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You are here Enrichment Programme Enrichment Policy
Our school promotes the highest standards to which all pupils can aspire. We foster a learning community in which knowledge is valued and talents are recognised, respected and celebrated. Academic achievement is a source of pride for pupils, parents and the wider community.
1. Statement of Intention
general intellectual ability,
We recognise that more able children can be:
To ensure that this policy in inclusive a figure of approximately 20% of the school's pupils will be selected for our Enrichment Programme on Thursdays. A breakdown of 2 / 3 gifted (academic) as indicated by SAT scores of 86+ percentile / 8-10 STen and 1 / 3 talented (music, art, sports etc) is chosen.
This is not a programme for the tiny percentage of any school population seen as exceptionally gifted but a programme which identifies the most capable pupils we have in each class and puts measures in place to meet their needs. Flexibility and discretion will be used in deciding whether a pupil should be included in the Enrichment Programme.
Our school has adopted the definition of ' talented ' learners as those children who have the ability to excel in practical and creative skills such as sport, music and art.
The term ' exceptionally able ' is used to describe students who require opportunities for enrichment and extension that go beyond those provided for the general cohort of students in the ' More Able & Talented ' group. These pupils will follow an individual education programme.
The aims of our Enrichment Programme is to provide something different to the normal classroom experience and enable students to:
Challenge themselves to achieve to their full potential
We strive to promote and to encourage:
equal opportunities for every pupil to realise his or her own potential both academically and socially through the development of the appropriate concepts, skills and attitudes
The school is aware that no identification strategy is perfect and also that diverse talents emerge at various ages and in different circumstances so we never regard a child's potential as fixed.
We employ a number of methods of identification of the more able child:
Whole School Level
have a secure environment in which they feel happy to display ability and take risks
have a teacher who expects excellence and not just competence
experience challenge sometimes to the point of finding work difficult
relax and have fun
engage in exciting intellectual discussion and debate
have access to learning opportunities that recognise a range of learning styles
be given praise and appropriate targets
know that they can ask searching questions and be given a considered response
know that 'having a go' is more important than getting it right
be recognised as an individual with strengths and weaknesses
A. Strategies within the classroom
varied and flexible grouping within a class year group
vertical grouping across year groups when appropriate e.g. as is currently done for music
withdrawal of more able children for higher level work within small groups
upward differentiation/extension in schemes of work
teaching thinking skills in a subject context e.g. problem solving, decision making
asking higher order questions which encourage investigation and enquiry
setting clear and challenging targets
enabling children to evaluate their own work
We aim to provide a variety of enrichment opportunities which includes:
a wide range of extra-curricular activities and clubs
opportunities for artistic, musical, dramatic and sporting development
enrichment opportunities within and beyond the core subjects
visits, experts, master-classes
appropriate pastoral care and counselling
Without doubt the class teacher's role in helping the more able and talented pupils to realise their potential is fundamental to any success. Courses of study will be modified to meet the needs of the more able pupils. The school acknowledges that this is a heavy but ultimately rewarding task for the class teacher.
We understand and acknowledge the importance of establishing what prior knowledge, understanding and skills children have so as to avoid unnecessary repetition of work which is extremely de-motivating. A summary of what has been covered will be recorded in the teacher's Monthly Reports.
We try to raise the profile of achievement whilst at the same time recognising that peer pressure often requires children to conform to the culture of under-achievement.
We are alert to the 'bright but lazy' child who could achieve better results if motivated and challenged.
We endeavour not to slip into assumptions that more able children are easier to teach than other children.
A. To instil basic skills commensurate with the pupil's ability, the classroom programme will:
allow for the learning of research skills at an early age;
allow for high intellectual skill development in analysing, synthesising and evaluating;
encourage divergent thinking;
make optimum use of materials and human resources;
continuously evaluate pupil progress and programme effectiveness.
B. To develop confidence and a feeling of self-worth in the pupils, classroom programmes
encourages them to work at appropriate levels of difficulty;
requires them to evaluate their own tasks;
invites them to pursue studies and activities that interest them;
fosters pride in tasks well done.
C. In order for the pupils to acquire knowledge and attitudes that will encourage their active participation in Irish society, the programme should stimulate
respect for the opinion of others;
discussions of leadership and the acquisition of knowledge about great Irish leaders;
an interest in Irish history and in experiences relevant to the Irish montage;
an appreciation and understanding of the contribution that many cultural groups make to Irish society.
D. To develop moral and aesthetic sensitivity in the children, the programmes should allow
open discussion on moral issues;
the development of a sense of humour;
opportunities to appreciate the aesthetic aspects of life.
E. Programmes for more able and talented pupils will
consider pupils' interest;
match their learning style and rate;
be oriented to the process of thinking rather than to content.
In order to incorporate higher-level thinking into the learning process, certain strategies will be introduced as early as possible:
Research - the skills and habits of independent work that are essential to research will be fostered as early as possible. Such skills include using time wisely, knowing how to search for required information, reading critically, taking notes, and remembering facts.
Stimulating Sensitivity to Problems
Crucially we understand that differentiation of homework does not mean extra homework or the giving of more of the same to be answered.
6. Role of the Co-ordinator
Monitor agreed policy
Monitoring early identification
Ensure that all staff involved with identified children know of their particular needs and are encouraged to make provision for them
Purchase appropriate resources
Monitor assessment and provision
Liaise with Post of Responsibility holders, especially those with core curriculum responsibilities
7. Role of Parents / Guardians
Parents/carers are encouraged to:
liaise with teachers and others to:
- identify the child's talents
- ensure that the child has appropriate and ongoing educational opportunities
provide a stimulating and supportive learning environment at home
encourage their child to pursue excellence, develop mastery and become an independent learner
become informed about the options available to support their child's development, including community organisations and programmes.
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