Critical thinking in the curriculum.

To look at how Critical Thinking is being used in the curriculum and planning.

The importance of supporting our ‘more able’ children.

How we can develop critical thinking as a form of differentiation.

What’s good for 1 is good for all!

1. We are aiming for outstanding progress for all learners.

2. G&T (HA/AA) children should make 3 sublevels of progress every year.

Ofsted are looking at challenge and extension within the classroom.

Critical ThinkingDisplays

You can also put up

questions for

children to answer

with post-its.

There are many

lateral thinking

questions and

thunks availble .

See independent

thinking website.

Great use of ‘What would you rather….?’ and punchy starters in the lessons for plenaries and starters.

There is evidence of G&T/HA children working independently or in mixed ability collaborative work.

There needs to be regular support to extend more able groups to support with ensuring progress as well as being able to be more supportive in collaborative working.

More Able:Just class teaching

Average:Supported to secure

Less able:Supported by TA or CT

More AbleAverage/Middle ability

Less able

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Bananas are being pulled up by the Pear and apples.

Pears are securing by teaching and supporting

Apples are securing what they are probably secure by now.

How are we providing for our more able children?

They are not pushed to full potential and are not pulling up the others with their Knowledge and understanding.

More Able:Supported by CTto extend to next steps and challenge

Average:

Independentsupport materials

Less able:Supported by TA

Mixed abilities Mixed abilities

Less able:Supported by TA

This is another example once apples have had the extra support.

This way they can encourage independence in all ability learners.

Then you can use the apples as teachers for a range of children to raise standards of all learners in the class.

It can also raise confidence and self esteem in the children.

Mixed abilities Mixed abilities

Less able:Supported by TA

Here, the apples are able to help pears to secure as well as extend them with what they learnt withSupport from previous lesson.

In this scenario LA children are securing with support and the apples are pulling up the pears.CT can then roam and support identified pairs.

Think about the activities that you prepare for your G&T children.

Most will grasp concepts and ideas rapidly. Look to give children questions to sort information , infer information, apply use of information and to use the information to solve problems.

E.G: Henry the VIII: What is he thinking about? Give the children information about him and have to decide what he may have been thinking at the time.

Science: Positive, Negative and interesting suggestions about scientific processes in real life situations.

What if there was no evaportation/melting/friction?