1. Please sit as follows:
 Table 1 English  Table 9 Hums
 Table 2 English  Table 10 Hums
 Table 3 Maths  Table 11 Technology
 Table 4 Maths  Table 12 Languages
 Table 5 Science  Table 13 PE
 Table 6 Science  Table 14 Art/ Mu/ Dr
 Table 7 Science
 Table 8 Hums

2.  National expectations regarding the
teaching of the more able
 Teaching sixth form students
 Differentiation
 Independent learning

3. Year 10 Newton
1.There are 90 students in 10n. How
many have the lowest average EPSIU
score for:
 Behaviour
 Effort
 Homework?

4. 2. How many said that their target grades
are too high?
3. How many complained about getting
too much homework?

5. Good
The teaching is consistently effective in
ensuring that pupils are motivated and engaged.
The great majority of teaching is securing good
progress and learning. Teachers generally have
strong subject knowledge which enthuses and
challenges most pupils and contributes to their
good progress. Good and imaginative use is
made of resources, including new technology to
enhance learning…. Teachers listen to, observe
and question groups of pupils during lessons in
order to reshape tasks and explanations to
improve learning.

6. Outstanding
Teaching results in pupils making
exceptional progress. It is highly effective in
inspiring pupils and ensuring that they learn
extremely well. Excellent subject knowledge
is applied consistently to challenge and
inspire pupils. Resources, including new
technology, make a marked contribution to
the quality of learning, as does the precisely
targeted support provided by other adults….
Teachers systematically and effectively
check pupils’ understanding throughout
lessons, anticipating where they may need to
intervene and doing so with striking impact
on the quality of learning.

7.  NAGTY  Schools responsible
 YG&T for provision
 Hubs – Excellence
East

8. “Very able pupils in maintained primary
and secondary schools are often
insufficiently challenged by the work
they are set” (HMI, 1992).
and
“In the majority of schools the expectations
of very able pupils are not sufficiently
high. The provision for these pupils is
patchy and is not often seen as a
priority” (HMI, 1992).

9. Ofsted – 22% of secondary schools do an
“adequate” job with their most able
students

10. Conditions for Learning
 A variety in provision and activities
 Tasks are varied, customised and well
paced

11. Development for Learning
 Activities are tailored to meet different
learning styles and interests
 Learners are enabled to take charge of
their own learning through:
 Structured independent and group
learning opportunities
 Learning about learning
 Systematic self-evaluation to improve
personal performance

12. Knowledge of Subjects/
Themes
 Subject expertise stimulates and challenges
through sharing passion for the subject
 Passion for the subject pervades the learning
 The curriculum addresses the needs of
individuals through:
 Working with learners to identify their needs
 Adapting to meet those needs
 Linking with personal interests and making
skilful use of grouping
 Using a wide range of individual resources and
activities to ensure differentiation

13. Understanding Learners’
Needs
 Recognising that G&T learners need a
different starting point for their work

14. Planning
 Activities are planned which:
 Increase complexity and depth
 Add breadth through a broader range of
content, tasks and resources
 Add tasks that are qualitatively different
 HOTS, not MOTS

15. Engagement with learning
and learners
 Teachers deploy a wide repertoire of
skills and resources to raise
achievement
 Grouping allows for interaction and
independence

16. Links beyond the
classroom
 Homework extends interest and raises
achievement

17. National Quality Standards
Effective Teaching and Learning Strategies
 Entry – Teaching and learning are differentiated;
curriculum organisation is flexible with built-in choice,
enrichment and guidance.
 Developing – Teaching and learning are diverse and
flexible; lesson plans contain strategies for challenge;
independent learning skills are developed; curriculum
offers opportunities to work beyond age group, at
greater speed, across curriculum subjects, according to
interest/ aptitudes
 Exemplary – teaching and learning are challenging and
varied; independent learning is integral to in-class
provision; curriculum offers personalised learning
pathways to maximise individual potential.

18.  Think of something that first awoke your
passion for your subject
 Think of something that still makes you
passionate about your subject
 Think of something that is good about
teaching

19. When did you last share those things with
the students you teach?

20. Teaching Sixth Form
 Use of different text books
 Questioning
 Independent work, including research
 High levels of support
 Modifying and adapting lesson plans
 Setting learning goals for individuals

21. Teaching Sixth Form
 Every Child Matters – “we must focus on
enjoying and achieving as a key
outcome”
 Focus on different groups of students
 A*?

22. Quality of Provision
 Results
 Students’ work
 Progress within a lesson
 Progress over time
 Teaching and learning
 Curriculum
 Guidance and support
> How the above meet the needs of the
most able

23. Villiers Park – common
problems
 Underestimating the  Lack of time invested in
ability of students developing students as
 Excessive focus on learners and in inspiring
specification passion for the subject
 Seeing provision for the  Students too dependent
More Able as extra- on teachers,
curricular unaccustomed to
 Staff (and thus students)
challenge
being trapped in the  Lack of engagement,
exam results/ targets lack of independence,
cycle lack of motivation
 Mediocre results >
cyclical process

24. Villiers Park – the way forward
1. Activate your most able students
2. Don’t allow provision for the more able to be an
optional extra
3. Reawaken teachers’ passion for their subject
4. Focus on teams
5. Develop your students as independent learners

