Exceptionally Able Students

There is no universally agreed term for students who generally would be described as ‘exceptionally able’. Some descriptions include genius, gifted, very bright, high flyer, very able and talented. The term exceptionally able is used in the guidelines to describe students who require opportunities for enrichment and extension that go beyond those provided for the general cohort of students. It should be noted that good practice for exceptionally able students is also good practice for all students and can improve the quality of teaching and learning throughout the school.

The aims of the guidelines are to:

• raise awareness of the needs of exceptionally able students
• support management and teachers to:
  • audit and review school policy and practice
  • differentiate the curriculum
  • develop effective strategies
  • further develop an inclusive school ethos
• provide models of good practice which support and nurture the development of exceptionally able students.

Where the Guidelines will be used

The guidelines can be used in any educational setting. They are intended for use by all teachers and should also be accessible to a range of other personnel directly involved with the student's education. These include parents/guardians, special needs assistants (SNAs), therapists, management staff, guidance counsellors, carers, advisory support services and professionals from health, social services and the voluntary sector.

Overview of the Guidelins

The guidelines start by exploring the issues of identification. To facilitate schools and teachers in identifying exceptionally able students, a checklist for identification across the curriculum, subject-specific checklists and a whole school identification checklist are offered. Then it provides more detailed insights, through profiling, into the exceptionally able student's cognitive, emotional and social needs.

In this instance, six 'types' of exceptionally able students are suggested as a framework for achieving greater understanding of the needs of such students.

Then it looks at how the needs of exceptionally able students can be addressed at the level of the whole school. Section 5 sets out different ways in which teaching and learning can be effectively differentiated for such students, in particular how learning skills can be embedded in increasingly complex content. The last section considers the issues around exceptionality through the eyes of teachers, parents and students providing a rich real-life context.