High ability students can be identified in several ways including through their performance, observations of their skills and abilities, and the information known about them. Teachers should intervene to support and extend the learning of these students through specific strategies tailored to their subject and age group, such as allowing students to be self-motivated, think for themselves, and apply their knowledge. It is important to provide appropriate challenges and differentiation for high ability students.

1. Think of the most able student you have ever
taught.
Charlotte
Jamaal

2. What do we call high ability students? Does it
matter?
• Gifted
• Talented
• Very able
• Bright
• Smart
• Natural (e.g. She’s a natural mathematician.)
• Geek

3. Supporting High Ability
Students

4. Identifying
Who are the high ability students in your classes?
• How do you know?
• When can you identify a high ability student?
• What information helps you identify them?
• What observations help you identify them?

5. Intervening
What do you do to support and
extend the learning of these
students?
• Give specific examples
• How will this support be clear in Learning Walks?

7. Student Voice
What the most able students have said about how
their teachers create challenge.
Allows us to be self- motivated
Encourages subtleties
Makes us think for ourselves
Gives frequent tests
Makes us apply knowledge
Allows leeway

8. Using your own experiences and the Student Voice
survey, in your groups list five strategies that
would stretch and challenge high ability students
in your subject/age group?

9. Bigger Picture
• Headteacher blog
• Ofsted Chief Inspector
• Academic research
Key Message:
Teach to the top and differentiate downwards.