25. In successful schools/
classrooms …
Students will:  Ask about studying
 Ask questions about the subject at
the work covered in university
the lesson  Ask about careers
 Go one step beyond related to that subject
the specification  Tell teachers about
 Ask for more feedback their extra-curricular
on how to improve activities
 Ask for pointers to  Show the passion for
more resources the subject that the
teacher shows them

26. Ideas
 Find ways to incorporate
extension work into lessons
 School should support
subject-specific teacher CPD,
not just specification-specific
 Use occasional lessons, or Improves motivation
untaughts, or a specific week,
to do something “different” –
eg independent research/ Improves attainment
project work
 Teachers should show their Improves engagement
passion for their subject, not
their hatred of the
specification Improves independence
 Present the sixth form as a
fresh start, where all students
are able and motivated and
can become more so

27. Primary school model
 What are the  Individual
barriers?  Subject/ Faculty
 Whole School

28.  I like independent work best.
 Why?
 Because you can get on with your work and you
don’t have to listen to the teacher and wait for
them to finish.

29. Independence
 Independent students will work when the teacher is not there
 Independent students produce better homework
 Independent students release the teacher to provide more
individual extension and support
 Plan activities that give students an element of control and
individual choice – increase the amount of this over time
 Peer- and self-assessment foster independence when used
effectively
 To be independent, students need to understand how to learn
 Ensure that students always reflect on their independent
learning – use this reflection to plan

30. Confidence is key to
success
Students need to be Students should not be
confident… confident …
 that they can  that they will
succeed succeed
 that they can  that their ability will
become more able never diminish
 that work will bring  that intelligence
learning and means progress
progress

31. Independence, motivation and
rewards
Extrinsic Motivation Intrinsic Motivation
 The learner relies on  The learner is driven
external agents to by curiosity, passion
keep their focus. for knowledge and
These agents skills and the sense
include grades, of making progress.
praise and rewards. Learning is valued.
Their focus is on Their focus is on the
outcomes and process, which
products. brings its own
rewards.

32. Independence in the most able
 Does not happen  You don’t stop
automatically – they spoonfeeding by
need support, taking the spoon away
guidance. Again and – you have to teach
again, they ask for the child how to use it
more advice on how themselves
to get top grades,
more teacher time,
better resources, clear
information about
what is expected of
them, examples of top
grade work

33. London Gifted and Talented
The more able want: Findings:
 To make choices  Planning for the more
about their learning able and
 To be given genuinely differentiating
investigative tasks downwards raises
 To see the big picture
standards most
effectively
 To work with
stimulating learning  Focusing on the more
materials able drives whole
school improvement

34. London G&T – Effective
Provision
 Independent  Intellectual curiosity
learning  High challenge
 Effective questioning  Critical and creative
 Development of thinking
expertise  Interdependent skills
 Higher order  Real world issues
thinking
 Big ideas and
concepts

35. Personalised Learning –
The National Strategy
 “tailoring teaching and learning to individual need”
 “Planning for progression and differentiation are
fundamental”
 “teaching and learning is characterised by
ambitious objectives, challenging personal targets,
rapid intervention and rigorous assessment to
check and maintain pupil progress.”

36. MI, etc.
Gardner Left and Right Brain
 Linguistic Theory
 Logical/ mathematical
 Spatial
 Musical
Gregorc
 Kinaesthetic  Concrete random
 Interpersonal  Concrete sequential
 Intrapersonal  Abstract random
 Naturalistic
 Abstract sequential
VAK
Kolb

37. Differentiated Provision –
Westminster Institute of
Education
1. By level – the level should be high enough to
interest and challenge
2. By pace – the pace should be adjusted to suit the
learner and the level of challenge
3. By complexity – this should reflect the capacity of
the learner and should encourage creative rather
than linear thought
4. By depth – this should enable the most able to
pursue areas of particular interest to the level of
an expert.

38. Activities for the more able should:
 Allow individual  Open up opportunities
response for research
 Encourage creativity  Involve abstract
and imagination concepts
 Meet developmental  Involve problem
stage rather than solving and decision
chronological age making
 Stress process rather  Encourage empathy
than content  Provide opportunities
 Encourage higher for leadership
level thinking skills  Be difficult
 Provide open-ended  Build in failure
situations

39. Differentiation
 By task – higher level materials and activities
 By outcome – students respond to the same task
at different levels
 By pace – able students can complete tasks at
greater speed
 By grouping of students within the classroom

40. Types of Differentiation
1. By outcome – same task, 8. By use of research tasks – open
different results tasks that students have to
2. By task – more able negotiate their way through
students work on higher 9. By dialogue/ language – the
level tasks exchanges between student and
3. By resource – an open task teacher or student and student
that can be accessed at operate at a higher level
different levels, resources 10. By grouping – able students
determine the level together, or as leaders
4. By assessment mode/ level, 11. By choice – building in choice
eg assessing Year 9 against within tasks and choice about
GCSE criteria how students can approach them
5. By pace – able students 12. By self-direction – encourage
complete work faster greater independence by
6. By support – able students allowing the more able to
are more independent and propose ways to differentiate a
can provide support task
7. By extension – HOTS, not 13. By questioning – deeper, more
MOTS; depth or breadth open questions for the more able