Background to the Materials
Schools need to make explicit and effective provision for able, gifted and talented pupils. This has been noted over time by Ofsted and reflected in the 2001 White Paper as well as in major national initiatives and the establishment of a National Centre for Gifted and Talented Youth.
The central concern for schools must be on the quality of teaching and learning in the classroom. As emphasised in the 1999 House of Commons Report:
‘It is getting the teaching right that is the key to it. That is our experience over and over again.’
The English and mathematics Frameworks of the Key Stage 3 National Strategy are at the core of these materials since they are appropriate for all pupils, including the most able. They promote teaching that blends increased pace, depth and breadth according to the ability and needs of pupils. These training materials offer support for managers and teachers who wish to ensure that school provision is coherent, based on Framework objectives and matches the potential of their ablest pupils.
The specific intentions are to help schools to evaluate and develop provision in ways that reflect their unique context, to support the effective identification of able pupils, and to promote planning, teaching and learning which support and challenge able pupils.
Key Issues
This series of modules is built around the following key issues.
Provision for able pupils is a whole-school responsibility. Every school needs a considered and coherent approach to its able pupils. Every school has able pupils, but Ofsted has highlighted the lack of challenge for such pupils in many schools.
Equality of opportunity is a basic principle. Inclusion means recognising the rights of able pupils. This is not about elitism; it is about entitlement.
Pedagogy matters more than school structures. We must seek to extend the teaching repertoire through a focus on objectives, so that schools ensure differential rates of progression for those pupils who can learn faster, with deeper understanding.
Learning should be planned effectively for all pupils. Schools should consider whether their existing provision allows sufficiently for accelerated learning. There is also a particular challenge in identifying and supporting able pupils who might underachieve, especially if such pupils have English as an additional language.
Provision should include extension in depth and enrichment in breadth: extension through additional support and challenge, and enrichment through opportunities in the classroom and outside school.
Excellence should be encouraged. Excellence carries a charge of excitement, without which it can be difficult to inspire and motivate the ablest pupils. Keeping that crackle of excitement, over an idea, a process, a product or a presentation is one of the most enjoyable challenges of working with able pupils.
