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Able and Talented Curriculum Team Audit September 2013

Able and Talented Curriculum Team Audit September 2013. Four Key Questions: Does your curriculum team have an established framework for identifying Able and Talented students ?

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Able and Talented Curriculum Team Audit September 2013

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  1. Able and Talented Curriculum Team Audit September 2013

  2. Four Key Questions: Does your curriculum team have an established framework for identifying Able and Talented students? What provision is your curriculum team currently making for Able and Talented students within curriculum time i.e. activities written into schemes of work, homework etc.? Are there any extra-curricular activities that you provide for Able and Talented students within your subject area? What INSET would your curriculum team like to improve its provision for Able and Talented? The following pages represent the teaching and learning headlines for how TCS is currently addressing the Able and Talented agenda.

  3. Does your curriculum team have an established framework for identifying Able and Talented students? • Current identification methods include: • Teacher assessment • Curriculum team discussions • Data from end of unit assessments/tests • Baseline diagnostics in Year 7 • Consistent achievement of Level 6 + (Key Stage 3) • Annual review of register • Some curriculum teams have a section in their handbooks dedicated to addressing the needs of able and talented. This question returned largely sparse answers. There is a need for TCS to develop a consistent approach to identifying able and talented students across different curriculum teams. SEA to provide models and guidance on this.

  4. What provision is your curriculum team currently making for Able and Talented students within curriculum time i.e. activities written into schemes of work, homework etc.? • Differentiated curriculum (Triple Award, Statistics, Further Maths, Early entry in MFL for native speakers) • Differentiated tasks/activities planned into schemes of work. • Use of open thinking questions to engage students • Challenge workbook for A &T students to complete if they finish tasks quickly • Challenge targets built into individual lessons • Use of students as teachers/directors/leaders • Appropriate matching of student to role (casting in drama) • Marking Policy including criteria for A & T • 1:1 help and support • Morning curriculum briefings used to discuss student progress. • Extended practical tasks. • Provide students with exemplar level 7 work (KS3) • Positive encouragement to achieve highest levels • University trips linked to specification • Links with relevant university departments • Encourage students to enter competitions (rotary club, future chef) • Coaching and mentoring roles given to students within lessons • Provide opportunities for extended writing • Provide high quality wide ranging reading material • Use of VLE • Subscription to relevant magazines • Open ended class/homework tasks CTLs need time to collaborate and share best practice.

  5. Are there any extra-curricular activities that you provide for Able and Talented students within your subject area? • Enrichment focussed weeks (Science week, Europe Week etc.) • Afterschool clubs • University Talk • A and T competitions • Interschool events (sports, public speaking) • Local/National Challenges • Enrichment competitions • School Trips • Targeted lesson 7 • Whole school events (drama productions, music events etc.) • Invitations to join local community clubs (e.g. Teignmouth philosophy group) • Advanced computer software for use in clubs (Python code breaking etc) • SSCo partnership Promotion materials/posters to be displayed as part of new Able and Talented notice boards. AEW to organise.

  6. What INSET would your curriculum team like to improve its provision for Able and Talented? • Time for collaboration between subject area and sharing of strategies • Ideas for extension opportunities • Models of A & T departmental policies • Guidance on integrating challenge into lessons • Increased communication between departments • Guidance on how to identify and track A & T students • Guidance on how to stretch and challenge in a mixed ability group • Guidance on how to motivate A & T • This list will start to form the priorities for 2013-2014. • So far: • CPD Twilight on stretch and challenge – Autumn Term • CTLs to be given models of A & T criteria • Stretch and Challenge Assemblies • A & T noticeboard for enrichment/teaching and learning strategies and show casing student work • Review and update A & T register

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