When considering the organisation within a school for ICT, it is important to get the balance right between meeting the needs of all pupils and catering for the needs of individuals or small groups. The teaching and use of ICT will depend on school policy, the resources available and timetable arrangements. Planning should give details of how pupils and resources will be organised, and should consider the following points:

access to resources
Increased access to ICT resources may be needed, but there may be timetabling constraints and conflicting demands of other groups will need to be managed sensitively

balance between providing special opportunities for gifted pupils and their inclusion in the mainstream academic and social life of their class
If a school has an ICT suite, it is often possible to plan for the diverse needs of a group of pupils through differentiated tasks, resources, processes or outcomes. However, this places greater demands on the teacher, particularly if their ICT confidence is limited. Extra adult support is helpful when catering for a wide range of pupil experience

accelerating the development of ICT skills
It may be helpful to organise teaching sessions where gifted pupils can be taught together. This can be particularly useful to aid enrichment in other subjects, for example pupils could search the internet to find evidence for a history project, or pupils who are very able in English could accelerate the pace at which their ICT skills are developed to enhance their ability in English

short-term planning
This should include the key elements that need to be covered, key questions, and a range of extension ideas that can be incorporated to add more depth to the area of study or the task, or increased challenge in terms of outcome. Activities should have clear goals, aim to increase pupils' ability to analyse and solve problems, and stimulate originality, initiative and self-direction

monitoring progress to ensure that provision is effective
This will involve monitoring and assessing performance in a range of tasks, responses to questions, and discussions about how and why they adopted the approaches they did in problem-solving and research activities

Managing provision in the general guidance

Matching teaching to pupils' needs in the general guidance

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