To develop provision for more able and talented children that reflects Llandrindod • of learning to learn for life. High’s ethos To develop a curriculum that extends and enriches the learning experiences of this • particular group of children. To develop a range of teaching and learning strategies that extend and support our • pupils’ development. To work effectively in partnership with children and parents/carers to develop pupil • provision. A key objective is the provision for those students who are identified as Able and ‘More The ethos nurtures Able and students who are Talented’. school’s ‘More Talented’ therefore always able to display their ability. Teachers are to be aware of their role in the identification of Able and students, and their responsibility for ‘More Talented’ making the curriculum sufficiently challenging. Our curriculum should be suitably broad, balanced and flexible to take account of the personal learning needs of more Able and pupils. High quality pastoral ‘More Talented’ support ensures that more Able and pupils make choices that are ‘More Talented’ appropriately aspirational and helps secure their emotional well-being. They may need to develop higher order learning skills and problem solving techniques, work at different pace and depth, develop their motivation and more effective collaborative practices, explore their creativity or nurture skills to enable them to learn more effectively and develop personally, socially and emotionally. Some able pupils may be for these, we should provide a range of “coasting”; opportunities and sufficient challenge and stimulation in the classroom to develop their particular talent and motivate them to show what they can really achieve, reducing the risk of disaffection or underachievement. Identification Strategies More Able Pupils Pupils will be initially be identified as More Able on the basis of CATs scores. However, in order to maintain a flexible system, and to allow for absence or poor performance on testing day, as well as late arrivals and pupils who make big improvements as they move through the school, the standardised scores from National Literacy and Numeracy tests will also be used to identify More Able pupils. Pupils with any standardised score of >119 will be identified as More Able. More Able pupils will be split into the following three categories so that pupils will be able to plan more specifically and appropriately: MAT Lit Pupils with a CATs Verbal and/or National Literacy test score >119. MAT Num Pupils with a CATs Quantative and/or National Numeracy test score >119. MAT Gen Pupils with a CATs Non verbal score >119.
• To develop provision for more able and talented children that reflects Llandrindod High’s ethos of learning to learn for life. • To develop a curriculum that extends and enriches the learning experiences of this particular group of children. • To develop a range of teaching and learning strategies that extend and support our pupils’ development. • To work effectively in partnership with children and parents/carers to develop pupil provision. A key objective is the provision for those students who are identified as ‘More Able and Talented’. The school’s ethos nurtures ‘More Able and Talented’ students who are therefore always able to display their ability. Teachers are to be aware of their role in the identification of ‘More Able and Talented’ students, and their responsibility for making the curriculum sufficiently challenging. Our curriculum should be suitably broad, balanced and flexible to take account of the personal learning needs of more ‘More Able and Talented’ pupils. High quality pastoral support ensures that more ‘More Able and Talented’ pupils make choices that are appropriately aspirational and helps secure their emotional well-being. They may need to develop higher order learning skills and problem solving techniques, work at different pace and depth, develop their motivation and more effective collaborative practices, explore their creativity or nurture skills to enable them to learn more effectively and develop personally, socially and emotionally. Some able pupils may be “coasting”; for these, we should provide a range of opportunities and sufficient challenge and stimulation in the classroom to develop their particular talent and motivate them to show what they can really achieve, reducing the risk of disaffection or underachievement. Identification Strategies More Able Pupils Pupils will be initially be identified as More Able on the basis of CATs scores. However, in order to maintain a flexible system, and to allow for absence or poor performance on testing day, as well as late arrivals and pupils who make big improvements as they move through the school, the standardised scores from National Literacy and Numeracy tests will also be used to identify More Able pupils. Pupils with any standardised score of >119 will be identified as More Able. More Able pupils will be split into the following three categories so that pupils will be able to plan more specifically and appropriately: MAT Lit Pupils with a CATs Verbal and/or National Literacy test score >119. MAT Num Pupils with a CATs Quantative and/or National Numeracy test score >119. MAT Gen Pupils with a CATs Non verbal score >119.