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It is a widely discussed truism that children are all different from each other, just as adults are. A torsion often arises as modern education systems strive to release individuality in each child, whilst working in a system that is designed for a mass, results-focused education.
Nonetheless, a well-designed and sensitively managed school can go a long way to assisting parents and each child themselves discover where their individual strengths and talents lie.
Every school that is doing its job well will have a very good idea of a child’s academic potential and capabilities, measured using accurate but narrowly defined tools such as verbal and non-verbal reasoning, reading ages and the like. None of these very useful tools though tell us anything about the wider capabilities or anything about a child’s character, resilience, or skills beyond the scope of narrow academic abilities.
Identifying broader potential is a much more unwieldy exercise and cannot be achieved by using neat assessment packages, available by purchasing an online license.
At any school where I have had a decision-making role, I have done my best to offer a breadth of experiences for our pupils. The statutory taught curriculum is always a starting point for exposing children to discovering their potential life skills. The most mundane of subjects can replicate real-working-life experience with some imaginative lesson planning. By incorporating life skills such as problem solving, collaborative learning, trying to persuade others and, presenting to an audience pupils can find out that they have a skill in empathy, in encouragement, in clear thinking, in brainstorming, in making people laugh, in asking the right question at the right time, in keeping the rest of the group on-task and so on. These are all skills that will become talents in the workplace in a few short years. Great schools will evidence lessons in all kinds of mainstream subjects where pupils are exposed to trying out all the critical…
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