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Gifted & Talented

Gifted and talented children are not always easy to spot, as parents, teachers and educational psychologists have different criteria for making judgements. Once identified, these pupils need support to achieve their full potential. Teacher expectation, expertise on the part of educators and effective management of provision are all contributing factors. Find out more about gifted and talented provision, by browsing the articles in this section.

How to reinvigorate your G&T provision | Gifted and Talented

Deputy headteachers Paul Ainsworth and Josephine Smith consider how school leaders can reinvigorate their G&T programmes so they are an integral part of their school's success and not simply a bolt-on

Using the Institutional Quality Standards to improve G&T provision | Gifted and Talented

Improving your gifted and talented provision depends on being able to pinpoint strengths and weaknesses in your current approach. The Institutional Quality Standards (IQS) is a self-evaluation tool for doing just that, and supports the introduction of personalised education across the whole school, writes Deborah Eyre

NACE Challenge in Wales | Gifted and Talented

Val Scott brings us up to date with developments in Wales and describes the important role played by NACE in introducing Quality Standards to schools

Using ICT with able classes | Gifted and Talented

Jo Smith provides some practical tips about how technology can support and enhance the learning you have planned

Energising literacy through collaboration | Gifted and Talented

Collaborative work can have an energising effect across the curriculum. Jo Counsell describes a collaborative project that used dance to enhance literacy learning

Young athletes: identifying and nurturing sporting talent | Gifted and Talented

What turns a competent athlete or 'player' into an exceptional performer? Crispin Andrews considers the make-up of this type of talent and highlights some issues for schools

Identifying and providing for younger gifted and talented children | Gifted and Talented

Valsa Koshy explores the issues surrounding the identification of, and provision for, our youngest gifted and talented children

Lesson plans for key stage 2: Olympic Island | Gifted and Talented

Key stage 2 lesson plans for exploring the Beijing Olympics to meet learning objectives in geography and citizenship, provided by Caroline Coxon

Peer and self assessment | Gifted and Talented

AfL strategies can be invaluable in providing feedback for pupils and developing insight into G&T learners' individual needs. Clare Smale provides some practical tips for teachers

Learning and thinking skills through drama | Gifted and Talented

David Allen and Iona Towler-Evans look at an innovative system of teaching thinking skills through drama

Emotional intelligence in gifted and talented children | Gifted and Talented

Do G&T children have more than their fair share of social-emotional difficulties? Kalliope Emmanouilidou looks into the research and challenges some stereotypical views

Success in Staffordshire: achieving the NACE Challenge Award | Gifted and Talented

Blake Technology College has gone from 'challenging circumstances' to achieving the NACE Challenge Award for G&T education. Lesley Griggs describes the improvements to teaching and learning and the approach to G&T provision in the school which led to this success

Coaching for confidence: gifted and talented pupils | Gifted and Talented

High ability and confidence do not always go hand in hand. Paul Ainsworth suggests how life coaching techniques can be used to help G&T students

Scheme of work: Thinking actively in a social context Year 6 science | Gifted and Talented

Peter Leyland describes how he used TASC to teach his Year 6 class about measuring time

Success in Moseley: achieving the NACE Challenge Award | Gifted and Talented

How did a Birmingham primary school manage to complete the NACE Challenge Award in less than a year? Sarah Batstone describes the work undertaken

Inspirational athlete - Sonia O'Sullivan | Gifted and Talented

Tina Ryan meets Sonia O’Sullivan – Ireland’s middle distance runner and most crowned sportswoman

'Pressure is good for me' says one Year 10 gifted pupil | Gifted and Talented

Natassja Cole gives her verdict on the pros and cons of being on the G&T register

Numeracy lesson plan: probability Key Stage 2 | Gifted and Talented

In this numeracy lesson plan Paul Ainsworth describes how learning about probability can provide excellent opportunities for speaking and listening and incorporate plenty of challenge for the most able

