Higher Achievers

Elevate Scholars Programme

Welcome to our page specifically aimed to inform parents/carers of High Achievers at Lord Derby Academy. In this area of the website, you will find relevant information about our identification process, teaching and learning priorities and all the events and extracurricular activities that we offer to enrich the learning of our High Achievers.

How we identify High Achievers

At Lord Derby Academy, we run a programme for High Achievers which we call the Elevate Scholars Programme. We are an inclusive school and acknowledge that outstanding achievement may be demonstrated in a particular subject area or more generally in areas across the curriculum.

Elevate Scholars
National curriculum tests at the end of Year 6 (SATs) are administered in Mathematics, English reading and English grammar, punctuation and spelling. Scores are used to report the results of these tests with 80 being the lowest score and 120 the highest score. Current Year 7 – 9 pupils who obtained an average score of 110+ in Mathematics and Reading section deleted here at the end of Key Stage 2 are considered as Elevate Scholars at Lord Derby Academy. We expect our Elevate Scholars to make outstanding progress, to study the EBACC and their choice of creative subjects, and to achieve Grades 7 – 9 in as many subjects as possible. For pupils in Years 10 & 11 who did not sit SATs due to COVID we use primary teacher assessment and use an average score of 105+ in order to identify Elevate Scholars.

Subject Specific Elevate Scholars
At Lord Derby Academy, we also believe in the principle that any pupil who excels in any given subject should be regarded as an Elevate Scholar within that subject area regardless of their prior data or how they perform in any other subject. Departments are responsible for identifying pupils who are excelling in a particular subject area. Departments have a rationale for identification and are able to provide up to date and accurate information on the provision and intervention made by that subject area, both in the classroom and beyond. We recognise that Elevate Scholars need additional challenge and stretch to ensure they reach their fullest potential. We have a very active programme for our Elevate Scholars that operates across all year groups and is led by our Teacher with Responsibility for Higher Achievers, Ms. Fitzsimon. Enrichment activities, trips out of school and other challenging opportunities are provided for these pupils and all teachers track their progress across the curriculum to ensure the progress of these pupils.

Teaching and Learning

As a school, we strive to ensure that pupils receive quality first whole class teaching. Teaching and learning approaches which are particularly appropriate for challenging Elevate Scholars are used to benefit the whole class, whilst ensuring that the needs of the Elevate Scholars are met during whole class lessons. All pupils benefit from scaffolding and challenging activities. For our Elevate Scholars, this will include guided tasks with the class teacher, independent group work at an appropriate level and suitably challenging homework tasks. Individual provision may be used on occasions for the small number of pupils who demonstrate exceptional ability, or who require an individualised programme to support their needs. We strive to ensure that pupils receive a good quality of education which was recognised in our most recent Ofsted inspection.

Outside the classroom opportunities

We feel it is vital for all our pupils to enjoy a full and rounded education and this means encouraging them to take part in the many clubs and extra-curricular opportunities on offer to explore and develop their talents. Every year, we organise for our Elevate Scholars to sit the Mensa Supervised IQ Test. Pupils passing the test are considered as Exceptionally Able pupils (top 2% of the pupil population). Passing the Mensa test will not only stand out in the future on CVs and university application forms, but it is also a great confidence boost for our pupils.

We have strong links with a number of universities from the Russell Group as well at Sixth Form Colleges as we encourage Elevate Scholars to aspire to attend university. We reinforce this by taking them on university day trips so that they can experience university life for themselves.

A key part of the Elevate Scholars Programme is participation in the Brilliant Club which is a programme where pupils work with a PhD tutor on a ‘supra-curriculum’ (outside of the usual GCSE curriculum). They attend tutorials on the PhD tutor’s specialism and complete a 2500 word assignment on the topic. This is graded in University tyle format with pupils achieving a 1^st, 2.1 2.2 and so on. Pupils then attend a University Graduation Day to build aspirations and break down barriers to University.

Please see the Department Information Section for the Elevate Scholars provision in each subject area.

100 books to read before you leave secondary school

A study which analysed the reading data from more than 370,000 secondary school pupils across the UK found there was a significant correlation between reading ability and GCSE results across all subjects.

