ABSTRACT
This chapter will consider what we mean by high ability and how we identify it in the pupils we teach in art and design. We touched on some identification strategies in the previous chapter but will now also look at other specific strategies. Once a child's abilities have been recognised, teachers' planning can be informed. Above all, schools should be inclusive in their identification rather than exclusive, and bear in mind the saying 'a rising tide floats all ships'- provide for the more able and the attainment and achievement of all pupils will rise.
