More-Able,-Gifted-&-Talented-Policy-Guide-for-Design-&-Technology by sdaferv


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									2007.28.11.suggestions combined lists.D&Tno7

Suggestions for a More Able departmental policy for D & T
The following headings might be useful when preparing a D&T policy: 1. Policy rationale and aims
 How does the policy relate to the school’s overall aims and values? -

The D & T policy should be read in conjunction with the school policy and should not be developed out of context

- The department should keep a portfolio of outstanding work - The policy should name the More Able/G & T Coordinator within the D & T department, whose role is to liaise with school G & T Coordinator - Reference should be made to every pupil having the opportunity to reach their full potential.

 How does D&T contribute to pupils’ academic and personal development? - In the D & T policy, reference should be made to the development of communication skills, ability to work individually, in pairs and in teams, creativity, problem solving skills, analytical skills, higher order thinking skills, planning skills, time and project management skills, so becoming a discriminating, discerning consumer.

 What does the D&T department aim to provide for the more able pupils? - The aim of the department should be to provide breadth, depth and challenge in a classroom climate where the more able pupils can develop (as outlined above) through open-ended and challenging tasks. - Activities should be planned to develop greater expertise by encouraging more complex product evaluation, thinking about the use/misuse of a product and its environmental impact, connecting past and present learning, considering others’ opinions and forming one’s own so becoming an independent learner.

2. Definitions  In the context of your school and in D&T what is meant by more able or gifted and/or talented? Reference might be made to some of these definitions:

- Gifted pupils are the most academically able in a school. This ability might be general or specific to a particular subject area, such as Mathematics (DfES Excellence in Cities) Talented pupils are those with high ability or potential in art, music, performing arts or sport. (DfES Excellence in Cities) Gifted pupils are defined as having particular academic ability in one or more subjects in the statutory school curriculum other than art, music and PE. (DfES) Talented pupils will have aptitude in the arts and sport and ‘all rounders’ will have a range of academic ability and talent(s). (DfES) Pupils who have ability or abilities beyond the large majority of their peer group and who consequently require a more challenging curriculum than that appropriate for the large majority. Within this broad category are smaller groups of exceptionally able or gifted pupils and pupils with particular talents. (Worcestershire County Council)

3. Identification  How does the D&T department’s approach fit in with the school’s practice on identification? - The D & T department’s approach should mirror that of the school, whilst recognising criteria unique to the subject, e.g. practical skills, designing & creativity. - Reference might be made to FFT targets and performance data.

 What subject-specific identification strategies will your department use? - Identification of students should be undertaken at all stages of pupils’ education. - Reference might be made to D & T document highlighting characteristics of More Able/G & T pupils.

The D&T department should have a set of criteria for identifying G & T/More Able pupils in D & T. The department should then develop a profile of individual pupils.

4. Organisational Issues  How will teaching groups be organised to meet the needs of all pupils including the more able? Examples (with justifications) might include: - Streamed groups - Mixed ability with seating or table segregation - Using More Able as lead learners - Early entry groupings for GCSE/GCE - Inclusion of extension activities in planning - Differentiation of activities. Possibility of curriculum enrichment days.

 Will fast-tracking, early entry or acceleration to an older age group be considered and what measures will be taken both to support these pupils and to ensure that they continue to make progress? If methods of acceleration are suggested, these might include: - Starting GCSE courses in Year 9. - Moving pupils across year groups – Y8 into Y9 classes (timetable issues will need to be considered) - Introduction of short courses with the possibility to convert to full course in same amount of time as short course should be done. Support & monitoring methods might include: - Using techniques which already exist in the department. These may vary from middle to high schools. - Mentoring - Target setting.

5. Provision in lessons  How do D&T schemes of work and lesson plans reflect the demands to be made of the more able pupils? The policy should refer to schemes of work which might include: - Opportunities for pupils to develop as independent learners. - Scope for more open ended challenging design briefs agreed by negotiation. - Consideration of more demanding issues e.g. local community projects, Sustainability. - The accommodation of competitions such as Toyota Challenge. The policy should refer to lesson plans which might include: - Strategies to ensure differentiation using extension activities, rather than just differentiation by outcome. - The use of the school intranet/Virtual Learning Environment to extend more able pupils. - Activities which accurately reflect the profile of individual learners.

 How will the need for faster pace, more breath and greater depth in the subject be met? The policy should refer to provision which might include: - Schemes of work which have been reviewed to ensure that the more able are appropriately challenged and can access the higher levels and grades. - Structured lesson plans to include extension activities, opportunities for higher order thinking, creativity, paired & group work. - The use of the school intranet/Virtual Learning Environment to provide access to a wider breadth of information for pupils to draw on. - The deployment of in-class support e.g. TA/Technician. - The use of CADCAM equipment/software.

 How are the thinking skills needed in D&T to be developed? - More rigorous, challenging design briefs/activities set with clear targets. - Use of KS3 D&T Framework materials and activities. - Providing thinking time for students to reflect on their learning (metacognition) – What & How – using mini-plenaries and plenaries. - Leading and learning - work in pairs to teach, observe and discuss improvements. - Collapse timetable to focus on G & T or Challenge days. - ACE days - Alternative curriculum enrichment.

