ABSTRACT
This chapter presents a set of practical mentoring strategies to support a beginning teacher to use differentiated forms of extension practices and to enrich their planning practices in the context of two Case studies. It discusses the process of helping a beginning teacher to implement enrichment practices, in detail, against present models of mentoring. One element of differentiation is scaffolding for those pupils who may have difficulty in learning, which ensures access to the curriculum. For other pupils, extension activities offer enhanced access to the curriculum implementation of differentiation. Mentors need to build a beginning teacher’s awareness that enrichment activities, unlike extension activities, are drawn from another discipline, usually bringing a cultural dimension to bear on the content. The five steps – eliciting reflection; targeted planning; modelling good practice; external expertise support; review and plan for the future – provide a suggested framework for mentors to use to support a beginning teacher to develop their ability to enrich pupils learning.
