Stretch and Challenge

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Stretch and Challenge by Mind Map: Stretch and Challenge

1. Evaluating 'Stretch and Challenge'

2. Fact Finding

3. Peer insight

3.1. Simple exercises and activities

3.1.1. Keep short 5 - 10 minutes

3.2. Give a choice of activities and exercises

3.3. Give learner ownership

3.4. Peer support to help other learners

4. Learner engagement

4.1. Fun and interesting

4.2. Keep it short

4.3. Give time to help others

4.4. Relevant for next lesson or current lesson

5. Planning

6. First step

7. Potential issues

7.1. Mental health and wellbeing

7.2. Safeguarding

7.3. Stress

7.4. Additional marking

7.5. Deadlines

7.6. Quality control

7.7. Independant learning - learning taking place

7.8. Time consuming to make materials and resources

8. Resources

8.1. Quiz cards

8.2. ICT research

8.3. Aims and objectives

9. Personal development

9.1. Developing confidence

9.2. Develop independance

9.3. Develop self-motivation

9.4. Soft skills

9.5. Additional responsibility

10. Academic development

10.1. Develop English skills

10.2. Develop maths

10.3. Embedding maths, ICT, and English into extension activities

10.4. Give learner work that will stretch, e.g level up/harder worksheet

11. Programme relevance

11.1. Extension activity relevant to the programmes needs

11.2. Challenging learners promotes personal development

12. Programme timing

12.1. Plan additional activities that correlate with the different aspects of the programme

12.2. Short extension activities that are easy to embed

12.2.1. Extension activities that can be picked up the following session

12.3. Extension activities that are not stressful and allow learners to gain from

13. Programme information

13.1. 80% of the Pricne's Trust programme is practical

13.1.1. 80% of the programme is external to the classroom

13.1.2. Community projects

13.1.3. Team building residential

13.1.4. Fundraising activities

13.1.5. Work placements

13.1.6. Next steps - visits to businesses and organisations

13.2. Learners from a wide range of diverse and challenging backgrounds

13.2.1. Probation

13.2.2. Mental health charities

13.2.3. Young carer organisations

13.2.4. Specialist centres for those with learning difficulities

13.2.5. College withdrawals

13.2.6. Long term unemployed

13.2.7. Educational underachievers

13.2.8. University graduates

13.2.9. Low confidence and self-esteem

13.3. Qualification

13.3.1. Entry level 3

13.3.2. Level 1

13.3.3. Level 2

14. Peer observation

14.1. Classroom management

14.2. Use of support staff

14.3. Use of learner-peer support

14.4. Timing of activities

14.4.1. Timings of activities

14.5. Preorganised activities

14.6. Classroom culture - set up an environment where learners can comply with the routine and work independantly

15. Classroom layout

15.1. Environment that allows learners to move around and access computers

15.2. Learners can easily give peer support

15.3. Extension activites located around the room

16. Extension activities

16.1. Research into upcoming project

16.1.1. Finding numbers of organisations, writing a phone script, making phone calls, sending emails

16.2. Look into fundraising

16.2.1. Possible activities, fundraising targets, writing a donation letter

16.3. Self-assessment rating

16.4. Work placement preparation

16.4.1. finding contacts, phone numbers, names of organisations,

16.5. Quizes on English and maths

17. Level 2 peer support

17.1. Support Entry level 3 learners

17.2. Facilitate part of sessions to stretch their learning and understanding

18. Stretching - Challenging

18.1. Analysing articles on topics relavent to projects - embedding maths, English and ICT

18.1.1. Finding facts

18.1.2. Finding statements

18.1.3. Finding statistics

18.1.4. Finding quotes

18.2. Proof read and amend spelling mistakes - embedding ownership and respect in work

18.3. Asking questions that require more thought process and explanation this can help to bring out deeper learning which will help all learners

19. Extension - Stretching

20. Amended plan

21. Evaluating activities

21.1. Activities where learners are able to choose from a range of extension activities were more like to engage positively and work with more motivation

21.2. Activities where learners were only given a narrow choice of many one or two extension activities showed less interest and required more motivation from myself to participate. This took additional time from being able to support the needier learners

21.3. Learners being able to see the positive aspected of researching and finding information out for up coming sessions. This gave the learners motivation and pride in their work and future projects.

22. Evaluating Challenging activities

22.1. Activities where learners were required to work independantly and find articles relating to the project and find maths/English related information helped learners who were studying Entry level 3 and Level 1. Building key skills for their own personal development

22.2. Certain learners with challenging behaviour or poor mental health could at times become stressed and overwhelmed needing breaks when there wasn't much time left in the session. Then having to get them back and engaged for the next session.

22.3. Some learners were disinterested from the session as they had already completed their work. Additional tasks were not of interest.

22.4. Learners really preferred at times the peer support they would recieve rather than from myself or the learning support in the classroom

23. Evaluating extension activities

23.1. Certain extension activities like English and maths quizes was well recieved by some learners, the majority didnt have any enthusiasm

23.1.1. Certain extension activities like English and maths quizes was well recieved by some learners, the majority didnt have any enthusiasm

24. Providing more choices of extension acitivies and responsibility

25. Focusing on learners with difficulties and providing them with extension activities that encourage their learning through positive experiences

26. Giving out a range of activities that learners can work independantly on. Tailored worksheets/activities/research opportunities

27. Assign learning support to different students at different stages during the ssession. Remind the learning support to move around and help.

28. Second action step

28.1. Learning support engage well with all learning and encourage to take part. This has increased participation

28.2. Learners with difficulties more have been recieving prease well and increased their attention and answering of questions

28.3. Having all staff aware of extension activities and how they can challenge learners has helped with confidence in their own practice