 How will different learning styles of pupils be catered for? The policy should refer to provision which might include: - Planning - use of various teaching styles to accommodate the needs of visual, auditory and kinaesthetic learners during a lesson or series of lessons. - Using a variety of KS3 Framework activities to enhance Teaching & Learning.

- A variety of resources e.g. on-line investigations, books, involvement of outside community, placements, visiting speakers, visits.

 How will homework and independent learning be used to enhance their education? The policy should refer to provision which might include: - Homework which involves extension activities for pupils who are moving ahead or are investigating a more personalised project. - Applying knowledge, skills & understanding from other areas of the curriculum to their projects.

 How is assessment, both formative and summative, used to enable suitable targets to be set and appropriate progress to be made? - Benchmarking/diagnostic assessments on entry for early identification of G & T pupils. - Clear learning objectives and differentiated outcomes set and shared with pupils in all lessons. - Success criteria shared, but preferably negotiated, with pupils. - Assessment criteria written in pupil speak and shared with pupils. - Opportunities for self and peer assessment planned into lessons. - Starter activities might involve setting short-term targets for the lesson. - Time in the lesson for pupils to reflect on their progress and set further targets. - At the end of a unit or module of work, pupils might undertake a summative self-assessment and agree targets for future units/modules. - Regular data tracking and monitoring of pupil standards.

 How does the learning climate within the classroom support and encourage the more able? The policy should describe a learning climate which might include: - Pupils feeling confident to take risks and try out creative design ideas. - A mutual respect between pupils & teacher and pupils & their peers. - High expectations of the more able pupils. - Positive / Supportive – where the more able pupils are encouraged to work independently with the teacher acting as a facilitator. - The opportunity for pupils’ successes to be celebrated, e.g. through displays of work.

6. Out-of-class activities  What opportunities are there for activities beyond the classroom? Enrichment examples might include: - Visits to see professionals working in their own environments. - Lunchtime / after school clubs. - Visits to exhibitions, universities, conferences. - Taking part in competitions.

 What provision does the department make for Study Support for the more able? The policy should refer to examples which might include: - All study materials made available on the school intranet/Virtual Learning Environment. - Lunch / after school study sessions. - Master classes on specific topics. - Workshops on Thinking Skills, Study Skills, Creative Designing.

 To what extent is there collaboration with outside agencies? - Organised visits to local industry, universities, public lectures. - Manufacturing compact. - Neighbourhood Engineers invited to support pupils on GCSE courses.

7. Transfer and transition  How is information from primary/middle schools used to ensure progression? - Pupil information from feeder schools highlights gifted and talented ability. - Liaison with feeder schools – development of a transition unit. - Collaborative curriculum planning shows progression of knowledge, skills and understanding within and between Key Stages.

 What measures are taken to assist the more able pupils during their transition from primary to secondary school? - Fast track pupils identified through CAT scores and are tracked through middle school to high school/secondary school - Some schools have fast track classes – Year Head identifies pupils from SAT’s tests etc. May also get support for self-esteem issues if needed. - MAGT day for First/Primary pupils in their future Middle/High schools.

 How are pupils, who move on to sixth forms in other schools or colleges, supported? - Appropriate pupil data / evidence of gifted and talented ability should be transferred to school / college.

8. Resources  How are teaching assistants, learning mentors and other adult helpers used to support the more able? - TAs and technicians should be made aware of lesson plans & extension activities. - Learning Mentors should support the more able pupils who have low self-esteem (identified by using a PASS survey).

- TA’s may be used in practical sessions if more able have produced a more complicated design proposal which needs extra processes/skills to complete. - Sixth formers may be used to support pupils.

 What outside agencies are used by the D&T department to support the more able pupils? - Setpoint. - Young Engineers. - Crest Awards. - Parental involvement in project work. - National Association of Gifted & Talented – residential courses in the summer. - Jaguar writing materials for D&T. - Local industry for setting challenges and briefs. - National Competitions. - Aim Higher. - Arkwright Scholarship.

 What specific learning resources are available for the more able? - More able help sheets to extend vocabulary. - Extension sheets.

 How is ICT used to enhance the education of the more able? - Provision of ICT resource areas (clusters) allows immediate access. - School intranet/Virtual Learning Environment provides access to a wider range of design possibilities and stimuli. - Use of industrial grade CADCAM software and hardware allow rapid prototyping and high quality outcomes, which can be mass-produced. - CADCAM facilities provide a clearer understanding of industrial applications.

9. Monitoring and evaluation  Who is responsible for liaising with the school coordinator and developing good practice for the more able in your department? - Head of department or designated G & T teacher within the D & T department.

 How is the effectiveness of this policy to be measured? - Attainment of more able. - Progress of more able throughout a Key Stage. - Level of pupil motivation and engagement.

 What targets does the department have for its more able pupils? - Levels 7 & 8 at KS3 - A* and A at GCSE

 How and when is the progress of individual pupils and groups monitored? - Monitoring sheets, self-assessment / peer-assessment. - Target sheets – pupils can track progress of what is expected. - Monitoring of colleagues’ work by Head of Department by sampling. - Colour coding to compare progress made with expected progress. - At the end of each project / termly (depending on the nature of the task).

 What CPD is needed or will be provided? - Departmental meetings & coordinators’ meetings for sharing good practice within school. - Pyramid Heads of Department meetings. - LA twilight meetings to share and discuss good practice, resources and strategies. - LA Heads of Department meetings.

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