The Development of More Able and Talented Pupils in a South Wales Secondary School
Cardiff Metropolitan University
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As teachers, we come across more able and talented (MAaT) pupils daily. It is a term given to approximately 20% of the pupils in Wales. The aim of this research was to ascertain the meaning of the term, educators’ perceptions of this and how MAaT pupils are identified, specifically in School X. The study sought to investigate how such pupils are supported, ways that provision could be improved and the impact that MAaT identification and guidance has on teaching and learning. This project is centred around a south Wales Secondary School consisting of 856 pupils. I aimed to identify the rationale for delivering a different curriculum for these pupils as guidance recommends that 2% of pupils would be considered gifted in all areas of the curriculum. The research was an ethnographic case study with data gathered from teaching staff in the form of questionnaires, interviews with senior and middle managers and a social media questionnaire to fellow education professionals. These data were supplemented by pupil questionnaires. This study found that ways of identifying MAaT pupils varied, ranging from teachers’ own judgements to the use of criteria set by the head of department. Every pupil is different, has different needs and to meet these needs, a personalised curriculum is required, though this is challenging in the extreme.
MA Education - Dissertation
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