Simon Cogan Bryn Celynnog Comprehensive School Advancing teaching: inspiring able learners every day 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 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 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 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. 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 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. 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 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 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… 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! 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? 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) 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 Ability Grouping (!) After School Programmes Aspiration interventions Collaborative Learning Feedback Parental Involvement Peer Tutoring Small Group Tuition 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 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. 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 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... Challenge Award = raised standards for all Rotate MAT key staff – including having a shadow coordinator Keep moving those goalposts Enjoy watching that rising tide…