Book Review: Making Space for Able Learners: Cognitive Challenge: Principles Into Practice

Abstract

NACE has always promoted the ideal of an Education Policy that promotes the development of good practice that includes developing the gifts and talents of all learners; while recognising the ablest across all the curriculum areas. The NACE Challenge Development Programme supports whole school development and the text draws on the experience of accredited Challenge Award schools across the country. This text essentially provides very practical guidance on school leadership, policy and practice; suggesting successful strategies for extending the curriculum and enhancing teaching and learning. The emphasis is on joint teacher and learner reflection of successful practice so that the learners are fully engaged in metacognition and ownership of their learning. The schools involved in the research project are also recognised by Ofsted (The Office for Standards in Education) as highly successful schools. In addition, the main points through the text are presented in clear, colourful figures – ideal for enlarging and discussing with learners, teachers and parents. Two main strands emerge from the research: practical recommendations for achieving cognitive challenge for all learners according to their needs; and guidelines for establishing a ‘safe climate’ so that both teachers and learners feel secure and able to tackle innovative change with confidence. The concept of Cognitive Challenge was perceived and consequently examined in three essential areas: