Main School

Principles

 

  • All students are able and are entitled to an education that is both stimulating and challenging and which allows them to progress at a rate that is commensurate with their ability.

  • Some students will be classed as MAL based on their Key Stage 2 results in the core subjects.

  • Some students will be identified as Gifted in one or more areas of learning at some time during their school career.

  •  Provision for MAL students is a matter of equality of opportunity.

  •  Provision for MAL students will help to raise standards for all.

 

Rationale

Barking Abbey School will ensure that MAL students have the necessary opportunities to:

1. Use and develop their abilities
2. Explore their interests
3. Excel academically

We will also ensure that they can grow and develop in an environment where being more able and/or gifted is respected by all and that their achievements are celebrated.

This protocol should be considered together with the Learning and Teaching Framework.

 

Roles and Responsibilities

Provision

Extra-curricular enrichment

We provide a wide range of high-level extra-curricular enrichment opportunities e.g. through the MAL programmes and through subject-specific clubs and visits. Many faculties also  offer  students  the  opportunity  to  enter  local  and  national  competitions  (e.g.  UK  Maths Challenge and Mock Trials). Other extra-curricular opportunities include:

  • Trips and visits

  • Subject clubs/workshops

  •  Visiting speakers and Master classes

  •  Internal and external competitions

  •  Revision and enrichment provision for examination courses

  •  Peer teaching/mentoring opportunities

  •  Grouping of students in and within teaching groups is designed to promote differentiated learning at all levels.

 

Classroom practice

 Extra-curricular  provision  is  important  but  we  believe  that  the  main  provision  takes  place  in classrooms.

 Our Learning, Teaching & Assessment Framework

1. Emphasises student independence through the development  of  high-level  behaviour  for learning skill.
 
2. Is based on an expectation that all students will be challenged and supported to make the most progress possible given their starting point.
 
3. Is underpinned by a quality first teaching approach based on an understanding of starting points, robust ongoing assessment of progress and a shared assessment outcomes (strengths and areas for improvement) and consistent and regular student response to feedback.

When planning the focus for stretching the more able is:

  • Broadening learning (going beyond the prescribed curriculum e.g.: just because they are in Year 7 does not mean they cannot attempt a GCSE question)

  • Deepening learning  (developing  mastery  through  application,  evaluation  or  creating  – layering challenge)

  • Linking learning  (making  connections  with  prior  learning,  other  subjects  e.g.:  through problem solving and critical thinking)