Meeting the Needs of the More Able Extension & Enrichment

Meeting the Needs of Meeting the Needs of the More Ablethe More Able

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

What’s the Difference?What’s the Difference?

Differentiation Acceleration Extension Enrichment

DifferentiationDifferentiation

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

AccelerationAcceleration

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.

ExtensionExtension

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.

EnrichmentEnrichment

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? Advantages? Disadvantages?Disadvantages?

Differentiation = Personalisation Acceleration = Pace Extension = Depth Enrichment = Breadth

Enrichment Opportunities: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 - WhatPlanning - 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 - WhoPlanning - 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 - Sustaining the challenge - HowHow 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 challengeSustaining the challenge

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


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


Differentiate:• time allowed• resources provided• support given


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


Use Bloom’s taxonomy.

Use high-order questionsand answers: Why? How?Which?


Accommodate learning styles:• visual, aural, kinaesthetic• right and left brain theories


Make explicit use of• self and peer assessment• peer tutoring• learning teams


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


WorkshopWorkshop 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 areaG & T area

Documents

Meeting the Needs of the More Able Extension & Enrichment