Activities for overcoming fear of number | Gifted and Talented

John Senior highlights the importance of helping learners to have fun with numbers and develop positive attitudes towards mathematics

Thinking skills: Thinkathon | Gifted and Talented

What if we all looked the same? This was just one of the topics used to get pupils thinking at a competitive event organised by Luton LEA and attended by Peter Leyland

Teaching gifted children with Asperger syndrome: practical advice | Gifted and Talented

Working with very able pupils presents a challenge to any teacher, but when learners also have special educational needs, there are complex issues to address. Julian Whybra shares his experiences of children and young people with Asperger syndrome

Primary pupil voice: collecting views | Gifted and Talented

How can we get primary-aged children to give us feedback about their classroom experiences? Iwona Glowacz used the prospect of getting published as a way of collecting pupils' thoughts

Science lesson plan for Key Stage 2 - reflecting light and sound | Gifted and Talented

This science lesson plan for Key Stage 2 works on a number of levels, writes Caroline Coxon

G&T labelling - student views | Gifted and Talented

David Gimson describes how cross-curricular observation helped teachers to develop more effective questioning techniques – and also led to them asking their own questions about the G&T 'label'

Including G&T pupils in the primary classroom | Gifted and Talented

Marcelo Staricoff describes an inclusive approach for meeting the needs of G&T pupils in primary classrooms

Differentiation - some practical suggestions | Gifted and Talented

Jo Smith suggests practical ways of building challenge into every lesson

Pupils respond to a teacher's marking | Gifted and Talented

Canvassing pupils’ views can inform their learning as well as our teaching – as Paul Ainsworth discovered when he asked one of his classes to comment on his marking

Hands-on science | Gifted and Talented

A murder investigation, crisis in outer space and stick insects! Peter Leyland reports on a chemistry competition that really gets pupils thinking

National organisations for gifted and talented | Gifted and Talented

The CfBT Education Trust manages the national gifted and talented strategy and is planning an online 'one-stop-shop' to provide routes to CPD, case study material, outreach events, resources etc

Schools explore the quality standards for gifted and talented provision | Gifted and Talented

We look at two examples from a booklet produced by the West Midlands Regional G&T partnership describing the experiences of 16 ‘test bed’ schools as they have engaged with the IQS and taken a lead in their implementation

What makes a good teacher for gifted and talented students? | Gifted and Talented

Listening to what students themselves have to say about their education is an important part of high-quality G&T provision. Year 8 pupil, Beth Hancox outlines her thoughts on the qualities of a good teacher for gifted and talented students

Pirates ahoy! A literacy lesson plan | Gifted and Talented

How can teachers ensure that there is appropriate challenge for G&T pupils in every lesson? In the first of a series of lessons plans, Caroline Coxon provides some ideas

Learning to love languages: resources for young linguists | Gifted and Talented

In 2002 Gwen Goodhew was dismayed at the lack of resources she found for young linguists. Five years later, her research has revealed changes for the better.

Logovisual thinking | Gifted and Talented

Steve Paget explains how logovisual thinking (LVT) can stimulate higher-order thinking

Making tutor time work for G&T pupils | Gifted and Talented

How form tutors can raise achievement for all pupils and support the gifted and talented. Aim Higher coordinator Martin Ransley reports.

Extending G&T provision | Gifted and Talented

The extra provision for gifted and talented students has been criticised by Chris Woodhead. He should look at comprehensives such as Ashby School, where the Da Vinci programme offers a wide variety of opportunities, says G&T coordinator Malcolm Salt

'Always more to do': the challenge of building an inclusive G&T policy | Gifted and Talented

Raising the level of challenge for all children lies at the heart of RA Butler School’s G&T policy. Ann Geeves and Clare Gill describe how they have put systems in place to do this

Injecting pace into lessons | Gifted and Talented

Good planning will enable you to stretch pupils without exhausting yourself, says Jo Smith

How to keep G&T provision at the top of your school's agenda | Gifted and Talented

Gifted and talented provision faces competition from many other areas for a share of personalisation funding. Josephine Smith and Paul Ainsworth share their tips for raising awareness of G&T in your school

From G&T pupil to G&T teaching assistant | Gifted and Talented

What is it like for a former pupil to return to her old school as a G&T teaching assistant?

