How to ask for more challenging work?

If they really studied a Shakespeare play without looking at the text at all, then that's pretty poor. They used extracts from Macbeth in yr 4 at ds's primary school, which I thought was normal.

In year 7, he studied two whole Shakespeare plays, one in English and one in drama. As well as, in English, two novels, some short stories, two different poets and an anthology of autobiographies. That's top set in a non-selective independent. So far in year 8, they've done a modern play, two more poets and are currently studying Dr Jekyll and Mr Hyde.

OP - I will be surprised if he is alone- has he looked around the class for like minds?

Don't leave it. My suggestion is that you email his form tutor, saying basically what you said in your first post-and asking for a meeting. That will give her a chance to talk to his other teachers. Then go and talk to her and see if they come up with a plan. My ds, for example, always has extension questions for all homework and is given the criteria for the next level up, and is expected to have a good go at achieving it.

I have to say that in our school academic queries are always with Head of Department or SMT. Our HOY are pastoral leaders.

As a member of SMT I meet with parents on a weekly basis about issues they want to raise. This would be an issue we would look at very seriously,but all schools have different systems. Btw I only work four days a week - I am not on Mumsnet at work!

I would be very concerned if the class is taught to the weakest child, not a policy that leads to outstanding progress.

But as I say we set at entry and our top Year 7 sets on both sides of the timetable only have pupils with 5b and above in so the work can be challenging. Our texts are chosen very carefully to stretch pupils and, like Emma's DD's school, within the central focus of a text we do all sorts of different work. Last half term the pupils created a soundscape of a tempest and then used for a mime based on Leonardo da Vinci's 'How to represent a Tempest' so it is not all hard slog.

I hope you get it sorted soon.

My child in a mixed ability class had seen a couple of extracts of a Shakespeare play on screen. I'll ask later if they read any text out loud in class. My impression was it was underwhelming. As was the learning about similes via the works of the latest pop princess.

It is IME very rare that none of the text is read- I have read about it happening on MN but despite working in a wide range of schools never seen it for myself.

I find it inconceivable that any secondary class couldn't be scaffolded through reading short extracts at the very very least.

Hell I've read extracts of Shakespeare with EAL kids who've been in the country less than a year.

If it is happening, then the class is being sold short.

Lottie - studying Shakespeare without reding a word of it DOES happen - even in my DD's bottom set Y11 class. There isn't a person in her class who could read the complex language in a Shakespeare play, when they have enough trouble reading written English of today. They watch it on DVD...

DS1 is Y7, working at lvl7/8 borderline in Maths. He extends himself by watching tutorials on YouTube. He's currently liking Khan Academy vids. He taught himself trigonometry yesterday, and completed the trig homework in a higher GCSE Maths textbook for fun. Strange young man... Buy GCSE textbooks to do with them, extend them yourself at home. I've discovered that for Y7 at least, it seems to be the best way of doing it.

We then covered quartiles, interquartile ranges and box plots last night.

They pitch the work in his top set in Maths at the middle of level 6. Realistically, 3/4 of the class are high level 5's, to mid level 6's. So it's only 1/4 of the top set that are working above mid level 6.

I don't want him to get bored of Maths, so I find ways to extend his knowledge at home.

I would go so far as to say that English is one of the subjects where a critical mass is imperative!

Discussing texts should be a collegiate affair. And you need plenty of people in the room analyzing them to the same depth for the best outcome IMVHO.

It's easy to say that your DS needs to analyse texts at a deeper level to maximise his acheivements and keep his interest. However even able pupils need to be shown how to do this and be scaffolded in their learning. You can be bright, but not know where to start or what a good essay would look like.

I'd start by talking to subject teachers or HOY.

I agree that you need a critical mass of bright pupils.

sorry, dd

Fair play, wordfactory, it's definitely worth raising. I think I'm just a bit irritated following conversation with EP - she knows its not an option, I know its not an option, so actually what is needed of dd is an answer within the state comprehensive system.

(DD's main issue is unhappiness - I don't care about her being 'stretched', but having work wildly out of your ability range does lead to boredom/disaffection regardless of whether it is too hard or too easy. As a poster said above, you can do all the fun maths you like in your own time, but that can leave an awful lot of class time to sit through staring out the window.)

Emma I relaise that selective schools in either sector are not available to most people.

But it's always worth asking a poster. We don't know where they live afterall.