Reading is one of the most important things your child can do to stetch and challenge themselves. Not only does it improve their vocabulary, it can broaden their opinions and understanding of the world, other cultures and subjects they may not come across in everyday life.

This is a list of fictional works and could provide a useful challenge to work through:

1. 1984 by G. Orwell
2. Adventures of Huckleberry Finn by M. Twain
3. The Adventures of Tom Sawyer by M. Twain
4. Angus, Thongs and Full-Frontal Snogging by L. Rennison
5. Animal Farm by G. Orwell
6. Anita and Me by M. Syal
7. Around the World in Eighty Days by J. Verne
8. The Artemis Fowl series by E. Colfer
9. Atonement by I. McEwan
10. The Bell Jar by S. Plath
11. Beloved by T. Morrison
12. Billy Liar by K. Waterhouse
13. Birdsong by S. Faulks
14. The Book Thief by M. Zuak
15. The Boy in the Striped Pyjamas by J. Boyne
16. Brave New World by A. Huxley
17. Bridge to Terabithia by K. Paterson
18. Brighton Rock by G. Greene
19. Cat’s Eye by M. Atwood
20. Catch-22 by J. Heller
21. The Catcher in the Rye by JD Salinger
22. A Christmas Carol by C. Dickens
23. Cider with Rosie by L. Lee
24. A Clockwork Orange by A. Burgess
25. Cloud Atlas by D. Mitchell
26. The Color Purple by A. Walker
27. Coram Boy by J. Gavin
28. Cry, the Beloved Country by A. Paton
29. The Curious Incident of the Dog in the Night-time by M. Haddon
30. Danny, Champion of the World by R. Dahl
31. The Discworld series by T. Pratchett
32. Do Androids Dream of Electric Sheep? by PK Dick
33. Dracula by B. Stoker
34. Dubliners by J. Joyce
35. Emma by J. Austen
36. Empire of the Sun by JG Ballard
37. Face by B. Zephaniah
38. Fahrenheit 451 by R. Bradbury
39. My Family and Other Animals by G. Durrell
40. The Fault in our Stars by J. Green
41. Forever by J. Blume
42. Frankenstein by M. Shelley
43. A Gathering Light by J. Donnelly
44. The Grapes of Wrath by J. Steinbeck
45. Great Expectations by C. Dickens
46. The Great Gatsby by F. Scott Fitzgerald
47. Gulliver’s Travels by J. Swift
48. Half a Yellow Sun by CN Adichie
49. The Harry Potter series by JK Rowling
50. Heroes by R. Cormier
51. His Dark Materials trilogy by P. Pullman
52. The Hobbit by JRR Tolkein
53. Holes by L. Sachar
54. The Hunger Games trilogy by S. Collins
55. I am David by A. Holm
56. Jane Eyre by C. Brontë
57. A Kestrel for a Knave by B. Hines
58. Kidnapped by RL Stevenson
59. The Kite Runner by K. Hosseini
60. Life of Pi by Y. Martel
61. Little Women by LM Alcott
62. Lord of the Flies by W. Golding
63. The Lord of the Rings trilogy by JRR Tolkein
64. The Mayor of Casterbridge by T. Hardy
65. Of Mice and Men by J. Steinbeck
66. A Modest Proposal by J. Swift
67. A Monster Calls by P. Ness
68. Never Let Me Go by K. Ishiguro
69. The Noughts and Crosses trilogy by M. Blackman
70. The Old Man and the Sea by E. Hemingway
71. Oliver Twist by C. Dickens
72. On the Road by J. Kerouac
73. One Day in the Life of Ivan Denisovich by A. Solzhenitsyn
74. One Flew over the Cuckoo’s Nest by K. Kesey
75. A Passage to India by EM Forster
76. The Picture of Dorian Gray by O. Wilde
77. A Portrait of the Artist as a Young Man by J. Joyce
78. Pride and Prejudice by J. Austen
79. Private Peaceful by M. Morpurgo
80. Refugee Boy by B. Zephaniah
81. A Room with a View by EM Forster
82. The Sherlock Holmes series by AC Doyle
83. Schindler’s Ark by T. Keneally
84. Skellig by D. Almond
85. A Song of Ice and Fire series by GRR Martin
86. Strange Case of Dr Jekyll and Mr Hyde by RL Stevenson
87. Stone Cold by R. Swindells
88. Tess of the D’Urbevilles by T. Hardy
89. Things Fall Apart by C. Achebe
90. A Time to Dance by B. MacLaverty
91. To Kill a Mockingbird by H. Lee
92. The Tracy Beaker series by J. Wilson
93. Treasure Island by RL Stevenson
94. V for Vendetta by A. Moore and D. Lloyd
95. War Horse by M. Morpurgo
96. The War of the Worlds by HG Wells
97. When Hitler Stole the Pink Rabbit by J. Kerr
98. White Teeth by Z. Smith
99. Wonder by RJ Palacio
100. Wuthering Heights by E. Bronte

