Supporting Learning :: Sacred Heart High School
Working in Partnership with Parents Supporting Our More Able Learners
Background to the provision for more able learners
White Paper Excellence in Schools (DFEE 1997) and Excellence in Cities
(DFEE, 1999) give expression to the Governments stated commitment to ‘Gifted’ education:
The Government is committed to improving educational Standards for all children….to help the most able achieve their full potential and to develop a clear national strategy to improve the education of gifted and talented children.
Estelle Morris School Standards Minister
Sacred Heart High School response to this:
 The appointment of a school coordinator
- To devise school policy.
- Monitor target setting for more able.
- Co-ordinate provision for pupils.
- Monitor, evaluate and review the provision annually.
Definitions and Perspectives on ability
There are many terms used to describe ability. These include:
- Higher ability
- Exceptional ability
- Bright
- Talented
- Gifted
- Clever
- High Potential
- High Intelligence
Wider descriptions of ability
Early definitions were based on a measure of intelligent quotient (IQ) measuring pupils’ ability to reason and make connections.
Ogilvie (1973) suggested we need to consider a range of talents and abilities in children:
- Leadership
- High Intelligence
- Artistic talent
- Creativity
- Physical Talent
- Mechanical Ingenuity
Howard Gardner (1983,1993) Theory of multiple intelligences:
- Linguistic Intelligence (language)
- Logical Mathematical Intelligence (maths and science)
- Bodily kinaesthetic intelligence (physical)
- Musical Intelligence (music and Rhythm)
- Spatial intelligence (space)
- Interpersonal intelligence (interpersonal skills Leadership skills)
- Intrapersonal Intelligence (ability to reflect on oneself)
Giftedness arises from an interactive process that involves challenges from the environment stimulating and bringing forth innate capabilities and processes.
Clarke 1986
Characteristics of a More Able Pupil
 Often learn new ideas / concepts quickly.
- Sometimes already know most of what they are being asked to learn.
- Dislike repetition of ideas.
- Chooses unusual methods of working.
- Reluctant to record things if no purpose is evident.
- Creative in offering ideas and solving problems.
- Often show an unusual sense of humour.
- Curiosity – asks more questions
- Prone to being perfectionists
- Capable of higher levels of thinking
- May have a wider vocabulary
- Shows interest in things we often expect from older pupils
- Are often sensitive and can over-react
Developing into a ‘More Able’ pupil
A Summary of Key Thinking The Sacred Heart Approach
- The concept of the more able pupil is much broader than what can be assessed through testing.
- Personality factors such as maturation, creativity, learning styles and task commitment affect the development of talents.
- The importance of the environment both internal and external (to school) is vital to the development and realisation of ability.
- Development of ability does not happen in predictable patterns or at predictable rates.
- Assessment should take many forms and occur at different points in a pupil’s school life.
Addressing the needs of our More Able Pupils
Identification.
- Baseline data
- Non Verbal Reasoning
- NFER tests
- SATS
- Professional judgment
Meeting their needs:
- Introduction of broadly setted groups Chi /Rho.
- Differentiated teaching & learning strategies.
- Bloom’s Taxonomy – higher order skills.
- Thinking skills
- Exam courses – KS4 Philosophy (offered through RE)
- AS level Maths
- Early entry – MFL and Maths
- AS level Critical Thinking
- Master Classes at Imperial College
- Membership of the National Academy for Gifted Youth.
- Placements at theatre schools and the Royal Ballet
- French and Spanish experience at the Institute of Education.
- Visiting lecturers in RE and Science.
- Working with the Music House for children.
Unmasking Hidden Talents Underachievers
Types of underachievers:
- Those who have been identified by discrepancies between high scores on ability tests and low achievement in school subjects or SATS.
- Those who show an uneven pattern of high and low achievements across school subjects.
- Those whose only high achievements appear to be in out of school or non- school activities.
- Pupils with social and behavioural difficulties.
- Daydreamers – uninterested in school.
- Socially disadvantaged pupils.
Where to now?
- Increased challenge needs increased support.
- Higher expectations – at school/ home.
- The reform of the 14 – 19 curriculum
- Emotional support - praise and encouragement.
- Support for out of school learning.
- Continuous dialogue between home and school.
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Year 7 Introductory Handbook 
