ABSTRACT
One of the major roles of the subject leader is in developing and managing a process for identifying pupils who show an exceptional ability in any area of study through the use of prior attainment data, screening or professional judgement. The three principles that are essential to developing a more inclusive curriculum are: setting suitable challenges; responding to pupils’ diverse learning needs; overcoming potential barriers to learning and access for individuals and groups of pupils. The faculty fully supports the school policy on Equal Opportunities. One important step in planning for progression for more able pupils in a scheme is to identify the dimensions along which pupils can progress. Rotational or carousel courses are common in D&T departments. Pupils meet a new focus area and teacher every 8–10 weeks. This is hugely detrimental for more able pupils.
