Transcript NACE: Supporting More Able and Talented Learners

Simon Cogan
Bryn Celynnog Comprehensive School
Advancing teaching: inspiring able learners every day
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A ‘typical’ comprehensive school between
Pontypridd and Llantrisant.
1100 students with abilities ranging from
severe SEN to Oxbridge candidates.
New Headteacher in 2006 with improvements
both in terms of results and ethos.
NACE Challenge Award in October 2011
2012 saw 72% of Year 11 gain 5 A*-C at
GCSE or equivalent (Target for 2013 is 75%).
‘More able and talented’ encompasses 10-20% of the total
school population and is used to describe pupils who require
enriched and extended opportunities across the curriculum in
order to develop their abilities to the full. In every school
there will be a group of pupils who require greater breadth
and depth of learning activities than is normally provided’.
NACE
More Able – Can perform significantly above average in traditional
academic curriculum areas
Talented - Can perform significantly above average in art, drama, music
and physical education.
What about other skills?
Supporting the Learning of all students.
All students – no matter what their background or
circumstance - must be allowed to discover their potential
through a curriculum of opportunity. All abilities and talents
can then be nurtured through an extended curriculum and
learning experiences.
Here are the leaders and innovators of tomorrow. We do them
a disservice if we say ‘they would get an ‘A*’ grade whether
they had extra provision or not’. This is maximising
potential to avoid under-achievement
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They’re all boffins/swots/nerds/uncool
They’re perfectionists
They’re not practical
More able students can accomplish anything they put their
minds to – all they have to do is apply themselves.
The notion of gifted education is elitist
Giftedness is a burden
Teachers of more able students don’t need any special
training
More able students always like coming first.
More able students are all high achievers – they don’t need
encouragement
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More able students have social and emotional problems.
They prefer social isolation and have difficulty relating to
peers.
They don’t need extra help – they’ll do fine anyway.
Their families are always supportive and appreciate their
abilities
Students are not aware of their differences unless they are
identified as more able
More able students are generally ‘all-rounders’.
More able students have fewer problems than others
because of their intelligence and self-motivation
They are a welcome addition to any classroom
They have pushy parents
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They
They
They
They
They
They
They
They
can
can
can
can
can
can
can
can
be diverse as any other group of people!
be questioning and direct
seem arrogant
be easily bored
be uncooperative
be reluctant to be identified
often find failure or hard work difficult
easily underachieve.
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Increase self-esteem
Improve confidence
Provide experiences outside of the normal
curriculum
Broaden contact with students of similar ability from
different backgrounds
Improve well-being
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2008 saw the start of curriculum changes at
all levels - an ideal opportunity to introduce
new strategies
Cross-curricular key skills are now a feature
of new specifications – an ideal context for
extension resources or activities
Provision for MAT students is now on the
inspection agenda.
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Based on Estyn Inspection Framework and
Key Questions
Built around self-evaluation
Provides an ideal framework for development
and progression along with training and
support
Endorsed by Welsh Assembly
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It maybe a longer journey than you
think…NACE conference (2006)
Affiliate with NACE
Appoint a MAT co-ordinator – the most
important step of all – choose wisely…
Create a MAT Policy from Vision
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Self Evaluation is vital – what are you doing
already?
Identify key staff and departments – you’re
going to need every ally you can get!
Get a link governor
Create a (first draft) Action Plan using the
Challenge Award framework
Examine the school ethos and celebrate…
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Check the Challenge Award Framework – let it
be your anchor
Attempt to include something from most (but
not necessarily all) of the 10 elements.
Realistic targets with deadlines are vital – and
linked to the role of co-ordinator.
You must be resourced – both with time and
money!
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MAT cannot exist in isolation
Go public with what you intend
Communicate to staff, students, parents,
governors
But…don’t take on too much too quickly –
don’t let spinning plates fall to the ground
Highlight existing MAT areas and plot some
new provision.
INSET event?
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Vital to success
Decide on your inclusion criteria and be
transparent
You may wish to start with smaller criteria as
you start the journey – then expand as the
provision grows.
Decide on format and information included
(mapping any FSM/LAC if required)
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Policy and Action Plan
Fluid register for all MAT students
Portfolio evidence in all curriculum areas
Whole school INSET on MAT.
Regular MAT updates for staff
Support materials purchased for all
curriculum areas
3 levels of support:
 Challenge for MAT groups
 Tutorial system for all academic MAT
students
 Extremely gifted MAT students receive SMT
support
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Ability Grouping (!)
After School Programmes
Aspiration interventions
Collaborative Learning
Feedback
Parental Involvement
Peer Tutoring
Small Group Tuition
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Greater parental involvement (Year 7 vital)
including fortnightly newsletter
Enrichment Opportunities for MAT students @Bristol, Challenge day, University visits,
Conferences etc
YASS scheme in Year 12
MAT students mentoring younger MAT
students
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Cluster approach to MAT - both at secondary
level and include primary feeder schools
MAT register including leadership skills
Listening to Learners with MAT
‘A rising tide floats all boats’ – by supporting
learning of MAT students you will be
supporting the learning of ALL students.
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Time to ‘accentuate the positive’ rather than
radical change.
New resources – pocketbook for all staff – to
keep MAT ‘current’.
MAT Handbook for all departments for
existing and new staff with policies, advice
and resources.
Review of MAT tutorial resources
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Take your time
Plan a strategy wisely
Communicate your plans to everyone
Get staff aboard - nicely
Know when to push – and when not to...
Listen to students...
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Challenge Award = raised
standards for all
Rotate MAT key staff –
including having a shadow
coordinator
Keep moving those goalposts
Enjoy watching that rising
tide…