Working Towards a Practical Model of Education for Very Able Children in Comprehensive Schools

Abstract

If comprehensive schools are to give appropriate provision for intellectually very able pupils it has to be done with tact, sensitivity and the awareness that probably all children could benefit from increased teacher time. A strategy being adopted in the county of Avon uses ideas developed in the U.S.A. to assist very able pupils to develop their potential in whatever areas their stengths lie. It is a strategy which relies less on teacher time and more on pupil initiative.