Meeting the Needs of Your Most Able Pupils in English (The Gifted and Talented Series)

134 Pages·2008·0.93 MB·English

by  Erica Glew

Meeting the Needs
of Your Most Able Pupils:
ENGLISH
Other titles in the series
Meeting the Needs of Your Most Able Pupils: Art
Kim Earle
1 84312 331 2
978 1 84312 331 6
Meeting the Needs of Your Most Able Pupils: Design and Technology
Louise T. Davies
1 84312 330 4
978 1 84312 330 9
Meeting the Needs of Your Most Able Pupils: Geography
Jane Ferretti
1 84312 335 5
978 1 84312 335 4
Meeting the Needs of Your Most Able Pupils: History
Steven Barnes
1 84312 287 1
978 1 84312 287 6
Meeting the Needs of Your Most Able Pupils: Mathematics
Lynne McClure and Jennifer Piggott
1 84312 328 2
978 1 84312 328 6
Meeting the Needs of Your Most Able Pupils: Music
Jonathan Savage
1 84312 347 9
978 1 84312 347 7
Meeting the Needs of Your Most Able Pupils: Physical Education and Sport
David Morley and Richard Bailey
1 84312 334 7
978 1 84312 334 7
Meeting the Needs of Your Most Able Pupils: Religious Education
Dilwyn Hunt
1 84312 278 2
978 1 84312 278 4
Meeting the Needs
of Your Most Able Pupils:
ENGLISH
Erica Glew
First published 2007 by
Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada by
Routledge
270 Madison Ave, New York, NY 10016
This edition published in the Taylor & Francis e-Library, 2007.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
Routledge is an imprint of Taylor & Francis, an informa business
Copyright © Erica Glew 2007
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record has been requested
ISBN 0-203-93232-3 Master e-book ISBN
ISBN 13: 978 1 84312 261 6 (pbk)
ISBN 13: 978 0 203 93232 2 (ebk)
ISBN 10: 1 84312 261 6 (pbk)
ISBN 10: 0 203 93232 3 (ebk)
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
form or by any electronic, mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Every effort has been made to contact copyright holders for their permission. The publishers
would be grateful to hear from any copyright holder who is not acknowledged here and will
undertake to rectify any omissions in future editions of the book. Crown Copyright material
is reproduced with the permission of the Controller of HMSO and the Queen’s Printer for
Scotland.
Series production editors: Sarah Fish and Andrew Welsh
Contents
Acknowledgements vii
Contributors to the series viii
Online content on the Routledge website xi
Introduction 1
1. Our more able pupils – the national scene 3
Making good provision for the most able – what’s in it for schools? 4
National initiatives since 1997 5
Every Child Matters: Change for Childrenand the Children Act 2004 10
Higher Standards, Better Schools for All(Education White Paper,
October 2005) 11
Self-evaluation and inspection 13
Resources for teachers and parents of more able pupils 15
Summary 16
2. Departmental policy and approach 17
The role of the subject leader 17
Departmental policy for more able students 19
Auditing current provision for more able students 19
Organisational strategies 19
Allocation of resources for more able students 24
Liaison with other departments 25
Homework policy 27
INSET activities 28
3. Recognising high ability and potential in English 31
Identifying high ability and potential in English 31
The identifying process 33
Multiple intelligences 39
Case studies 39
4. Classroom provision 48
Teaching strategies for able pupils 49
Planning 50
Supporting pupils’ thinking 53
Reading and writing 55
Assessment 56
Cooperative and collaborative learning techniques 63
Questioning 66
Accelerated learning 68
v
Meeting the Needs of Your Most Able Pupils: ENGLISH
H 5. Supporting the learning of more able pupils 73
S
LI More able pupils with special educational needs 74
G
N
E The roles of mentors, teaching assistants, SENCO and the pastoral team 79
s:
pil School library/learning resources centre 82
u
P Links with parents 85
e
bl
A
st 6. Beyond the classroom 87
o
M
School-based enrichment/study support 87
r
u
o Competitions 89
Y
of Off-site enrichment 89
s
ed Summer schools 91
e
N Masterclasses 91
e
h
t Links with external agencies 92
g
n
ti
e
e Appendices 93
M
Appendix 1.1 Institutional quality standards in gifted and
talented education 94
Appendix 2.1 School policy statement for the provision of gifted
and talented pupils 100
Appendix 2.2 English department gifted and talented pupils policy 105
Appendix 2.3 Departmental checklist and action plan 108
Appendix 3.1 Multiple intelligences table 110
Appendix 4.1 Pupil teaching and learning –SISE document 112
Appendix 4.2 National Curriculum Key Stage 3 Assessment
Criteria for Levels 7 and 8 115
Appendix 4.3 Bloom wallcharts 117
Appendix 4.4 QUADS grid for research 118
Appendix 4.5 KWL chart 119
References 120
Further information 121
vi
Acknowledgements
I am extremely grateful to the following for their support, interest and help
while preparing and writing this book.
Sheila Greaves, who contributed extensively to Chapter 4 of this book. Sheila
has taught in a range of primary and secondary schools, as well as working as a
home tutor and in a special educational unit. She is a member of the secondary
consultancy team for Cheshire and has worked in secondary schools supporting
colleagues in Key Stage 3 English. Sheila would like to thank the following for
their help and support: Coppenhall High School, Crewe; St Gregory’s Catholic
High School, Warrington; Sandbach High School and Sixth Form College,
Cheshire; Sandbach School, Cheshire; Tatton Park – Cheshire County Council;
The Bishop’s Blue Coat High School, Chester.
Mike Fleetham of www.thinkingclassroom.co.uk for his permission to include
his Multiple Intelligences Pupil Questionnaire; Dr Sarah James of the English
Faculty at Cambridge University; Professor Deborah Eyre, director of the
National Academy for Gifted and Talented Youth; Julie Viens at Project Zero,