Departmental Information

Elevate Scholars in Computer Science:

Profile of Elevate Scholars in the department

Elevate Scholars in Computer Studies:

• Perform to a continually high standard in end of term assessments
• Have a good ability to program computers
• Have a good computational thinking skills
• Have an enquiring mind – ask searching and deeper questions
• Can develop creative solutions to problems
• Excellent use and knowledge of subject terminology
• Can explain/articulate their thinking to others coherently (in multiple ways)
• Have a good problem –solving skills and are able to design, develop, test and improve solutions

Opportunities within Computer Studies lessons

• Peer marking and target setting
• Emphasis on learning by discovery rather than rote
• Extension task in lessons
• Use online programming resources such as “Codeacademy”
• Opportunities to improve problem-solving skills in programming setting
• Growth mindset – encourage willingness to take risks and make mistakes

Opportunities outside lessons

• Use of microcontrollers to control external devices (BBC Microbit)
• Access to GCSE revision materials and examination papers
• Access to online training materials such as: Snakify This is another website which we will be offering to pupils because this website covers the GCSE specification. The website is interactive and covers 100 exercises. This is excellent for helping with improving their problem solving skills. 

Elevate Scholars in Design and Technology:

Profile of Elevate Scholars in the Department:

• Exhibit very high level communication skills (written, oracy, drawing, modelling, CAD/CAM)
• Exhibit an aptitude for the application of mathematics and science within a design and technology context
• Apply their skills with independence and proactively engage in the design task
• Develop ideas without design fixation; use non-stereotypical responses, be innovative
• Take risks when designing and developing solutions to design problems
• Independently engage with users/clients, undertaking comprehensive investigations of their needs and wants, and analyse the feedback to inform their design ideas
• Show a level of motivation and interest in design and technology industries
• Use Computer aided design (CAD) and manufacture (CAM) to reflect industry standards

Opportunities within Design and Technology lessons

• Activities that encourage problem solving
• Opportunities for paired or group learning
• Increased opportunities for pupils to lead the learning within lessons
• Use of visualizer to reflect on skills, learning and misconceptions
• Increased opportunities to reflect on vocabulary to aid high level communication
• Increased opportunities to use CAD/CAM, reflecting industry standards

Opportunities outside lessons

Pupils will be notified in advance to apply for the following opportunities:

• Entering design competitions, for example Design Ventura
• Visiting Liverpool University/LJMU to see how a degree in Design and Technology subjects leads to a wide range of careers
• Visiting museums, for example STEM Centre in York or The Design Museum in London
• Applying for work experience in local design or engineering businesses

Elevate Scholars in English:

Profile of Elevate Scholars in the Department

Elevate Scholars in English:

• Analyse and infer perceptively
• Have a desire to explore ideas
• Write with creativity, imagination and flair
• Challenge others’ viewpoints and perspectives
• Critically self-evaluate
• Communicate and articulate with coherence
• Lead learning experiences
• Apply skills across a range of contexts and texts
• Have a conceptualised approach
• Are resilient
• Produce confident responses

Opportunities within English lessons

• Leading learning opportunities
• Debate, discuss, collaborate and challenge
• Metacognition
• GCSE Grade 9 exemplar and skills
• References to the bigger picture
• Modelling and exposure to tier 2 and tier 3 language
• Challenging grammatical inaccuracies in spoken language

Opportunities outside lessons

• Debate and public speaking enrichment (external organisation)
• Theatre/ Drama production tours
• College and university links
• Professional writers, journalist
• Ex-pupils/college students studying English/Drama in Further Education
• Cross-trust enrichment
• Examiner/expert lectures
• Roscoe Lectures University of Liverpool
• Shakespeare North
• National Trust/Heritage sites