Teaching pupils life skills through climbing | Gifted and Talented

The Bristol Climbing Centre courses aim to develop the whole person. Jo McCready explains their teaching philosophy and describes their work with more able students

Helping gifted and talented students from disadvantaged backgrounds | Gifted and Talented

The underachievement of disadvantaged gifted and talented young people is a major concern. Nik Miller and Alison Rowan explain how the Goal project is helping

Enrichment, extension and expertise for able post-16 students | Gifted and Talented

Richard Gould describes the approach at Villiers Park Educational Trust

Meeting the needs of gifted and talented 14-19 students | Gifted and Talented

Collaboration is growing in 14-19 G&T education. Sandra Howard and Lis Stock of the Gifted and Talented Education Unit at the DfES look at some recent developments

Provision and support for gifted and talented children in primary schools | Gifted and Talented

Many SENCOs in primary schools also have a designated responsibility for G&T children. New guidance should ensure that effective provision for this group of children is in place. It may also help clarify whether or not SENCOs can be expected to take primary responsibility for this task.

Raising aspirations in Year 9 | Gifted and Talented

How can teachers raise aspirations for students who have untapped potential? Martin Ransley follows the lives of a group of Year 9 students.

Creativity for more able students | Gifted and Talented

Brin Best argues that we must actively teach creativity if our more able learners are to play their full role as decision-makers in the world of tomorrow.

Explaining G&T to NQTs | Gifted and Talented

How can G&T specialists support NQTs, and how can NQTs prepare themselves? Hilary Lowe of Oxford Brookes University looks at some of the key issues

A personalised approach to targets | Gifted and Talented

At Belvoir High School staff help pupils set their own SMART targets while house days are used to help pupils develop strengths

Challenging pupils with a murder mystery | Gifted and Talented

Staging a ‘whodunit’ can provide great scope for enrichment, says G&T consultant Bob Cox.

Howard Gardner: more than multiple intelligences | Gifted and Talented

Howard Gardner will forever be associated with his theory of multiple intelligences. Charles Dietz discovers that the Hobbs professor in cognition and education at the Harvard Graduate School of Education has a lot more to say on the nature of giftedness.

Mihaly Csikszentmihalyi's theory of flow | Gifted and Talented

Charles Dietz examines the work of Mihaly Csikszentmihalyi and its implications.

Case study: working with parents at Casterton Business and Enterprise College | Gifted and Talented

Casterton Business and Enterprise College (CEBC) is one of three truly comprehensive Rutland secondary schools with 800 pupils on role in Years 7-11.

Home-school communication | Gifted and Talented

G&T coordinator Jo Smith explains how to get the most out of working with parents.

Personalisation as a core principle | Gifted and Talented

How can personalisation work in practice? Headteacher Paula Allen spoke to Bob Cox to explain how it’s done at Dorney Combined School.

Practical personalised learning | Gifted and Talented

Brin Best tries to make sense of the government’s personalised learning agenda, and suggests practical ways of making it work for your more able students.

Personalised learning and G&T | Gifted and Talented

Ian Warwick, senior director of development at London Gifted & Talented (LGT), explains his vision of personalised learning and describes LGT’s personalised programmes.

Personalised learning: the view from the DfES | Gifted and Talented

G&T education has been a precursor of personalised learning, says Tim Dracup, head of the DfES’s Gifted and Talented Education Unit.

