson or lead learner to able pupils who will then take on the mantle of responsibility and help maintain momentum and focus during tasks.

3.Plan your groups carefully. Sometimes able pupils will learn most productively together, sharing and extending their more developed thinking; sometimes it is helpful for them to advise a less-able pupil and have to work harder to successfully articulate their ideas.

4.Use confident older pupils (Sixth Form students) as teaching assistants to extend able pupils’ experience, understanding and skills.