Elevate Scholars in Expressive Arts:

Profile of Elevate Scholars in the department

Elevate Scholars in Expressive Arts:

• Generates a range of appropriate ideas or solutions to problems and questions; can offer unique and creative responses
• Confident in expressions of opinion; is articulate and informed in constructing alternative view points
• Displays an appreciation of aesthetics within their selected art forms studied
• Demonstrates a flair and innate ability in their selected art form
• Is self-motivated and driven to complete independent and sustained learning through their passion
• Recognises mistakes as an integral part of their process of learning and future progress
• Apply their skills with independence and proactively engage in creative tasks

Opportunities within Expressive Arts lessons

• Opportunities to take the role of a lead learner and become specialist practitioners
• Opportunities to showcase work and inspire others
• Opportunities to recognise alternative outcomes as means of creative thinking
• Increased opportunities to reflect on vocabulary to aid high level communication
• An environment is created where constructed criticism is valued as a learning tool
• Challenge/extension tasks to complete during lessons

Opportunities outside lessons

• Targeted enrichment clubs – HA are directly approached by their teachers
• Showcase opportunities – Christmas and Summer showcases
• Trips to arts venues to sample experienced work
• Trips to the theatre throughout the year
• Workshops with professional practitioners and links with graduates of Expressive Arts subjects – LIPA will host several workshops during the autumn term.
• Annual ‘Breakthrough’ competitions in all the different art forms

Elevate Scholars in Humanities:

Profile of Elevate Scholars in the Department

Elevate Scholars in Humanities consistently:

• Provide a developed analysis of sources
• Write structured well-ordered accounts
• Can give a balanced argument leading to a substantiated conclusion
• Have the ability to make a critical comparison of two differing interpretations
• Have awareness of the historic environment
• Explain the significance of key historical people and features/people/events
• Explain similarities and differences between historical features/people/events
• Analyse a range of data sources to support in depth responses in Geography
• Accurately use a range of case studies to contextualise knowledge
• Have an awareness of current global and geographical issues
• Use informed data to explain similarities and differences in a range of geographical scenarios
• Debate and support arguments/ perspectives using evidence to support that view in RE
• Develop and demonstrate empathy and understanding for other perspectives to your own in RE
• Create and develop better understanding of world cultures and the relationships between these cultures

Opportunities within Humanities lessons

• Annotation of sources using visualizer
• Answering open ended questions
• Asking pertinent questions to move the learning forward
• Producing high quality written work
• Leading class debates
• Taking the lead in think, pair, share activities
• Becoming group leaders in investigatory lessons

Opportunities outside lessons

• Teachers will highlight appropriate local historical sites which link to the curriculum under study. Pupils will be encouraged to visit these sites independently to complement their learning in class E.g. ‘The Maritime Museum’ for Year 8 pupils studying the Titanic. Pupils will be expected to provide feedback to the class and use their experiences to lead the learning.
• Use of Internet Geography, KGS and Geographical association websites to read around the subject.
• Participation in the Humanities extra-curricular club ‘Being Human’ which aims to produce a 3 yearly Humanities magazine for pupils and staff, focussing on aspects of History, Geography and RE.
• Organised school trips – High achievers will be consulted around the suitability of trips for the whole year group. They will then be encouraged to help promote the trip and lead the learning during the session itself.

Elevate Scholars in Mathematics:

Profile of Elevate Scholars in the Department

Elevate Scholars in Mathematics:

• Pupils who display exceptional progress and match the attainment of other Elevate Scholars
• Good memory/recall of formula and techniques
• Display resilience and perseverance and when faced with challenging problems
• Ability to make connections between different topics/subjects
• Ability to reflect on their own work when they have a misconception
• Being passionate/inquisitive and having an interest in the subject
• Determination to achieve

Opportunities within Mathematics lessons

• Share their learning with their peers
• Demonstrate solutions using the visualiser or class whiteboards
• Set challenges that requires deeper thinking
• Increase the use of NCETM resources in planning and delivery lessons that promote deeper understanding
• Encouraged to solve problems independently
• Opportunities to lead the learning of others
• Becoming a Mathematics ambassador