The impact of extended schools on G&T students | Gifted and Talented

Casterton Business and Enterprise College (CBEC) is the hub of local learning, offering 11-16 education by day and a wide range of recreational and academic activities for young people and adults in the evenings and at weekends

Extended schools: what impact on G&T? | Gifted and Talented

What does ‘extended school’ mean to politicians, teachers and parents and what will it mean for more able pupils? Deputy head Paul Ainsworth explains

Gifted and talented in Northern Ireland | Gifted and Talented

Until recently G&T education was piecemeal and largely ignored in Northern Ireland. David Ryan describes the start of a strategy for G&T education at Belfast’s Education and Library Board.

Strategic thinking for more able pupils | Gifted and Talented

How can you help G&T pupils develop strategies for thinking about their work before rushing in? Peter Levin offers some solutions.

Transfer, transition: needs of G&T students | Gifted and Talented

Aimhigher coordinator Ivan Holdsworth discusses transition years and the implications these stages have on students’ learning.

Enrichment activity – values and ethics | Gifted and Talented

This activity is about values, language, futurology, ethics and belonging.

Six-hat thinking | Gifted and Talented

G&T coordinator Peter Leyland explains how one Luton primary school has found that this thinking technique benefits everybody – students, more-able students and even staff.

How schools are supporting sporting talent | Gifted and Talented

Neil Short reports on the result of a small survey into sports provision in schools.

Pupil voice | Gifted and Talented

G&T adviser Linda Hodgson describes how her cluster has developed a way of listening to and responding to pupils’ perceptions of school.

Challenging the myths | Gifted and Talented

Jane West looks at some misconceptions about giftedness and how to dispel them.

Enrichment activity – missing vowels | Gifted and Talented

Ask the pupils to imagine a world with no 'O'

High drama | Gifted and Talented

Nick Smurthwaite explains how the after-school organisation Stagecoach is helping pupils with ability in the dramatic arts.

Enrichment activity – vocabulary, empathy, insight | Gifted and Talented

A fun activity to encourage extension and development of vocabulary.

Day a Week School | Gifted and Talented

How do you provide for your most able pupils within your existing education framework? Carol Cummings and Aileen Hoare describes a programme piloted in Cheshire LA

Enrichment activity – art and design | Gifted and Talented

Design today for tomorrow: this activity looks at an art movement as a starting point for designing and making a product.

Learning curve: multiple intelligences and G&T | Gifted and Talented

Does Gardner’s concept of multiple intelligences (MI) help or hinder us in our quest to identify G&T students?

Analysing and uprooting the prejudice against giftedness | Gifted and Talented

Why do so many people think that giftedness is a ‘seriously wrong’ idea? Dr Ruth Cigman argues that the way forward lies in ensuring that we recognise genuine giftedness.

Thinking History: Questions, questions and more questions about questions! | Gifted and Talented

If giftedness is expertise in development then gifted historians are, or should be, on the road to being masters of a discipline. But how do we identify and nurture gifted historians? Alison Rowan explains the role of NAGTY’s history think tank.

An enterprising approach to gifted and talented | Gifted and Talented

Martin Ransley describes how he organised a series of enrichment work-related activity days at Highbury Fields School.

Assessment: An overview | Gifted and Talented

How can assessment be used as a tool for improving learning and achievement for all pupils? What do you need to do differently for your more able pupils?

Post-16 education for more able pupils | Gifted and Talented

Post-16 education for G&T pupils is disjointed and ill-supported. Mike Bulmer explains what needs to change.

Able, gifted and talented days for linguists | Gifted and Talented

Ruth Wilkes and Geoff Roberts describe a series of popular events in French and German.

Schools and the 2012 Olympics | Gifted and Talented

What are the potential benefits to young people and how are schools preparing? Richard Bailey looks into the future.

Innovation in a G&T cluster | Gifted and Talented

The Camborne, Pool and Redruth Learning Space in Cornwall had a long journey towards G&T innovation, writes Sue Sayer

Telling tales and smart thinking | Gifted and Talented

Educational consultant Mike Fleetham shares some interesting ideas about choosing books and looks at some practical ideas for using stories to develop children’s thinking.

