- Get your G&T students to lead and stage a debate in your subject, e.g. medical ethics, creationism, the value of languages in the 21st century.
- Give a G&T student the role as ‘teacher’ for at least 15 mins of your lesson.
- Ask G&T students to make videos about your subject to promote it.
- Use GCSE questions and resources with top set KS3 groups. Or A Level questions and resources with G&T GCSE students.
- Students design the marking criteria for a piece of work.
- Use the TASC wheel for independent/group work projects with a top set class.
- Mystery lesson – base your lesson around a mystery question, e.g. a coastal erosion lesson based on the question ‘Why did Jim and Betty have to pay higher house insurance?’
- Develop a cutaway table – a table where students complete extension work.
- Get a G&T student to lead the question and answer session.
- Student voice – create a survey for G&T students to get their opinion about what does/does not challenge them in your lessons. Then act on it!
- Extension menus – provide a variety of different tasks for G&T students to encourage independent thinking. This could relate to schemes of work, or be general for the subject/year group.
- Odd one out – use as a starter. Identify the odd one out and give a reason, identify a second odd one out with a different reason or add another item to the list keeping the same odd one out. Justify your answer.
- Presentations – ask G&T students to research and present a topic to the class.
- Tailored questioning – challenge G&T students to start with a more difficult question or to pose the questions for the rest of the class.
- Answers/questions – provide a list of answers. Students have to guess what the questions are.
- ‘Becoming an expert’ – Groups of students are given topics to research which they will then teach to one member of each of the other groups, who in turn will teach their own group.
- Research tasks – challenge students to use more difficult resources for a research task so they have to synthesise from a wider range of resources.
- Bloom’s Taxonomy – Set questions from each level of Bloom’s taxonomy. In addition, ask learners to create questions from each level of Bloom’s taxonomy.
