Transcript Document
Supporting Able, Gifted and Talented Learners Prof. John Stannard CBE National Champion Able, Gifted And Talented Learners Increased challenge for schools: • • • • • • • Mainstream responsibility for every school New pupil guarantee Ofsted revised FW Increasing scrutiny from LAs and SIPs Requirement to identify and keep a school register School report card Strengthened parental rights through pupil guarantee • Specialist school designation • Changing political context Pupil and Parent Guarantees: “The new Pupil Guarantee will now also ensure…that every pupil identified as G&T receives written confirmation by their school of the extra challenge and support they will receive” “The new Parent Guarantee will also ensure…parents receive written confirmation of the extra challenge and support their child will receive if they are identified as G&T and a clear understanding of what they should do to help them.” Schools should: • • • • • • • • have a clear policy on AG&T have a lead AG&T teacher when children are identified, inform parents and children discuss with parents their respective roles as co-educators of their children be explicit about the provision they will make, inside and outside the classroom provide differentiated support within the structure of the school day where possible and appropriate, help to extend children’s learning beyond the school have an agreed identification process and systems for assessing and tracking progress. Identifying able, gifted and talented pupils: • At least 10% of the school population more than a million learners • Able and Gifted pupils: those with academic ability significantly above the average for their year group’ • Talented pupils: those whose abilities in practical subjects such as art, music, dance or sport are ‘significantly above average’. • Potential: Those who show signs of talent or ability but have not yet demonstrated high standards Getting able students on the screen: Many pupils stand out but many do not e.g. – Key Stage 2 and 3 results flat-lining – Many able learners make limited progress; – 5% fall in L5’s at KS2 – 3k+ students achieved good A-levels but did not progress to top universities. – England falling back in international comparisons PIRLS, PISA, OECD/UN indicators: well-being, quality of life – Very high penalties in UK economy for the unqualified – Pupils from independent schools expect 30% higher earnings than counterparts in the state sector – 9% of independent school pupils take 40% of places at UK’s top 10 universities – Only the better-off get access to the professions – Very small proportions of FSM/AGT pupils • Bright children often rise to average but stay there, unchallenged • High proportion of able disadvantaged learners are not in schools serving areas of high deprivation Some obstacles: • expectations and the ‘glass ceiling’ • SEN perception in schools and the system • Low aspiration, lack of confidence among students and parents • low priority and low status - bright children can get on by themselves • worries about capacity and control • Ideological difficulties: elitism vs. egalitarianism Potential benefits for the whole school: Expectations: A curriculum pitched only at the average, in the hope that it can be differentiated ‘up’ is unambitious and unlikely to serve anyone’s interests very well. Entitlement: What able children can do is a guide to what, in appropriately differentiated forms, should be an entitlement for everyone. School improvement: • lifting standards and expectations for all • more optimistic and challenging learning and teaching • increased opportunity through curriculum enrichment • positive and creative impact on school climate • increasing parental commitment Quality Teaching: what the students say Teachers who: • take account of what we know and help us make connections, • know their subjects and can challenge us • encourage discussion, debate, questions • stimulate our curiosity, and set open-ended projects and research • give us time for reflection, thinking and planning • provide variety of activities and experiences in lessons • encourage collaboration to achieve something together • are friendly, approachable, enthusiastic, and don’t mind being challenged • give good feedback and help us understand our mistakes • have patience, understanding and a good sense of humour. NO THANKS! Too much teacher talk not just more work – thicker books, longer essays, more exercises Teacher’s comment: If the able children always finish before everyone else, your differentiation isn’t working Disruptiv e behaviour too much of our time spent helping other children Pressure to succeed Learning like parrots and repetitive practice I don’t want to be seen as to bright because I will lose friends. You have to choose… Differentiation – be pro-active • • • • • • • • • Create opportunities for pupils to shine; Plan for the more able and differentiate back; Common tasks with self-directed extension; Organisational options e.g. setting and grouping,‘cut away times’, ‘pathway planning’, extra subjects on timetable; Mentoring and tutorial support; Specialist provision between classes, across departments and schools; Use of outside expert support e.g. from other schools, the community, the arts and professions Extra-curricular opportunities, summer schools, special events and courses, universities, internships; Acceleration Tipping points for schools A difficult learning environment 20% 20% 60% acknowledgement to Richard Gould Villiers Trust A vibrant learning community A spectrum of responses: Compliance: no commitment G&T seen as just one more requirement Special Needs: important but additional Whole school: Corporate, inclusive commitment with benefits For all The role of the lead teacher: Positioning: • the strength and influence of LTs varies from school to school; • hard to succeed in isolation; • need the authority of the school leadership, and a clear school policy behind you; • collaborative effort with colleagues; • networking with other leading teachers; • continuing contact with G&T lead in LA and links into the wider AG&T world. The role of the lead teacher: • Be a school champion to get AGT noticed and raise expectations and optimism • Model successful teaching for colleagues to see • Lead on identification, tracking and support for AG&T pupils • Support colleagues, sharing successful strategies across the school • Develop opportunities for AG&T children to extend and apply learning in and beyond the school • Recognise and celebrate achievement • Develop student leadership • Work with parents Supporting Able, Gifted and Talented Learners Prof. John Stannard CBE National Champion Able, Gifted And Talented Learners