Burtonshaw, A and McGrogan, N (2019) 'Challenging able, interested and motivated (AIM) children within and beyond core subjects.' Impact, 7.
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Abstract
This case study examines how able, interested and motivated (AIM) pupils are being challenged in Key Stage 2 within and beyond core subjects. The research project focuses on a primary school in England as its single case study. Alongside consideration of the range of practices that are currently in place to extend and challenge learning, a series of observations and interviews were used to gain insights into pupils’ and practitioners’ perspectives on how AIM children are being challenged in core and foundation subjects. Open observations, individual and group interviews were employed to gather data from groups of AIM and high attaining children from each year group in KS2, the school’s AIM coordinator and class teachers. The study suggests that the effective use of differentiation, acceleration and enrichment strategies by teachers not only challenge AIM children’s current understanding but can also motivate them to pursue challenging activities independently. However, schools need to ensure teachers’ subject knowledge, particularly in foundation subjects, is a secure enough foundation from which to extend children’s learning. The study also finds that the provision of learning experiences beyond the classroom can be effective approaches to challenge, providing children are given the opportunities to apply their new learning in the classroom. Additionally, the study proposes that the expectations set upon AIM children by themselves and teachers also play a role in enabling these children to be challenged.
| Item Type: | Article |
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| Keywords: | acceleration, challenge, foundation, motivation, secondary curriculum, teacher reflections |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | School of Education |
| Date Deposited: | 11 Oct 2019 15:32 |
| Last Modified: | 15 Aug 2021 09:53 |
| ISSN: | 2514-6955 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/12666 |
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