Teaching science to the gifted in English state schools

Locating a compromised "gifted and talented" policy within its systemic context

One of my publications is:

Cover of Policy and Practice in Science Education for the Gifted

Taber, K. S. (2017). Teaching science to the gifted in English state schools: Locating a compromised "gifted and talented" policy within its systemic context. In M. Sumida & K. S. Taber (Eds.), Policy and Practice in Science Education for the Gifted: Approaches from diverse national contexts (pp. 185-203). Routledge.

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Abstract

In 1992 the schools inspectorate in England criticised the level of provision for gifted learners in state schools. Subsequently various policies and initiatives were put in place to improve this situation. Yet in 2013 the schools inspection service again reported on this issue, and declared the situation unacceptable. This chapter offers an account of the English school system, and discusses how the implementation of a 'gifted and talented' policy was largely undermined by the wider systemic policy context, including the implementation of a national curriculum for science, a common science examination for all school leavers, an emphasis on objective assessment and teacher accountability, and the conceptualisation of schools as competing for learners in a marketplace. It is suggested that current English government policy of reducing the influence of the Universities on teacher preparation is likely to act as a further impediment to developing widespread good practice in gifted education in science in English schools. The English state school system provides a telling example of how the implementation of a particular policy (here on educational provision for gifted learners in state schools) can be constrained and compromised by the wider systemic policy context.

Figure 1: Schematic caricature of the English secondary school system
Schematic caricature of the English secondary school system

Contents

  • The organisation of the chapter
  • The English context
    • 'Public' schools vs. the public school system
    • The tripartite system as a response to different educational needs
    • The move to comprehensive schools and mixed-ability classes
  • The gifted and talented, or G&T, agenda
  • The English science curriculum
  • Assessment in the English NC
  • Impact of wider policy drives
    • Parental choice and competition between schools
    • Teacher education and development
  • Conclusion

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