1. What is Acceleration? Acceleration – A system of allowing pupils an express route through the usual pace of schooling. Also known as Fast-tracking. It can take two forms; Acceleration of cohorts. For example, pupils may be allowed to take a qualification or test paper early and thus move on, in advance of their peers to a higher level. When this process involves a qualification, it is known as fast tracking. Acceleration of individuals. For example they may be allowed to work with older pupils for some sections of the timetable or in some subjects. 1

2. Acceleration can be considered a form of enrichment as it involves “A higher quality of work than the norm for the age group” and it is promoting “a higher level of thinking” Teare (1997) Acceleration can also be considered to overlap with extension which is defined as “the pursuit of greater depth, either within each subject or through a subject to reach a higher level”. Education and Employment Committee (1999) Acceleration is not the same as accelerated learning. This is an approach to learning aimed at all pupils and based on brain related research. 2

3. Acceleration Points in favourPoints urging caution 3

4. 4 Acceleration Points in favourPoints urging caution Certain qualifications are not challenging enough for individual gifted and talented pupils. Fast tracking allows these pupils to progress at a faster pace. Gifted and Talented pupils develop and need to learn at a faster pace than their peers. Acceleration provides this pace. Some Gifted and Talented pupils can become bored, impatient or disaffected working at the same rate or level as their peers. Some gifted and talented pupils benefit from working alongside older pupils with greater intellectual and social maturity. The “access statement” in the National Curriculum Orders allows pupils the chance to work in a key stage beyond that expected for their peers. Groups of gifted and talented pupils can work effectively with older pupils through enrichment opportunities off or outside the timetable.

5. Acceleration Points in favourPoints urging caution Certain qualifications are not challenging enough for gifted and talented pupils. Fast tracking allows these pupils to progress at a faster rate. Gifted and talented pupils develop and need to learn at a faster pace than their peers. Acceleration provides this pace. Some gifted and talented pupils become bored, impatient or disaffected working at the same rate or level as their peers. Some gifted and talented pupils and their parents may want acceleration. Some gifted and talented pupils benefit from working alongside other pupils with greater intellectual and social maturity. The “access statement” in the National Curriculum Orders allows pupils the chance to work in a key stage beyond that expected for their peers. Groups of gifted and talented pupils can work effectively with older pupils though enrichment opportunities off or outside the timetable. Some pupils and parents may not want acceleration. Gifted and Talented pupils are a disparate group. Acceleration may not suit the needs of all individuals on the register. Other forms of differentiation, including enrichment and extension activities may be more appropriate. Development of pupils ability is not totally or even largely linear. There are other ways of making existing work more challenging. Some pupils develop late, “plateau” or fall back in their attainment. They may progress at variable rates. Any programme of acceleration should be flexible, allowing pupils to join or leave as appropriate. Some pupils may miss out on some essential aspects of the National Curriculum or foundational understandings necessary to move onto a higher level of qualification. Individuals working with older children on the timetable may miss lessons in other subjects which will need to be made up elsewhere. 5

6. 6 Acceleration Points in favourPoints urging caution Gifted and Talented pupils may lack the personal physical, social or emotional maturity to work with older pupils yet. These concerns should be taken into account when making decisions about acceleration. Acceleration for cohorts may lead to timetabling problems. If an accelerated group stay within an existing class, the increased pace can lead other pupils to struggle. It is difficult to research the overall effectiveness of acceleration. There are too many variables.

7. A checklist of the essential criteria for acceleration “Only accelerate when: There is no pressure to accelerate The pupil is in the top 2 per cent of intelligence The reviewing teacher feels positive about it The parents feel positive about it The pupil is advanced in the subject area The pupil is emotionally stable The pupil understands what is involved The pupil wants to be accelerated” Freeman (1998) 7

8. Jill Jill is in the top 5% of her cohort when judged on a number of indicators and is listed on the school’s register for gifted and talented pupils. She is an exceptional mathematician and also displays high levels of attainment in Science and ICT. Jill works very hard in the areas she attains highly in but cannot see the point in making effort elsewhere where her attainment is above average but not exceptional. She relates well to a very small group of female peers and is comfortable talking to teachers and other adults. However Jill is also rather shy and won’t participate in whole class discussions. Her parents are professional by background but fairly laissez faire in their attitude towards Jill’s progress at school. They were “pushed” at school themselves and felt they suffered from it but they are concerned at Jill’s lack of social confidence. Jill should be moved into the next year group for all her subjects Option One 8 Option Two Jill should be moved into the next year group for Mathematics, Science and ICT Option Three Jill should form part of an accelerated “top group” within the band teaching groups for her year for Mathematics, Science and ICT. This group will cover different and more difficult content as well as skills Option Four ?

9. 9 Option One Jill should be moved into the next year group for all her subjects Advantages Disadvantages Option Two Jill should be moved into the next year group for Mathematics, Science and ICT Advantages Disadvantages

10. 10 Option Three Jill should form part of an accelerated “top group” within the normal teaching group for her year for Mathematics, Science and ICT. This group will cover different and more difficult content as well as skills Advantages Disadvantages Option Four ? Advantages Disadvantages

11. 11 Jack Jack is in the top 5% of his cohort when judged on a number of indicators and is listed on the school’s register for gifted and talented pupils. He is an exceptional “all rounder” and excels at everything he does without much apparent effort. Jack is equally at home with academic subjects and in creative extra-curricular activities. Jack is also a strong sportsman. He is a natural leader and has a very positive effect as a role model on the peers in his cohort, particularly boys. Jack’s parents are relatively poor but very proud of their son. They are unhappy that he is not being stretched in all his subjects and want to enter him for a scholarship to the local private, selective school. Option One Jack should be moved into the next year group for all his subjects. Option Two Jack should form part of an accelerated top group within the usual teaching groups for all subjects. In his cohort, this group will cover different and more difficult content as well as skills Option Three ?

12. 12 Option One Jack should be moved into the next year group for all his subjects Advantages Disadvantages Option Two Jack should form part of an accelerated “top group” within the usual teaching group for all subjects in his cohort. This group will cover different and more difficult content as well as skills Advantages Disadvantages Option Three ? Advantages Disadvantages