Flexibility and the curriculum
The National Curriculum
When considering the education of gifted and talented students, schools have the opportunity to leverage the flexibility granted by the national curriculum. While maintaining the requirement to offer a broad and balanced curriculum, schools can tailor their educational approach to place special emphasis on certain subjects or curriculum elements for particular students. The national curriculum does not dictate specific time allocations for subjects, providing schools with room for customization. For example:
- A school may choose to enhance modern foreign language instruction for select Year 7 students, allowing for the introduction of a second foreign language in Year 8.
- A primary school may prioritize the arts throughout Years 4 and 5 by implementing diverse projects, often community-focused, to cultivate creative thinking, confidence in taking initiative, basic skills, and subject-specific learning among students.
Programmes of Study within the national curriculum delineate what most students should learn by the end of each key stage. However, it is not obligatory for pupils to study all national curriculum subjects weekly, per term, or annually. Schools have the autonomy to focus on specific subjects or aspects of the curriculum during particular terms or years, provided they ensure that the complete programme of study is covered by the end of the key stage. For instance:
- Pupils who complete the Key Stage 1 programme of study early may join older classes for science activities or engage in independent investigations individually or in small groups.
- A school may integrate history into an integrated or modular humanities program in Year 7 and then intensify its focus on history in Year 8, perhaps in collaboration with a local museum.
- A group of pupils may work intensively with an artist-in-residence over a period to create a sculpture or participate in geography fieldwork, which could include a visit to the coast.
When a key stage’s programme of study is fully covered, students can progress beyond its requirements or explore other subjects. For example:
- Students completing the Key Stage 3 science programme of study at the end of Year 8 may embark on a more comprehensive science program that leads to Physics, Chemistry, and Biology GCSEs by the end of Year 11.
- Those who complete the design and technology programme of study halfway through Year 9 might undertake a Young Enterprise challenge before moving on to GCSE courses in Year 10.
- Students who achieve GCSE Mathematics at the end of Year 10 may either proceed to AS Mathematics in Year 11 or explore new areas of learning, such as a course leading to AS Critical Thinking.
The national curriculum programmes of study are not rigidly prescriptive, allowing schools to teach material in subject areas that go beyond the program of study for some or all students. For instance:
Year 6 and 7 students may collaborate on a project that explores language in their community. This project could encompass observation, recording, analysis, and display of written language in the community, interviews with peers and community members about spoken language, investigation of language cross-fertilization, and presentation of findings to older students and community members.
The national testing system provides opportunities to recognize and report the achievements of gifted and talented pupils. Starting in 2003, extension tests are no longer available, and the most able and gifted pupils are assessed through various means, including optional tasks, early entry for end-of-key-stage tests, optional end-of-year tests, taking tests for the next key stage if on an accelerated program, and taking the world-class tests in mathematics and problem solving.
The 14 to 19 Curriculum
The government envisions a flexible and individualized provision for the 14 to 19 age group, aligning with their interests, needs, and aspirations. Young people should have access to a diverse range of opportunities, including general, vocational, and work-based options, all designed to offer coherence and create pathways for progression. For gifted and talented students, the curriculum can be tailored to meet their specific requirements through various means, such as learning approaches, specialization opportunities, settings for learning, assessment methods, progression rates, and involving a broader range of adults in extending learning.
Enhancing flexibility within the curriculum and expanding the range of available qualifications for 14 to 19-year-olds enables schools and colleges to differentiate effectively. Gifted and talented students may benefit from opportunities to:
- Emphasize or specialize in a particular area, such as linking GCSE PE programs to sporting activities or participating in AS courses like Archaeology alongside regular history studies.
- Experience additional challenge beyond the requirements of qualifications, which may involve taking courses in “minority” subjects alongside advanced level courses.
- Work towards higher-level qualifications in specific subjects or aspects of a program, possibly participating in vocational AS levels or tackling advanced subjects like AS Critical Thinking.
- Engage with adults in various professional and employment contexts through mentoring or observing meetings and activities.
- Pursue qualifications ahead of their peers and progress to higher-level qualifications or broader learning opportunities, such as taking AS Mathematics in Year 11 or exploring new subjects post-16.
- Plan learning opportunities for themselves or peers, leading to student/teacher review groups or student-led lessons.
- Collaborate with multiple providers to optimize learning opportunities, challenge, or relevance to further education and career aspirations. This could involve work placements, partnerships with local businesses, universities, and community organizations, and participation in curriculum enrichment activities.