Professor Deborah Eyre University of Warwick

1. Professor Deborah EyreUniversity of Warwick The English Model

2. 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genetic • Horowitz (1994) – field cannot agree on definition or how to measure giftedness • White (2006) giftedness outdated concept • Ericsson (2007) no evidence of innate constraints • Sternberg (2005) giftedness is intelligence, creativity and wisdom – expertise in development

3. 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

4. The English Model Priorities of General Education G+T Dimension School Improvement Number of pupils reaching top grades in a school Top pupils achieving good progression Pupil Progress Personalisation Entitlement to challenging, individualised opportunities Vocational Education Diversity of arenas for success

6. 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

7. 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.

8. 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.

10. Guidance for Schools:Provision • Provisionin 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

13. Exceptionally gifted students Level Three: Off-site support Students with special talents/ outstanding academic results Students with outstanding performance in specific domains Students with special talents/ outstanding academic results Students with outstanding performance In specific domains Level Two: School-based pullout programmes Curriculum Content All students Students with outstanding performance in academic subjects Level One: School-based whole-class approach General Enrichment Specialized (Subject/Domain) Three-tier Implementation Mode and our Target Students Student Category Mode Exceptionally gifted students

15. Every teacher a teacher of the gifted: What every teacher must know • How to design for exceptional performance • How to create a classroom climate that will nurture excellence • How to recognise those who have the potential to reach exceptional performance.

17. 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

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

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

21. 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

23. 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)

24. 5 Years on……………………

25. 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 Two Models