1. Monday 16 th November 2015

2. What is AMA?  An Academically More Able pupil is one who excels far beyond the ordinary or the expected.  Pupils who display advanced competency in a certain way or demonstrate a much deeper understanding than their peers can be defined as having a ‘gift’

3. What is AMA?  Academic ability is usually recognised first. With this ‘gift’ must come an ability to reason, think coherently, question intelligently and reveal a ‘spark’. This is something that cannot be measured scientifically.  Pupils may have a talent for Art, Music, Drama or Sport and this is usually recognised by staff during normal lessons and discussions.

4. Academically More Able pupils may:  Grasp concepts and skills easily,  Progress rapidly during each lesson,  Show a keen and sustained interest,  Perform to a high level,  Go beyond age-related expectations and  Have that “something special” that indicates their unusual ability in their particular field.

5. Current Curriculum Objectives  As you are aware your child is working towards their Age Related Expectations against the New Curriculum in both English and Maths.  Expectations at Pheasey Park Farm Primary School remain high and ALL pupils are consistently challenged.

6. Current Procedures  Autumn Term  During the Autumn Term targets are set for the current academic year.  Year Leaders meet with the AMA Coordinator and discuss how each pupil has settled into their new year group and the progress they made since the summer term review.  With this in mind new targets are set.

7. Current Procedures  Autumn Term Continued  Targets are sent home for signing by parents and pupil.  Targets are returned to school and copied to all relevant staff, parents and filed in each pupil’s AMA folder which is located with the AMA Coordinator.

8. Current Procedures  Spring Term Review  During the Spring Term the Autumn Term targets are reviewed.  Year Leaders meet with the AMA Coordinator and discuss the progress each pupil has made against their current targets.  Targets can be achieved, partially achieved or not achieved.  A target may be set to continue or a new target set.

9. Current Procedures  Summer Term Review  During the Summer Term the Spring Term targets are reviewed.  Year Leaders meet with the AMA Coordinator and discuss the progress each pupil has made against their current targets.  Targets can be achieved, partially achieved or not achieved.  A target may be set to continue or a new target set ready for the next academic year.

10. Example of a Key Stage 1 Child’s AMA Target for English  Year 1  To be able to develop his comprehension skills when discussing character’s feelings and answering oral questions about a text he has read.

11. Success Criteria  Year 1  ______ will be encouraged to make predictions about given text. _____ will develop into being able to share what he thinks a character is thinking/feeling. Evidence to be found in ______ reading diary.

12. Whole School/Specialist Strategies  Year 1  Enrichment activities within English and the New Curriculum continue to be a whole school focus and will raise expectations. Well differentiated work in English will challenge ______.  _______ will be encouraged to begin to support his peers within English.

13. Example of a Key Stage 2 Child’s AMA Target for Maths  Year 6  To be able to tackle any mathematical problem demonstrating the most efficient method.

14. Success Criteria  Year 6  ________ will show her mathematical confidence and maturity when tackling a range of mathematical problems.  ________ will continue to maintain the high standard of presentation that she has developed with her work.

15. Whole School/Specialist Strategies  Year 6  Enrichment activities within Maths and the New Curriculum continue to be a whole school focus and will raise expectations. Well differentiated work in Maths will challenge ______.  _______ will be encouraged to continue to support her peers within Maths.

16. Tracking of Progress  AMA pupils are tracked throughout each term by their class teacher, English and Maths group teachers, Year Leaders, Phase Leaders, Assistant Heads and the Deputy Head who is also the Assessment Coordinator.

17. How do individual teachers support Academically More Able pupils?  Inform pupils of what they can already do, what they need to do next and how they will achieve this,  Plan effectively the next steps in learning for a class, groups of pupils and for individuals,  Identify where pupils are not progressing as quickly as their peers and also identify those who are exceeding expectations,

18. How do individual teachers support Academically More Able pupils?  Effectively track each pupil’s progress and attainment and  Update parents of their child’s attainment and progress related to age-related expectations so that they can support their child’s learning journey at home.

19. Academically More Able  An AMA register is specific to each school. It can be referred to as a Gifted and Talented Register.  A pupil who is AMA at one school may not be AMA at another school as different schools use different criteria to identify their AMA pupils.  Different catchment areas and demographics can affect a school’s AMA register.

20. How you can help your AMA child:  Equip them to succeed Ensure your child has everything they need to develop their skills.  Emotional support  “Love without strings, praise for effort and a family structure so that they know what is expected of them and how to treat others with respect,” says psychologist Professor Joan Freeman, who specialises in gifted children. “Gifted children tend to be very hard on themselves so you may need to provide an extra morale boost and offer your support if they are trying very difficult things.”

21. How you can help your AMA child:  Help them be understood  Gifted children can be misunderstood – they often learn and interact differently.  Discuss your child’s qualities and characteristics with family members, friends, other parents, teachers and club leaders so that they can try to understand your child and what is ‘normal’ for them. It should help your child feel more accepted and at ease.  Daydream time Allow your child to have some unstructured time each day just to think, play and daydream. It is important for creativity and having some downtime could prevent your child becoming stressed.

22. How you can help your AMA child:  Allow them to fail  Encourage them to take risks and attempt things that will be difficult both intellectually and physically (as long as they are in a safe environment), but help them to understand that failure helps them learn and develop their skills.

23. How you can help your AMA child:  Get help  Reading up and researching subjects can help – but most parents only have so much time.  Making the most of other experts on hand at places you visit such as museums.  Support with homework which should be challenging. Please keep school informed.

24. Question Time  Thank you for your attendance this evening and for your on-going support.  There will now be opportunities for you to ask questions.