Stretch & Challenge
Studying challenging texts including Shakespeare from Year 7; debates and group discussion; writing extended essays and answers; questioning extends students' ideas and encourages them to articulate their thoughts accurately before writing them down; engaging with social and political theories alongside the study of texts (socialism and capitalism, for example, when studying 'An Inspector Calls'). Engaging with critics when discussing literature. A high level of skill in writing, including using an ambitious range of punctuation, vocabulary and complex sentence structures from KS3.
Maths and Business
Learning intentions with a clear picture of learning journey; SOW for Year 7 to 9 developed in such a way to support progression and offer challenge to students (MSC for Years7 & 8; Higher Plus & Higher for Year 9); Targeted questioning to stretch and challenge; RAG (Red, Amber, Green) worksheets with scaffolding to help all students access the most challenging work e.g. applying of the quadratic formula (KS4) ; Higher/middle ability students given the opportunity to self-select tasks.
Differentiation in all lesson using resources on SOW. Extension activates and Go Further worksheets Kerboodle; investigations; students planning their own experiments; KS5 questions brought into GCSE specification; Students at KS4 given opportunity to take Triple Science.
History: student self-selection; embedded debate; challenge by differentiated objective; hot seating, flipped learning in KS5; differentiated mark schemes.
Geography: flipped learning (KS5); extension questions; students teaching part of the lesson; differentiated re-dos after Assessments; synopticity- making links between different topics; student self-selection with variety of difficulty levels and sharing of good practice (using student model answers).
Social Sciences: focussing on essay construction activities, focus on synoptic paragraphs (reasoned evaluations, line of argument, peer assessment).
RE: student self-selection and differentiated tasks (mild, spicy, hot), targeted questioning, extension tasks, once done tasks (recalling tasks), open ended questions (differentiating by outcome) and Assessment for learning using mini whiteboards
Government and Politics (KS5): A*-B skills advice; cross curricular links; literacy skills; flipped learning
Modern Foreign Languages
Extension activities focused on challenge rather than more work; students wanting to know why they have made a mistake and how to correct it; being creative and thinking outside the box (for example applying language from one topic to talk about another - good for GCSE questions); researching new things for themselves; pupils work with reduced support ; pupils challenged to communicate spontaneously in target language; students apply grammar and syntax rules independently to form new phrases; pupils given the role of expert to help other students.
Art and Technology
Scaffolded questioning; target questioning insisting on the use of key words; higher level thinking tasks, use of students work to inspire others and create pride in their own work; use of sixth form voice and work to inspire, mentor and coach; differentiate resources; setting higher expectations for quality of work; using AfL techniques to inspire and explicitly show what excellent work looks like; using pupils to co-teach at KS5; targeted in depth verbal and written feedback; encouragment to take ownership and tell the teacher how they will improve and what they think they should do next,
Differentiated performance material; students who play instruments are encouraged to use skills in lesson; differentiated tasks (Gold, silver, bronze options and extension tasks); challenging scripts in drama; Instant verbal feedback and coaching in lessons; extra-curricular encouragement in shows, performances and clubs; use of STEP (space, time, equipment and people) to manipulate difficulty; encouraging students to aim high and learn from failure.
Students run for Student Council in September and are elected as representative of their form group. Councillors are given extra responsibilities in class, most importantly gathering feedback from their peers regarding key issues revolving around school life. These are then presented to SLT.
Upper and Lower School Debate Club
Debating is important for developing both social skills with regards to confidence and self-esteem as well as supporting academic deeper thinking skills. The main skills which are acquired from debating include: quick thinking; problem solving; creating convincing, logical arguments; confident speaking; ability to read audiences reaction; ability to listen to others and respond with sound counter-arguments
Lower School Debate Club (T) – Thursday Lunchtime – Room 23
- Engaging pupils in current affairs and contemporary debates e.g. Trumps Administration and Brexit
- Thunks – “a beguiling question about everyday things that stops you in your tracks and helps you to look at the world in a whole new light.” e.g. Which is more important, being right or being nice? Is there more future or more past? If you paint over a window, is it still a window? If I borrow a million pounds, am I a millionaire?
- Moving debates – Presenting interesting motions and getting pupils to move around the room based on how far they agree with said statement
- Corridor/ battle debates- students line up and go head-to-head to come up with as many arguments as they can, the winner is the last man standing
Upper School (K) – Tuesday lunchtime – Room 55
- Discussing interesting, challenging and current motions – students have the opportunity to put forward motions themselves each week
- Creating and formulating convincing, logical debates
- Learning the rules of Oxford-style debate and competing in formal Debate Competitions and Youth parliament
- Creating reasoned, logical ‘point of information’ and rebuttals in accordance to the rules of debate
HPQ (Year 9)
Students apply and are selected to take part in a year-long project / enquiry question on a topic of their choosing. This is a Level 2 Award which is roughly equivalent to a GCSE qualification. Students will choose the topic, plan, research and develop the argument to answer a particular question. Throughout the year they complete workshops on higher academic skills such as: researching reliable sources; conducting their own primary research; learning to use Harvard referencing; creating a Gantt chart to organise time; writing an academic essay; creating a bibliography; reflecting on the learning process in a Production Log and completing an academic essay and presentation.
Sixth Form Opportunities include...
- Duke of Edinburgh Award Silver (Year 10)
- Duke of Edinburgh Gold (Sixth Form Only)
- Model United Nations (Sixth Form Only)
- Sports Leaders - HSLA Award (KS5 Only)