This publication is one of a series (other titles covering music, P.E./sport and design and technology) intended to provide subject-specific support for secondary-phase departments, G&T coordinators, SENCOs, teachers and support staff seeking to develop provision for their more able youngsters. Given the discipline-specific nature of much high ability and the departmental structure of most secondary provision the endeavour is a welcome one. Certainly, Kim Earl’s book provides an invaluable point of reference for any art department seeking to develop or extend their practice in the area of curriculum planning and delivery. It is a book which should be in every art department’s library.

Even beyond it’s subject-specific focus, however, it is a text that covers a lot of ground. Any general reader would gain a concise, thorough, well-balanced and positively humane overview of current trends, developments, expectations and good practice in educating more able children. Accessible summaries are provided, for example, of Ofsted expectations relating to the more able; of the new National Quality Standards for G&T; of QCA guidance/materials in relation to the more able; of the support and guidance offered by the major national organisations (including NACE) supporting the able child and of the implications for schools and learnersof government initiatives such as Excellence in Cities. 

In addition, the work provides brisk, professionally valuable, well-organised commentaries/curriculum materials on pertinent topics such as:

• differentiation and personalisation of learning;
• higher order thinking skills;
• creativity;
• questioning;
• multiple intelligence and pupil learning styles;
• identification of the more able; and
• working with parents.

Again, these sections of the book could be used as an admirable introduction to the field of classroom provision for the more able, but come alive through the relentlessly practical way in which these topics are linked to subject-area advice and support material for art practitioners. 

Firmly and coherently presented within an educationally inclusive approach to learning (citing Mike Tomlinson’s maxim that ‘if you are willing to deal effectively with the needs of able pupils you will raise the achievement of all pupils’), Ms Earl provides a wealth of practical classroom and departmental support for teachers of art and design. This includes ideas/models for lesson planning; exemplar schemes of work; models for enrichment programmes; practical advice/support materials for managing departmental CPD programmes; proformas for use in identification/mentoring/monitoring the more able and much more.
Given that these advantages are enhanced by the fact that all of the practical documentation and support material is also included on the accompanying CD Rom for ease of access and adoption/adaption, it is apparent that this book (indeed this series) offers valuable support on a range of levels; not least as the basis for professional development and curriculum development within an art department. The material is recent, it is relevant, it is derived from current school practice and as such it is highly recommended.