Once it's ascertained that these aren't available, then, as I say, it's not wotrth a parent beating themselves up. Other avenues need to be explored.

"I don't think our provision is at all unusual. "

I don't think it is necessarily normal, either, though. I've checked with dd, and the only book they have worked on so far in yr 7 (top set) is Roald Dahl's Boy. Having said that, she really enjoys her English lessons, and seems to get a lot out of them, so it isn't all about the texts used. So for example they've done lots of writing in different styles (autobiography, formal letter, etc etc) spinning off of the book.

Its not a great answer those who say selective / independent (we were even told by the Ed Psych that 'its true, children like yourdd are often happer in the independent sector') if there are no selective or independent schools within reach - nearest independent to here is over an hour's drive, even ignoring affordability.

Senior management team.

In a large school you'll unlikely get them to attend the first meeting, I'd go for head of year first.

I would suggest contacting the school and arranging a meeting with a member of SMT and SENCO. Being able is also a special need and the school are duty bound to provide for the very able.

As to English it does sound strange. Our Year 7 top sets ( we set from entry in core subjects) have studied 'Nation', 'A Christmas Carol' and 'The Tempest' so far and each text has to result in an extended essay testing reading, an extended piece of original writing and a spoken language assessment. For example 'How does Shakespeare use language to create magical characters in 'The Tempest' with a focus on Act One Scene 2?'. Able Year 7's tend to enjoy such tasks and the improvement in their ability to write an 'academic' essay seems to give them great satisfaction.

I don't think our provision is at all unusual. They are now starting a unit on Blake's poetry, then writing non-fiction and finally a media unit looking at the gothic genre using 'The Corpse Bride' and 'The Others'. In addition to this we have quite challenging homework projects every two weeks, for example the current one is to respond to the poem 'The Clown Punk'. Going by previous projects I will get films/ photographic montages/ music/ animations as well as detailed analytical essays.

It might be worth going on local schools' websites to see examples of their provision. I would also suggest you ask to discuss your DS's exercise book/homework book. FYI our able Year 7's generally get through an A4 exercise book a term.

Good luck!

i've just realised i left half of what I wanted to say off ! So my post doesnt' make sense. What I meant to say was

I did my A levels in 1994 so maybe teaching methods are different now and more able pupils are given work to get on with while the slower ones catch up

I note that you don't want to appear "like the pushy mother..".

Think of it as being an advocate for your son. You are not a primary parent fretting about book levels. Do what you can and please don't worry about other people's perceptions.

i'm going to argue with the people that say that your DS should be happy with his achievements and accept the situation.

It's in incredibly frustrating being far ahead of your peers and sitting there waiting for everyone else to catch up - particularly in a subject you enjoy. I did my A levels in 1994, I have always been good at languages and picked up grammar/vocabulary very quickly and easily. Sitting through classes where the teacher is exhaustively going over something you picked up on the first explanation is aggravating and can lead to intolerance of other people's intellectual capacities.

OP, what about a scholarship ? My parents could not have afforded full fees but they could afford it with the 75% scholarship I was awarded.
Have a look round at what your local schools offer; I went to a public school and some of the scholars were on 100% awards

OP, if independent isn't an option (am assuming you're out of bursary range from what you've said), then could you call the selective state option and have a chat with admissions?

It's highly unlikely there would be a place - but you never know do you?

If that's a non runner then there's no point beating yourself up. You will have to work out strategies for educating your son, working around what his school can and will offer.

Would agree with Wordfactory ...my dd just happened to be in an intake of very bright children where there are so many of them that they have raised the teaching bar in Maths/ICT and Science (linked subjects) ...although in stating this there are subjects that are not set and will not be set until Yr 9 where its mixed ability and my dd is being asked to help others (like music where some children have studied the subject at all or very little).

I think with English you can perhaps encourage him to read good newspapers etc and increase his vocabulary ...with regards to Shakespeare its obviously part of Yr 7 course because my DD also had her first introduction to his works - she did say that she struggled with it but I'm not sure why ...

I know dds Maths teacher stated that with the bright children its just a case of filling in the gaps where there knowledge (so far) may not have covered certain aspects ....

I know my dd loves the Maths Mango High site - I get the impression the children compete with each other

I have to agree with wordfactory. Which is precisely why, despite all the ideological arguments thrown around, our ds1 has chosen to attend a superselective grammar and it is because of the many issues raised in the thread that we have wholeheartedly supported him.