Opportunities outside lessons

• Engage higher achievers in external competitions e.g. Mathematical Education on Merseyside (MEM) Competitions
• Encourage higher achievers to borrow books/articles from the Maths Enrichment Library
• Subscription to the National Geographic: Our Mathematical World Students can borrow books to read at home.
• Enrichment trips: AMSP Maths Feast, University of Liverpool Taking Maths Further and Maths School enrichment events.
• Encourage higher achievers to engage in further independent research where appropriate, e.g. When covering averages and distribution students will be encouraged to research standard deviation even though it’s not on the GCSE course or further research when covering a difference between two squares student could research how to factorise polynomials with powers of 3 or 4
• Encourage higher achievers to attend enrichment clubs that will develop their thinking e.g. STEM club, chess club
• Prioritise access to laptops at lunchtime/after school so pupils can engage in higher level work from ENRICH

Elevate Scholars in MFL

Profile of Elevate Scholars in the Department

Elevate Scholars in MFL:

• Independent learning
• Responsibility for own learning
• Curiosity
• Ambition
• Motivation
• Thirst for learning – research
• Resilience
• Determination
• Embrace challenge
• Manipulation of language
• Memory skills
• Risk taking with language and skills
• Adaptable to task
• Transferable skills

Opportunities within MFL lessons

• Authentic materials
• Planning for ‘out of box’ tasks
• Carousel activities
• Vocabulary tasks & tests – learn by heart / memory tasks
• All skills considered in planning
• Ninja challenge activities: extra challenge activities requiring application and manipulation of the language to really stretch and challenge.

Opportunities outside lessons

• Spanish exchange and volunteering to have Spanish pupils shadow them in lessons
• Bastille Day – National French celebration to commemorate France becoming a republic and the end of the French revolution. Pupils are given information about this celebration in lessons and assembly.
• Dean Trust MFL spelling bee /translation bee. Pupils will be given a presentation in their lessons the week.
• Día de los muertos – Day of the dead is a Mexican Festival celebrated throughout Mexico on 1st November, the day is dedicated to honour the Dead. Pupils will take part in various cultural activities in their language lessons and across school
• European Week of Languages – We celebrate this week once a year, the MFL Department hold a variety of events across school in order to promote the importance of learning a language. Potential career pathways are highlighted to pupils throughout the week and pupils enjoy taster sessions of other European languages.
• Film Club / enrichment club. A variety of films shown in both Spanish and French
• Y7 Spelling Bee with other Dean Trust/partner schools

Elevate Scholars in PE:

Profile of Elevate Scholars in the Department

Elevate Scholars in PE:

• Will have ability 2 years in advance of their age
• Will have exceptional ability in one activity or very good ability in a wide range of activities
• Perform at county level or above
• A significant commitment to extra-curricular sport / events
• Highly keen on developing knowledge of a wide range of sporting theory
• Will have a commitment to learning from setbacks and helping others

Opportunities within PE lessons

• Differentiated tasks / questions
• Leadership / coaching of sport related skills. HA pupils clearly identified
• Homework – research tasks
• HA pupils to provide high quality peer assessment
• If the opportunity is available, move pupils into different Year groups for certain sports

Opportunities outside lessons

• In school extra curricular-clubs include: basketball club which takes place various mornings before school from 7.50-8.30am. GCSE PE practical clubs which run various lunchtimes. Football club, netball club and trampolining club run after school.
• External competition: We participate in a number of competitions within Knowsley: Netball; Football; Rounders; Indoor and outdoor Athletics. Our football teams compete within the Merseyside Schools cup competitions as well as on a national basis within the FA English Schools cup competitions. We also host our own junior middle distance race at Knowsley Hall and have competed in Athletics competitions against other Dean Trust schools
• Specialist coaching: Specialist coaching for Rock Climbing, Canoeing, Trampolining, Netball and Table Tennis will be available for our GCSE PE pupils
• Teacher mentor for each PE HA pupil. Each PE HA pupil will be allocated a teacher mentor from the LDA PE staff. The mentor will be available to provide advice about opportunities to maximise the pupil’s talent inside and outside of school. They will also be able to provide advice regarding careers in the Sport / Physical Education sector
• Support pupils performing at a high level, for example, advice on getting financial support
• Mentor Programme for PE HA pupils
• Links with external clubs ie: we have a link with Prescot Netball Club who train in our school sports hall. The club is keen for our KS4 pupils to train with them and this helps our pupils improve their Netball skills as well as providing them with a way to carry on playing the game once they have left school.

