To ensure all able students across the cluster achieve at a level of achievement commensurate with their gifts and talents by:
providing challenging learning opportunities both in and out of lessons.
supporting the achievement ethos throughout cluster
school for the benefit of all students.
encouraging students to have the highest aspiration.providing the necessary support and guidance.
1. Gifted and Talented (G&T) students are those who exhibit one or more of the following characteristics:
physical talent, mechanical ingenuity, visual and performing abilities, outstanding leadership and social awareness, high intelligence and logical/mathematical ability/academic ability, and creativity..
2. More able students are those who are achieving, or have the potential to achieve, a standard which could lead them to gain at least 5 A* to C passes at GCSE.
3. A student may be regarded, as talented but not be included in the more able group. It is the aim that both groups of students should be broadly representative of the school population in terms of gender, ethnicity and home background. Both groups may include students who are underachieving.
Actions UP
1. Identification
1.1 Individual faculties/departments should develop specific criteria to identify G&T students in their own subject areas.
1.2 A progress database might be established and maintained for all students. It will include data on KS2&3 tests, CATs, annual NC level teacher assessments, GCSE predicted grades, EAL and SEN stages etc.
1.3 The database might be used to generate lists of gifted and talented and more able students. These lists could then be circulated to all departments and amended as a result of professional judgments. Such lists should be reviewed regularly.
1.4 A register of gifted and talented students will be established and will indicate which particular gifts or talents the student has.
1.5 Consideration might be given to using the database to generate minimum target grades for students both overall and in specific subjects. There will be pilot with departments across the cluster 2000/01.
1.6 The progress made by able students will be reviewed (especially in terms of minimum target grades if used). If students are making exceptional progress or are under performing this will be highlighted and the necessary changes to the G&T register and individual students' targets made. There may be opportunities to develop lAPs for such students.
1.7 Parents will be informed if their child is on the G&T register and encouraged to contact the child's tutor if they feel their child is under performing or not receiving appropriate homework. An able students parents' guide might be produced to offer information and advice. This is clearly at the discretion of individual school.
1.8 Meetings might be held at key points with groups of parents of able students (e.g. just before the year 11 mock exams).
1.9 Other sources of student nomination/referral should be given due consideration and the process of identifying students will be reviewed annually by the cluster.
2 Curriculum Organisation UP
2.1 Schemes of Work already include references to differentiated. This column will be developed where appropriate with references to activities for G&T students, including homework.
2.2 The marking policy of individual schools might allow opportunities to highlight exceptional performance.
3. Pupil Grouping
3.1 Ability grouping within classes may be used to support learning. It is one factor which teachers should consider when drawing up seating plans.
3.2 If a student is particularly gifted in a subject then the option to enter early for GCSL will be considered. The factors that might be taken into account (at the discretion of individual schools) are: whether at least an A grade can be achieved, the students own views and those of the parents, and whether there are suitable arrangements for further study (another subject, A level etc.)
3.3 Able students will be encouraged to coach other students informally or through a peer trainers scheme which might form part of the individual school's study support programme.
3.4 There will be Study Support activities targeted toward G&T students.
4. Teaching and Learning
4.1 Departments will continue to review the breadth and depth of the curriculum they offer. Examples of good practice will be identified and shared with Heads of Departments across the cluster including through the use of the website.
4.2 Departments will continue to differentiate teaching and learning activities. Activities will be planned that are particularly aimed at challenging G&T students as well as developing their skills for independent learning.
4.3 Schools and Departments will review their assessment and reporting arrangements to ensure they properly reflect the achievements and needs of G&T students.
4.4 Departments where a lot of this work has still to be done, may apply for the assistance of a consultant so that accelerated progress can be made. Departments will also be able to bid for extra finance to cover the development/purchase of extra resources for use by G&T students. Cluster funds will be available to support this work.
4.5 Guidance on the teaching of G&T students will be found on the cluster website.
4.6 Departments will continue to differentiate homework as described in the homework policy.
4.7 Shared good practice and more ambitious ways of improving teaching and learning will be developed and shared across the G&T cluster.
5 Staff Development UP
5.1 Staff will be asked to identify areas for development in respect to G&T students. Individual members of staff will then be encouraged to apply for relevant courses. In particular, courses about effective differentiation and 'higher order' activities and teaching strategies will be prioritised. Cluster funds will be available to support training.
5.2 Department reviews will include the teaching and learning of G&T students as a focus.
5.3 Training on the teaching of G&T students to be included in the 2000/01 training programme.
Suggested Performance Indicators UP
1. 15% more students achieve at least level 6 at KS3 or an A*/A grade at GCSE. Targets will be included in the School Development Plan.
2. Able students achieve KS3 and GCSE results commensurate with their potential as assessed by the NFER tests.
3. Students with talents in PE, Music, Drama and Art are offered appropriate opportunities to further those talents, and this to be recorded and monitored.
4. Able students meet and exceed any minimum target grades set.
5. Develop system of lAPs to monitor individual progress of some students.
6. Questionnaires to students will be used to monitor provision across the cluster.
Contact
UP
Grahame
Price
Email:g.price@connect5.org.uk
Connect 5 Coordinator
Swanlea School