Professor Deborah EyreUniversity of Warwick

The English Model

Views on Giftedness

Lykken (1998) – giftedness genetic

Horowitz (1994) – field cannot agree on definition or how to measure giftedness

White (2006) giftedness outdated concept

Ericsson (2007) no evidence of innate constraints

Sternberg (2005) giftedness is intelligence, creativity and wisdom – expertise in development

The English Model

The aim of the English Model is to ensure that every child capable of achieving exceptional performance has access to an education that helps them to fully develop their own personal abilities and talents.

The English Model is not:

• A single programme

• The concern of a minority

• Something that remains static

• A top down model

Vocational Education Diversity of arenas forsuccess

PersonalisationEntitlement to challenging, individualised opportunities

Pupil ProgressTop pupils achieving good

progression

School ImprovementNumber of pupils reachingtop grades in a school

The English ModelPriorities of General Education G+T Dimension

What is the English Model Looking to Achieve?

• High performance and achievement

• Development of expertise

• Social and emotional development, including persistence, high aspirations, confidence and collaboration

Guidance for Schools: Definitions

Giftedness and talent are terms used to describe children or adults who have the capacity to achieve high levels of expertise or performance.

Giftedness/talent in childhood could be described as ‘expertise in its development phase’.

Therefore, the education of gifted and talented should focus on expertise development.

Guidance for Schools: How giftedness is developed

Giftedness is developmental and is developed through individuals gaining access to appropriate opportunities and support.

Performance levels are directly affected by availability of appropriate opportunities and support.

Expertise requires individuals to develop persistence and the ability to overcome setbacks.

Direct intervention with individuals can reduce the effect of socio-economic disadvantage or other lack of support.

Guidance for Schools: Provision

Provision in ordinary schools as part of the day-to-day educational offer

Core provision - supplemented by access to enhanced opportunities offered both within and beyond the school

Schools themselves diverse and distinctive in nature and so as to offer specific opportunities to develop certain aptitudes

Parents seen as co-educators with a key role in supporting learning

Learning progress and needs of individuals tracked so appropriate personalised pathways for individuals can be created

Students with special talents/outstanding academic results

Students with outstanding performance

In specific domains

Exceptionally gifted students

Three-tier Implementation Mode and our Target Students

Student Category Mode

Level Three: Off-site support

Level Two: School-based pullout programmes

Level One: School-based whole-class approach

Curriculum Content Specialized Specialized

(Subject/Domain)(Subject/Domain)

General Enrichment

All students

Students with special talents/outstanding academic results

Students with outstanding performance

in specific domains

Students with outstanding performance

in academic subjects

Exceptionally gifted students

Every teacher a teacher of the gifted: What every teacher must know

1. How to design for exceptional performance

2. How to create a classroom climate that will nurture excellence

3. How to recognise those who have the potential to reach

exceptional performance.

A Whole School Approach

General ethos of high achievement Agreed school-wide, policy or approach Curriculum on offer Rewards systems Assessment arrangements Pupil grouping/setting/banding Classroom teaching and learning Identification processes Special needs arrangements Monitoring processes Resource allocation Professional development opportunities for teachers Co-ordination of pull-out programmes Co-ordination of out of school programmes

“I was in the education team and it wasdifficult to find out all the information for thepresentation but I found out that’s how it is when you work at the Treasury. We were allreally nervous, but I do feel really proud thatI managed to stand up in front of all thosereally important people: I never thought I’ddo that!” Y10 student

“I’ve met new friends, including people from very different cultures and backgrounds – it has been good finding out where they’re from and what their life is like. It has made me want to try and attend a top university”

Y9 student

“I cannot say how much the summer school has changed these girls’ lives. They have walked into the school on the first day of term with a greater sense of commitment and confidence.” Head teacher

“As well as making substantial gains in their knowledge and understanding, many pupils gained in confidence and self-esteem.” Ofsted

Developing Complementary Provision

School Based Activity

Securing relevant

knowledge, skills

and concepts.

Inducting pupils into

the ways of

thinking, learning

and behaviour

associated with

exceptional

performance

Out-of-School Opportunities

Pupils apprenticed to

experts, experiencing

advanced learning - not

for assessment or for

the school curriculum

but for the joy of

participation. Access

to sophisticated ideas,

techniques and/or

equipment

The Gifted

Student

Does the English Model work?

‘In 1997 there were unenthusiastic attitudes in the teaching profession, resulting from lack of confidence about how to challenge such students through their teaching and views that meeting the educational needs of the gifted and talented had lower priority than managing the behaviour and learning of their pupils in busy and challenging classrooms or both.’

(Campbell and Eyre 2007)

5 Years on……………………

8

6

13

38

39

34

34

37

19

2

2

2

17

15

28

1

1

4

0% 20% 40% 60% 80% 100%

Total

Primary

Secondary

Significantly Improved Somewhat improvedNo change Somewhat deterioratedSignificantly deteriorated Don't know/not applicableNo answer

Two Models

Traditional Models

Exclusive

Identification led

Ability theory

Bolt-on to general education

Single programme

‘Either or’ provision

Concern of few teachers

Provision for individuals

The English Model

Inclusive Opportunity led Expertise theory Aspect of general education Multiple elements Complementary provision Concern of all teachers System provision