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CHAPTER 1
Our more able pupils — the national scene
- Making good provision for the more able — what’s in it for schools?
- National initiatives since 1997
- LEA responsibilities to more able pupils
- School Ofsted inspections and more able pupils
- Some tools to support inspection and school development plans
- Other general support for teachers and parents of more able pupils
The purpose of this first chapter is to place the design and technology content of all that follows into the more general national and school framework. We know it is easier to understand what needs to be done at departmental level if there is an appreciation of the context in which discussions are held and decisions are made.
Today’s gifted pupils are tomorrow’s social, intellectual, economic and cultural leaders and their development cannot be left to chance.
(Deborah Eyre, director of the National Academy for Gifted and Talented Youth, 2004)
The debate about whether to make special provision for the most able pupils in secondary schools ran its course during the last decade of the twentieth century. Explicit provision to meet their learning needs is now considered neither elitist nor a luxury. From an inclusion angle, these pupils must have the same chances as others to develop their potential to the full. We know from international research that focusing on the needs of the most able changes teachers’ perceptions of the needs of all their pupils, and there follows a consequential rise in standards. But for teachers who are not convinced by the inclusion or school improvement arguments, there is a much more pragmatic reason for meeting the needs of able pupils. Of course, it is preferable that colleagues share a common willingness to address the needs of the most able, but if they do not, it can at least be pointed out that, quite simply, it is something that all teachers are now required to do, not an optional extra.
All schools should seek to create an atmosphere in which to excel is not only acceptable but desirable.
(Excellence in Schools — DfEE 1997)
High achievement is determined by the school’s commitment to inclusion and the steps it takes to ensure that every pupil does as well as possible.
(Handbook for Inspecting Secondary Schools — Ofsted 2003)
A few years ago, efforts to raise standards in schools concentrated on getting as many pupils as possible over the Level 5 hurdle at the end of Key Stage 3 and over the five A*–C grades hurdle at GCSE. Resources were pumped into borderline pupils and the most able were not, on the whole, considered a cause for concern. The situation has changed dramatically in the last five years with schools being expected to set targets for A*s and As and to show added value by helping pupils entering the school with high SATs scores to achieve Levels 7 and beyond, if supporting data suggests that that is what is achievable. Early recognition of high potential and the setting of curricular targets are at last addressing the lack of progress demonstrated by many able pupils in Year 7 and more attention is being paid to creating a climate in which learning can flourish. Nevertheless, there is a push for even more support for the most able through the promotion of personalised learning.
The goal is that five years from now: gifted and talented students progress in line with their ability rather than their age; schools inform parents about tailored provision in an annual school profile; curricula include a gifted and talented dimension and at 14–19 there is more stretch and differentiation at the top-end, so no matter what your talent it will be engaged; and the effect of poverty on achievement is reduced, because support for high-ability students from poorer backgrounds enables them to thrive.
(Speech at the National Academy for Gifted and Talented Youth — David Miliband, Minister of State for School Standards, May 2004)
It is hoped that this book, with the others in this series, will help to accelerate these changes.
Making good provision for the most able — what’s in it for schools?
What’s great about design is that it’s all around us. Pupils can see the principles that they’re learning in school applied to real life products in everyday use. It’s not like other subjects where the inspiration is difficult to find or hidden away in libraries or laboratories. I think seeing a real life application is hugely inspiring.
(Bruce Duckworth of Turner-Duckworth, who have amassed 200 international design awards. www.turnerduckworth.com)
Schools and/or subject departments often approach provision for the most able pupils with some reluctance because they imagine a lot of extra work for very little reward. In fact, the rewards of providing for these pupils are substantial:
- It can be very stimulating for D&T teachers to explore ways of developing approaches with enthusiastic and able students.
Focusing on catch-up for borderline pupils had taken its toll. At last, I now have the opportunity to nurture those with a gift in designing and making. The rewards are many because their individual success is so high profile … national competitions and awards. In fact, it has lifted all abilities, helped me understand practical differentiation and think about learning styles. Teaching has become a joy again.
(D&T teacher)
- Offering opportunities to tackle work in a more challenging manner often interests pupils whose abilities have gone unnoticed because they have not been motivated by a bland educational diet.
Some of my friends started going to the engineering and robotics after-school club and I heard about what they were doing. I like this kind of thing as a hobby and asked the teacher if I could join. Because I have not been that well behaved in D&T he was a bit reluctant at first, but then I showed him a model I had been building with my dad and he realised I was serious. The best bit was getting on TV with Robot Wars. Lessons are still not as interesting as the club, but at least I’m going to take my GCSE engineering a year early.
(Year 10 boy)
- When pupils are engaged by the work they are doing, motivation, attainment and discipline improve.
You don’t need to be gifted to work out that the work we do is much more interesting and exciting. It’s made others want to be like us.
(Comment from a student involved in an extension programme for the most able)
- Schools that are identified as very good schools by Ofsted generally have good provision for their most able students.
If you are willing to deal effectively with the needs of able pupils you will raise the achievement of all pupils.
(Mike Tomlinson, former director of Ofsted)
- The same is true of individual departments in secondary schools. All those considered to be very good have spent time developing a sound working approach that meets the needs of their most able pupils.
The department creates a positive atmosphere by its organisation, display and the way that students are valued. Learning is generally very good and often excellent throughout the school. The teachers’ high expectations permeate the atmosphere and are a significant factor in raising achievement. These expectations are reflected in the curriculum which has depth and students are able and expected to experience difficult problems in all year groups.
(Mathematics department, Hamstead Hall School,Birmingham; Ofsted 2003)
National ...
