For an overview of key ideas discussed at the events:

 

 

At Chelmsford County High School, five off-timetable days are spread throughout the year, offering opportunities to participate in excursions and activities such as Model United Nations events, newspaper production and themed days. The programme incorporates subject-specific “masterclasses”, including a GCSE Maths Masterclass comprising a morning of off-site lectures, followed by an afternoon of tailored workshops.

 

This initiative gives all students the opportunity to extend their learning and experience new styles of teaching, says Jo Cross, Faculty Leader for Mathematics, Computing and Economics. She adds that it has been particularly effective in supporting highly able learners, with the bespoke workshops allowing for extension beyond the curriculum.

 

Top tips for implementation: “Positivity! Surprisingly, a day of maths is not everybody’s favourite activity… We balance this by segmenting the lectures with (maths-related) video clips and keeping the lectures relevant, to the point and easy to access for all, with differentiated questions in the workbooks.”

Sticking with maths, at Ormiston Sandwell Community Academy, a successful peer-to-peer maths mentoring programme is now being extended to other subject areas, including science and modern foreign languages. More Able Coordinator Alexia Binard says the scheme has challenged students to take ownership of their learning, stretching mentors to plan and deliver “lessons” to peers. She adds that participants on both sides have made good progress as a result, developing a range of additional skills alongside growing expertise in the area being covered.

 

Similarly, The Cotswold School’s Abigail Newby has been running a peer coaching scheme for several years, in which more able learners in Years 10 and 12 have the chance to academically coach a peer in Years 8 or 10 respectively. The impact on learners has been very positive, she says: “They report rises in confidence, ability to cope better in lessons, and the high ability pupils say it has deepened their own knowledge through having to explain something to a pupil who finds it difficult.”

 

Top tips for implementation:  “Plan in advance how the scheme will be run. Decide which year groups will mentor others – for example, Year 10s mentoring Year 9s.” – Alexia Binard. “Have a dedicated venue, time and member of staff. Keep it distinct from more pastoral mentoring schemes (which we also have in school) – this is purely academic.” – Abigail Newby.

Amy Clark, Assistant Headteacher at The Bromfords School and Sixth Form College, highlights collaboration between primary and secondary schools as key to extending learning and maintaining a high level of challenge throughout KS2-3 transition. Members of the school’s English and maths departments worked alongside primary school colleagues to plan and deliver a scheme of work which started in Year 6 and continued into Year 7, maintaining high expectations throughout. The initiative has resulted in higher standards and more effective provision on both sides, Amy says. “We were able to set students more quickly and efficiently, while Year 6 teachers were able to start to deliver skills needed for KS3.”

 

Top tips for implementation: “Get as many primary feeder schools involved as possible and plan ‘summer holiday’ work for learners at primary schools which don’t engage. Get other secondary schools in the catchment area involved.”

 

Read more: 10 ways to support more able learners in KS2-3 transition

Like a number of NACE members, Ysgol Gyfun Garth Olwg participates in The Brilliant Club’s Scholars Programme. Open to students from Years 5 to 12, the programme offers the opportunity to participate in a university-style scheme of learning, including small-group tutorials led by a PhD tutor, support to work on and submit an extended project, and events at partner universities.

 

“There is no doubt that the programme widens pupils’ horizons,” say the school’s Nia Griffiths and Carys Amos. “They visit two universities and participate in very challenging tutorials. They discuss subjects they wouldn’t have considered, and it promotes their oral skills while enhancing their vocabulary. It also raises aspirations, including for learners from disadvantaged backgrounds or whose parents didn’t go to university.”

 

Top tips for implementation: “Take care when scheduling. The scheme involves writing an extended assignment, which is quite time-consuming. It’s therefore best to avoid busy revision periods.”

At Pencoed Primary School, an annual Community Skills Week offers a range of enrichment activities linked to the world of work, delivered by parents, other family members and experts from the community. Deputy Headteacher Adam Raymond says the initiative has led to “improved knowledge and understanding of careers and the world of work, improved engagement and enjoyment of the curriculum as a whole, and the development of an ambitious attitude to lifelong learning.” In particular, he says, the scheme has supported more able learners’ development as “ambitious, capable learners”.

 

Top tips for implementation: “Align your community skills with your content curriculum offer. Delve into the expertise within your local community to support and extend the curriculum diet and ensure the logistical planning is tight – give as many different pupils as many different opportunities as possible.”

The Hertfordshire and Essex High School runs a series of talks on areas outside of the curriculum, bringing in external speakers to give students access to a breadth of knowledge and experience. “Students are interested in attending the talks and it is easy for them to do so,” says Challenge Coordinator Peter Clayton. He adds, “Speakers will often come for free, which means it is manageable to run.”

 

Top tips for implementation: “Allowing students the change to discuss the talks afterwards might be beneficial. Perseverance in getting external speakers is worth it. Local universities will often help.”

Last but not least, a special event originally run to raise money for the NSPCC has become an annual occurrence at St Francis RC Primary School. The school’s Big Board Games Day is a school-wide event, with more able learners assigned as board game “gurus” who move around the school teaching and playing games with pupils of all ages. They are also tasked with ensuring everyone has a group to play with. 

 

MAT Coordinator David Boyd says the initiative has resulted in “improved self-esteem; improved organisational skills; developing thinking skills in a new way – to teach the game rather than just play it; developing social skills with peers and younger pupils; and a range of problem-solving skills in the games being played.”

 

Top tips for implementation: “Train ‘gurus’ beforehand (we do this in our weekly after-school Board Games Club). Set clear rules for all pupils to follow – no sore losers, no gloating, treat games and others with respect, and so on. Contact game publishers and distributors for donations to help start a school games collection.”

 

Read more: 10 challenging enrichment activities to engage more able learners

 

How does your school enrich the curriculum? Share your experience in the comments below, or get in touch to request additional information about the initiatives detailed above.