Bringing out talents through drama | Gifted and Talented

Dr Jonothan Neelands, deputy director of research at the National Academy of Gifted and Talented Youth, explains how drama helps both the academically gifted and artistically talented.

Pupil focus groups | Gifted and Talented

Pupil focus groups can be used to evaluate your school's G&T programme, as teachers Paul Ainsworth and Josephine Smith explain

Meeting the needs of gifted and talented children | Gifted and Talented

Who are the gifted and talented children in our schools and are their needs being properly met? Former head, Roger Smith, suggests that broader definitions and greater efforts need to be made to identify and support the special needs of this group

Web review - developing gifted and talented provision | Gifted and Talented

If you are looking for a resource portal for enhancing your gifted and talented (G&T) provision, then this site is a good starting point. It brings together materials from the key G&T organisations all under one roof, and covers the core G&T issues, including identification, enrichment, extension, acceleration and differentiation.

Sharing best practice | Gifted and Talented

How can G&T coordinators ensure that differentiation for G&T pupils is taking place in every classroom? Paul Ainsworth looks at some methods based on sharing best practice

Book review: Able, Gifted and Talented | Gifted and Talented

This book could act as a guide to anyone entering the fray of dealing with outstandingly able children, but it fails to provide great inspiration or sufficient practical advice.

Don't teach to the middle: giving advice to the new generation of teachers | Gifted and Talented

G&T coordinator Jo McShane reflects on how far things have come since she did her own PGCE and provides some strategies to share with NQTs and teacher trainees.

Mayville High School: putting policy into practice | Gifted and Talented

Able child coordinator Nik Lawrence spoke to G&T Update about his work.

Highly able children with dyslexia | Gifted and Talented

Dr Carrie Winstanley explains the principle of dual exceptionality with dyslexic children

Enrichment activity – problem-solving and creativity | Gifted and Talented

Walking on clouds: how could we engineer the possibility of walking on clouds in the sky?

Book review: Curriculum for Gifted and Talented Students | Gifted and Talented

My holy grail as a G&T coordinator is a curriculum that is integrated within the school but seen by students as discrete and special. It should widen the students’ horizons, inspire and excite them whilst contributing to my leadership desire to increase the A/A* grade.

NCSL targets within-school variation | Gifted and Talented

Headteachers working together in a National College for School Leadership (NCSL) research project have announced progress in overcoming differences in performance between departments within schools.

Able mathematicians | Gifted and Talented

How can teachers help their most able mathematicians? Lynne McClure, consultant for the Mathematical Association discusses the problems and offers some solutions.

The role of the gifted and talented coordinator | Gifted and Talented

Josephine Smith and Paul Ainsworth, both senior teachers with responsibilities for G&T, look at the evolution of the role of the G&T coordinator at Casterton Community College and the effect that TLR reforms are having on it now

A starry approach to enrichment | Gifted and Talented

The STAR workshops were designed by performers Martha and Eve to bring out students' creativity in music, drama and discussion

Building gifted and talented support in the regions | Gifted and Talented

Gifted and talented support in the regions is being consolidated in a new partnership model. In 2004 NAGTY began to set up 'regional gateways' as part of its delivery of programmes and activities particularly for primary and CPD

The national register for G&T students | Gifted and Talented

Schools’ census data on G&T populations will be collected from both primary and secondary schools along with institutional data (including progress against IQS) and matched against all other data in the National Pupil Database (ie pupils’ attainment data and cognitive ability tests).

Book review: GCSE Success Essentials - Study Skills | Gifted and Talented

The concept of ‘study skills’ is found in a large number of schools and is often seen as a dry subject by both teachers and students. However, the approach adopted in this publication is refreshing and entertaining and was a pleasure to read.