Harvard University, for her ‘leads’ on multiple intelligences.
Peter Wickert, headteacher at The Holy Trinity School, Crawley, West Sussex,
for creating the opportunities for me to learn so much; and Dr James Kilmartin,
assistant headteacher at The Holy Trinity School, Crawley, for all his
encouragement over the last few years and the great talks we have had about
teaching and learning.
My colleague Richard Tyson for our conversations on providing in school
enrichment and challenge for our most able pupils and students; Barry Lorimer
and all my colleagues in the English Department at The Holy Trinity School,
Crawley, past and present, for all the discussions we have had about the teaching
of English over the years that have helped to inform this book.
All the wonderful students and colleagues from whom I have learnt so much
and with whom I have had the pleasure to spend time over the years.
Jane Evea (West Sussex School Improvement Service) and Ann Bridgland (now
leadprofessionalatCfBT,contractedbythegovernmenttoleadtheYoung, Gifted&
Talented Programme and for many years the inspiration behind the provision of
gifted and talented education in West Sussex and East Sussex) for their boundless
enthusiasm and encouragement and for the opportunities they gave me without
whichthisbookwouldneverhavebeenwritten.
Sue Reid, for all the help she has given me through the conversations we have
had about this book, the good times we have had and much else; and Louise
Haile, for all the great talk and laughter we have had over the years.
My family for patiently waiting for me to finish this book before resuming
normal life.
Andrew, my wonderfully gifted and talented husband without whom this
book really would not have been produced.
vii
Contributors to the series
The author
Erica Glew teaches English throughout the secondary age range to GCSE, AS and
A level. She is the gifted and talented coordinator and head of the learning
resources centre at the Holy Trinity Church of England secondary school, a
specialist comprehensive school in West Sussex. Erica is also an examiner team
leader in English Literature at A level. In 2002 she took part in a study visit to
Russia to study gifted and talented education in Samara, a UN World Class
Centre of Excellence in G&T education. She has been a member of the NAGTY
National English Advisory Group and of the QCA English Key Stage 3 National
Curriculum Review Group.
Series editor
Gwen Goodhew’s many and varied roles within the field of gifted and talented
education have included school G&T coordinator, director of Wirral Able
Children Centre, Knowsley Excellence in Cities (EiC) G&T coordinator, member
of the DfES G&T Advisory Group, teacher trainer and consultant. She has
written and edited numerous reports and articles on the subject and co-authored
Providing for Able Childrenwith Linda Evans.
Other authors
Art
Kim Earle is a former secondary head of art and design and is currently an able
pupils and arts consultant for St Helens. She has been a member of DfES
steering groups, is an Artsmark validator, a subject editor for G&TWISE and a
practising designer jeweller and enameller.
Design and Technology
During the writing of the book Louise T. Davies was a part-time subject adviser
for design and technology at the QCA (Qualifications and Curriculum Authority),
and part of the KS3 National Strategy team for the D&T programme. She has
authored over 40 D&T books and award-winning multimedia resources. She is
currently deputy chief executive of the Design and Technology Association.
viii
Contributors to the series
Geography s
e
ri
e
Jane Ferretti is a lecturer in education at the University of Sheffield working in e s
h
initial teacher training. Until 2003 she was head of geography at King Edward o t
t
VII School, Sheffield, a large 11–18 comprehensive, and was also involved in s
r
o
gifted and talented initiatives at the school and with the local authority. Jane has ut
b
co-authored a number of A level geography textbooks and a GCSE revision book ri
t
n
and is one of the editors of Wideworld magazine. She is a member of the Co
Geographical Association and a contributor to their journals Teaching Geography
and Geography.
History
Steven Barnes is a former head of history at a secondary school and Secondary
Strategy consultant for the School Improvement Service in Lincolnshire. He has
written history exemplifications for Assessment for Learning for the Secondary
National Strategy. He is now an assistant head with responsibility for teaching
and learning for a school in Lincolnshire.
Mathematics
Lynne McClure is an independent consultant in the field of mathematics
education and G&T. She works with teachers and students in schools all over the
UK and abroad as well as Warwick, Cambridge, Oxford Brookes and Edinburgh
Universities. Lynne edits several maths and education journals.
Jennifer Piggott is a lecturer in mathematics enrichment and communication
technology at Cambridge University. She is Director of the NRICH mathematics
project and is part of the eastern region coordination team for the NCETM
(National Centre for Excellence in the Teaching of Mathematics). Jennifer is an
experienced mathematics and ICT teacher.
Music
Jonathan Savage is a senior lecturer in music education at the Institute of
Education, Manchester Metropolitan University. Until 2001 he was head of
music at Debenham High School, an 11–16 comprehensive school in Suffolk. He
is a co-author of a new resource introducing computer game sound design to the
Key Stage 3 curriculum (www.sound2game.net) and managing director of
UCan.tv (www.ucan.tv), a company specialising in the production of educational
software and hardware. When not doing all of this, he is busy parenting four
very musically talented children!
ix