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11/7/2016

Potential Plus UK ­ Schools

Identifying Underachievement

Partof the Westminster Governmentguidelines for identifying high potentiallearners is for schools to have a focus on ability rather than achievement, so that underachievers are supportedtorealisetheirpotential.Wehopethatthefollowinginformationisnotonlyusefulfor schoolsinEngland,butalsoinScotland,NorthernIrelandandWales.

Itisacknowledgedthatthereissignificantunderachievementamonghighpotentiallearners,

andthatgapsexistbetweentheprogress,achievementandattainmentofsomeofthemost

disadvantagedgroupsandtheirpeers.

Highpotentiallearnerscomefromallbackgroundsandhaveawiderangeofdifferentabilities

andtalent.Schoolshavearesponsibilitytoactivelyseekhighpotentialinallpupilsandschool

assessmentsystemsneedtobeeffectiveinordertoidentifyindividualsandgroupsofstudents

thatareunderachieving.

Particularattentionneedstobepaidtogroupsofvulnerablestudents,including:

Lowsocio­economicgroups

Blackandminorityethnic(BME)groups

ThosewithEnglishasanadditionallanguage(EAL),includingbilingualstudents

Studentsinsmallruralschoolswithlimitedresources

Thosewithspecialeducationalneeds

Thosewithmedicalconditionsordisabilities

Studentsinpubliccare

Studentsmaybeunidentifiedashighpotentiallearnersbecausethey:

Havelimitedopportunitytodevelopanddemonstratetheirabilities

Arenotsupportedorencouragedtotakeadvantageoftheirabilities

Haveanincompletehistoricalrecord

Havepoorwritingskills

Havebarrierstoparticipationthatareeconomic,cultural,emotionalorsocial

Characteristicsofunderachievinghighpotentiallearnersinclude:

Poortestperformance

Achievementatorbelowexpectationsinoneorallofthebasicskillareas

Dailyworkfrequentlyincompleteorpoorlydone

Superiorcomprehensionandretentionofconceptswheninterested

Vastgapbetweenleveloforalandwrittenwork:

Exceptionallylargerepertoireoffactualknowledge

Vitalityofimagination:creative

Persistentdissatisfactionwithworkaccomplished,eveninart

Avoidance of trying new activities to prevent imperfect performance; evidence of perfectionism,self­criticism:

Showsinitiativeinpursuingself­selectedprojectsathome

Awiderangeofinterestsandpossiblespecialexpertiseinanareaofinvestigationand

research

Evidence of low self­esteem with tendencies to withdraw or be aggressive in the classroom:

Doesnotfunctioncomfortablyofconstructivelyinagroupofanysize

Showsacutesensitivityandperceptionsrelatedtoself,othersandlifeingeneral

Tendstosetunrealisticself­expectations:goalstoohighortoolow

Dislikespracticeworkordrillformemorisationandmastery

Easilydistracted;unabletofocusattentionandconcentrateeffortsontasks

Hasanindifferentornegativeattitudetowardsschool

Resiststeachereffortstomotivateordisciplinebehaviourinclass

Hasdifficultyinpeerrelationships:maintainsfewfriendships