Abstract
This article examines some of the problems encountered in the development of a county (Essex, United Kingdom) programme for exceptionally able pupils. It discusses the problems encountered in the early stages because of the use of the emotive term ‘gifted’ and because of the identification procedure which concentrated on the selection of high ability pupils in terms of high IQ. The article continues by outlining how these problems were dealt with. Regarding the provision for very able pupils, the writer describes a procedure which developed curriculum extension within the context of the development of teaching skills, the cooperative planning of resources and an enriched curriculum for all pupils with extension activities for those pupils as and when they needed them.
Get full access to this article
View all access options for this article.