learning matters (nz)

• Enrichment - students stay in their current year level, and do a similar level of work
  ... but the content is broader and allows for more in-depth study



• Extension - students stay in their current year level, but do some work at a higher
  level (e.g. students in Year 10 may do some Level 1 NCEA courses)



• Acceleration - students skip one or more years, and study a subject at a higher level.

To deliver any of these effectively is challenging to a school. However it is a challenge schools must grasp if they are to do the best by their students and community.

Within all classes there should be opportunities for enrichment or extension. Teachers call this differentiation and is increasingly an expectation in the classroom. Extra worksheets, more challenging assignments, online wikis, are just some of the common ways to meet the needs of more able or more motivated students.

At Pakuranga, we went down the path of "multi-levelling". Most schools do this in the senior school, with students able to opt into courses at any level - timetable allowing. We went further down this path with the creation of semester courses in some subject areas further facilitating multi-levelling in our junior school. However this is expensive, possibly too so; and so it warrants review.

In the case of semester courses, we are accelerating our junior students. We must now review is this in the best interests of the students? For example, if accelerated, do some students progress through their courses more quickly, but with a lower grade that if they progressed with the rest of their year group ... and thereby reducing their options post-school?

And are we looking after the whole student when we accelerate the highly gifted, so that they finish their secondary schooling in four years or less? Whilst our primary purpose is student learning evidenced by qualifications, there is much more to school. Friends, sports, leadership, arts and culture are very important. And often the final Year 13 year is a major part of this, as these aspects culminate alongside academic achievement.

We must look at the pathways we create for our highest achievers, and the support we provide them. For example, could a student who sits Level 3 NCEA in year 12, resit the same course but with enriched material that further stimulates them? Is there greater scope for extension via distance tertiary learning?

I believe we do a good job right now for our students. But I want us to move from good to great. I want the very best for our students. It is time for us to review our thinking around differentiated learning, and come up with an effective, sophisticated solution.