• 2017header3.jpg
  • 2017header4.jpg
  • 2017header5.jpg

Most Able

Introduction to ‘Most Able’

St Philomena’s aims:

  • To provide a Catholic education for students of all abilities, which is broad and balanced and which promotes their spiritual, aesthetic, moral, cultural, mental and physical development.
  • To promote the highest achievement in all students, irrespective of ability or aspiration.

“More able” students demonstrate abilities that place them in the top stanine (ninth) of the national cohort, as defined by NFER tests for numerical, verbal and non-verbal reasoning and mean SAS score

The term “gifted” refers to a student who has well-developed learning skills and a broad range of achievement at a high level when viewed against national norms.

The term “talented” refers to a student who excels in one or more specific fields e.g. Art, PE, Music, Drama and Design and Technology, but does not perform at a high level across all areas of learning.

The central aim of St Philomena’s is to provide allof our students with positive educational experiences and opportunities which will enable them to discover and fulfil their own potential. All programmes of work will have opportunities for enrichment and extension activities.

We aim to provide flexible provision, within an inclusive framework which sets out to provide appropriate teaching and learning opportunities for all students. Our students will have the opportunity to be involved in enrichment activities and receive support in order to achieve their full potential and raise their aspirations and attainment by developing their:

• Ability to learn

• Range of knowledge

• Core skills such as problem solving

• Creativity

• Intellectual curiosity

• Specific talents

A variety of processes will enable individual MAGT students to be identified. The curriculum will take into account the needs of MAGT students through differentiation, extension, enrichment and acceleration, making use of all available expertise. The pastoral needs of our MAGT students will be recognised and supported by the school.

To ensure a consistent and accurate identification process, a variety of methods will be employed. St Philomena’s will take advantage of information about students from a variety of sources:

  • NFER Testing
  • End of Key Stage 2 results and information from primary schools
  • National Curriculum attainment levels
  • GCSE point scores
  • Teacher recommendation and identification

This process will result in an identified cohort of students who represent the most able pupils in each year group according to their academic ability or particular talents. These identified students will be working above the level of their peers and will represent approximately the top 10% of the year group. However, this identified group could also include students who are currently underachieving but have potential and may need specific support. Identified students will be communicated across all teachers and parents/carers and their progress will be monitored.

Please click here for our comprehensive Most Able policy

Most Able Learning Strategies

  • Task: Pupils may be given different tasks based on what they already know and can do. Tasks may be differentiated in terms of difficulty or degree of challenge.
  • Outcome: Pupils may work on the same task but the teacher has different expectations for what they will achieve.
  • Resources: Pupils may be given a common task but work with a range of different resources, some of which require a greater level of reading or research skills.
  • Input: Pupils may be given the same task but some will have more detailed instructions, whereas others may have only minimal guidance.
  • Information: Pupils may be set a common task but the kind of information they work with and the texts they use may be different, with some pupils being expected to handle more complex information and concepts.
  • Choice: Pupils may be given choice in what tasks they undertake or how they handle the content of the learning task.
  • Open-ended tasks: Pupils may work on a task for which there is no particular right answer or outcome and each is then free to explore different approaches.
  • Alternative ways of recording: Pupils may be encouraged to record their work in a variety of ways, some of which may require a higher level of imagination, performance or skill.
  • Role: Pupils may work on the same task but each is given a particular role, some of which are more demanding than others, including the task of teaching a skill or process to others.
  • Grouping: Pupils may have a common task but are grouped according to ability and expected to perform at a level appropriate to their ability.
  • Homework: Pupils may be set different kinds or amount of homework according to their abilities and interests.

 

Russell Group Universities

The Russell Group represents 24 leading UK universities which are committed to maintaining the very best research, an outstanding teaching and learning experience and unrivalled links with business and the public sector.

The Russell Group of leading UK universities has published a guide to post-16 subject choices.

Informed Choices was produced in collaboration with the Institute of Career Guidance and is aimed at all students considering A-level and equivalent options. It includes advice on the best subject combinations for a wide range of university courses as well as advice on the best choices if you don’t know what you want to study after school and need to keep your options open.

Read and download Informed Choices: Informed Choices