More Able Provision at Copnor
We challenge all learners at Copnor, and this includes challenging our more-able pupils. More-able pupils are those who are working at a level beyond that which is expected for their age. This may be more able in a particular subject, or across all areas of the curriculum.
Teachers identify their most-able pupils and ensure that work is pitched at an appropriate level. This group of pupils are often ‘cut-away’ in lessons so that they begin tasks more quickly. They may be given higher-order thinking tasks such as ‘evaluate…’ or ‘explain…’ or ‘compare...’
Tasks are designed so that they lead to ‘deep’ learning; creating opportunities for pupils to apply their skills in a range of contexts. More-able pupils will nearly always have a challenge to move onto, or an extension task to complete, so that their progress is sustained throughout a lesson.
Teachers will target more challenging questions at these pupils; often asking them ‘how?’ or ‘why?’ In addition, teachers will challenge more-able pupils through marking, asking them to complete feedback which may be very open-ended e.g. Why do you think that?
More able pupils may have more freedom to make choices about their learning e.g. by choosing which genre they would like to write, and for which purpose.
As a school, we are a member of the National Association for Able Children in Education so that we can discover best practice in this area and use it to continually improve our provision here at Copnor.