Personalized plan (IEP perhaps?), what does it mean in practice?

[Arkadia]

I feel ridiculous at posting here, but had no luck elsewhere, so let's see...

In case it matters, we are in Scotland, so P2 is pretty much equivalent to Y1 and so on.

To make a long story short, my DD2 next year will find herself to have to be taught out of year. She will be in P2 but she will have P3+ stuff in all subjects (She will have already done P2 because she is in a P1/2 composite class this year), except stuff that is done by the class as a whole.

At the beginning of next year, the HT informed me, a personalised plan will be agreed and in theory everything is going to be hunky-dory, but in practice how will it work? Has anyone got first hand experience they might want to share? I can already see the teachers trying to avoid that class like the plague...

PS
Just to get it out of the way, skipping a year is NOT an option, so let's not get bogged down discussing that.

I don't think a teacher would avoid a class with a gifted child in. There are all sorts of needs a teacher has to accommodate in the same class - special needs, behavioural needs, physical needs, etc. Sometimes you can be teaching a group of children who, if grouped by ability rather than age, would be in 3-4 different classes. Teachers nowadays are trained to differentiate lessons so that the children are all working at different levels appropriate to them without even realising or it being conspicuous. Having been a teacher, a gifted child is an exciting thing to have as you can really stretch them and they're so keen to learn

I would imagine that the plan will seek to make sure that your DD makes the progress which would be expected of an average P3 child - so if you're keen to be involved and make sure that happens, it may be worth finding out for your own info roughly what that is (I'm in England so have no idea about Scottish curriculum unfortunately!)

With mastery programme in English NC, it's very lucky if you get IEP for gifted provision in England. But I've seen some posts about their children getting special provision in the past.

You may have more chance of getting response in primary board, G & T board is always slow and quiet.

Irvine, no idea what the "mastery programme in English NC" is :D
I suppose I'd better post there, but I wouldn't want to get into an argument with the usual suspects

After new NC, they scrapped old NC levels and a lot of school decided to teach within their right year group, and says NC doesn't allow to go beyond year group.(Which is not true, according to MN teachers.)
Also target got raised and old expected levels are not meeting expected levels these days.

These are the mastery assessment for yr1, 2 and 3 in England. (just maths)

www.ncetm.org.uk/public/files/23305594/Mastery_Assessment_Y1_Low_Res.pdf

www.ncetm.org.uk/public/files/25627338/Mastery_Assessment_Yr2_Low_Res.pdf

www.ncetm.org.uk/public/files/23305581/Mastery_Assessment_Y3_Low_Res.pdf

And this site follows NC in English and maths. So you can see what it's like if you like.

uk.ixl.com/math/year-1
uk.ixl.com/ela/year-1

uk.ixl.com/math/year-2
uk.ixl.com/ela/year-2

uk.ixl.com/math/year-3
uk.ixl.com/ela/year-3

Thanks Irvine, that IS very interesting.
I am notoriously nasty (and I do find tests great fun), so I'll have my DDs try them out and see how they fare :D
I have to say, I have no idea what a "pass" grade would be, but I do NOT expect that a good percentage of kids in my class would be able to achieve it (talking about a fluffy curriculum... but I digress), however low it is.

I don't think there's pass grade, to get "expected" level for the year group, they need to achieve mastery. To get above expected, they need to be working in greater depth.

You mean you are supposed to achieve "mastery" in ALL subjects? In theory it should be like that, but is it? Or is it like the SATS were about 50% is expected.

I think so. That's why a lot of teachers are dredding about difficulty of SATS.

In old NC levels, LV4 was expected level for end of yr6. Getting lv5 was considered above average/very able. Now the expected level is around LV5 in old NC.(Though you can't really compare.)

That doesn't mean all the children reach the expected levels.
But it seems like GOV. expect children to suddenly become capable overnight and expect teachers to teach them to the standard expected. That's why pass rate of around 50%. Very silly, indeed.

*dreading

English grading system has changed dramatically. Before, it was given like Lv 3b, 4a, etc. Now it is given as working below, towards, expected, working above(greater depth) for year group.
Seems like 4 years ahead in old curriculum is more like a year or two ahead with new NC.

Will she be taught P3 stuff in her classroom, or will she be going to the P3 classroom for some of the day? Our experience, after trying both, was that the former was better than the latter.

I don't think teachers will try and avoid the class; after all, in the end they like teaching, and it can be fun to have a child who likes to learn. DD's teacher in year one really enjoyed finding her suitable books, and let her teach the other children how to count and answer the register in other languages.