Elevate Scholars in Science:

Profile of Elevate Scholars in the Department

Elevate Scholars in Science:

• Show a passion for science
• Have a curiosity of the world around them
• Excellent communication skills using scientific terminology
• Recall scientific words and equations and apply them to a real life situation
• Make links between science subjects and cross curricular
• Process, synthesise and apply scientific concepts to new situations

Opportunities within science lessons

• Use of visualiser where appropriate
• Peer marking and self-marking
• Extension tasks and challenge work
• Planned questions of varying difficulty to target pupils and to pose questions for discussion
• Use ‘experts’ in class to help support other pupils in a mentoring role
• Think, pair, share opportunities

 Opportunities outside lessons

• Multiple enrichment opportunities such as trips to places such as Manchester Museum of Science and Industry, Chester Zoo, GCSE live seminars, Jodrell Bank, Healthcare Science Careers day and so on.
• We run an annual London trip where pupils visit the Science Museum, Natural History Museum and attend a workshop at Loreal Young Scientist Centre. This is aimed at those pupils in Year 10 who have take Triple science as an option.
• Frequent enrichment days in school such as building rocket powered cars, gliders a full and varied British Science Week and other outreach sessions throughout the year.
• Competitions at Sixth form colleges such as the Mond Trophy at Cronton College occur throughout the year.
• A STEM club runs every week for all pupils in KS3

How you can support your child

Studies show more parental involvement leads to improved academic outcomes. When parents are involved in their children’s schooling, students show higher academic achievement, school engagement, and motivation, according to a 2019 American Psychological Association review of 448 independent studies on parent involvement.

Parent involvement changes social-emotional outcomes, too. The APA study showed that not only does parental involvement lead to improved academic outcomes, but it also has a positive impact on students’ social and emotional skills.

A 2014 International Education Studies report on parental involvement showed that parental involvement had a positive impact on students’ emotional engagement in school. That means students with more involved parents are more likely to have fun, enjoy school, have high self-esteem, and perceive school as a satisfying experience. And when parents visit their children’s school, that contributes to a sense of safety among the students, ultimately improving school engagement, the study said.

The following are some suggestions for supporting able children at home:

• Read with them, even if they are good readers. Discuss the text. Read the same book as your child and discuss at home – a family book club!
• Encourage your child to read texts that extend their learning beyond the core curriculum covered in lessons. Encourage them to find a topic of interest and read around it.
• Able children enjoy learning new words – have a new word of the week at home.
• Extend their general knowledge with a fact of the week.
• Set time aside to ask your child to teach you a concept or a technique they have learnt at school. Ask them questions and then ask them to quiz you.
• Ask your child questions about what they have been learning in school.
• Do not always focus on areas your child is good at – encourage them to try new   activities to step out of their comfort zone
• Learn a new language together, using an app such as Duolingo
• Allow ‘down time’. It can be effective to limit the number of formal activities that a child is exposed to, in order to ensure that they have the space and ‘free time’ in which to play, experiment and develop hobbies and interests of their own.
• Treat learning as a privilege that is fun and enjoyable. Watching the news and understanding how education works globally can support this.
• Encourage an active interest in current affairs e.g. by listening to or watching the news or reading news articles.
• Puzzles, crosswords, logic games, word games, card games and board games all help to develop thinking skills and social interaction.
• Support any texts or projects they are studying by visiting the theatre or museums
• Virtual tours – take an online trip to an art gallery or museum
• Encourage your child to explore their interests through independent projects.

There are several useful websites to help further develop their knowledge and understanding:

• TED lectures (ted.com/talks)
• masterclasses.co.uk provides specialist day and residential masterclasses for gifted children.
• mensa.org provides a forum for intellectual exchange among its members around the world. Membership includes access to lectures, discussions, and journals.

Who to contact in School

• For any information about our Higher Achievers provision, please email Ms. Fitzsimon, Teacher of Science with Responsibility for High Achievers at office@lordderbyacademy.co.uk