Evaluating the impact of the new relationship with schools | Gifted and Talented

A new report evaluates the New Relationship with Schools (NRwS) in trial local authorities and schools.

Enrichment activity – sport and citizenship | Gifted and Talented

A sport for all: the real challenge is the philosophy of the game: is it to be competitive or cooperative?

Long-term learning development | Gifted and Talented

The Deanes School is a specialist sports college in Benfleet, Essex, where for a number of years staff have been working on G&T programmes based on provision beyond the curriculum, writes G&T coordinator Keli Hampstead

Raising achievement of the most able | Gifted and Talented

All current research on student achievement challenges the traditionally held mythology that the bright will always do well in whatever circumstances and that 'borderline' pupils fare better at the top of secondary modern schools rather than 'struggling' in grammar schools – a view entrenched in the attitudes of able students at The Thomas Aveling, a high school.

Ready and able: achieving inclusive G&T provision | Gifted and Talented

Are you truly providing every opportunity you can to allow your most able students to thrive, while also not disadvantaging others? Michele Paule outlines action you can take to ensure you identify these students and then are able to shape the best provision for them.

Model mapping: the mechanics of thinking | Gifted and Talented

Model mapping (or 'mind mapping') is a learning tool for pupils of all ages and abilities, as Oliver Caviglioli, co-author of MapWise and former PE teacher, explains

Finding diamonds and nurturing dreams | Gifted and Talented

Jo McShane, South Tyneside's gifted and talented and Aimhigher manager explains why raising the aspirations of gifted students is a key part of her work.

The gifted and talented in PE | Gifted and Talented

G&T coordinator Samantha Wilkinson of King's Wood School, Essex, explains how she has developed a PE programme for gifted and talented students

State schools described as a 'talent drain' | Gifted and Talented

Professor David Jesson of the University of York has expressed concern that talent is 'going to waste' because state schools fail to develop the potential of more-able students

NAGTY: the way ahead | Gifted and Talented

The National Academy for Gifted and Talented Youth was established at Warwick University in 2002. Director Professor Deborah Eyre explains her vision for its future.

Enrichment activity – critical thinking | Gifted and Talented

Critical thinking, communication, politics, philosophy, environmental awareness, economics.

Grouping pupils by ability | Gifted and Talented

One of the hardest jobs in teaching is to differentiate materials and teaching among pupils of differing abilities in the same class. So is grouping by ability right for your school and for your most able pupils? Jane West examines the pros and cons.

Reach for the stars | Gifted and Talented

Students from St Clere’s School, Essex, travel to the US for an Advanced Space Academy course every year. G&T Update talked to the trip’s organiser, G&T coordinator Ken Lewis.

Chesham Park Community College | Gifted and Talented

The able, gifted and talented continue to make strides at the first school to receive NACE's Challenge Award, as deputy headteacher and G&T coordinator David Futerman explains

Gifted and talented? Time for a rethink? | Gifted and Talented

Writer and consultant Barry Hymer explains why he thinks G&T education needs to rethink some commonly used policies.

Black, Wiliam and assessment for learning | Gifted and Talented

Black and Wiliam (often mispelled as Black and William, with two 'L's) developed a radical approach to learning, as Charles Dietz reports.

Religious Festivals | Gifted and Talented

Why do we need to celebrate? Is there a pattern common to both religious festivals and secular festivals and celebration?

Book review: Making the Most of Your Abilities | Gifted and Talented

Empowering students by developing their understanding of how they learn.

Self-evaluation and audit: ways of working | Gifted and Talented

Quality standards are the new buzzwords in school self-evaluation for G&T coordinators. But what’s the difference between an audit and self-evaluation – and how do you do it? Jane West explains.

Nurturing our top ten per cent | Gifted and Talented

Primary strand coordinator for G&T Joy Blaker explains how schools in Rotherham approach the issue of identifying their most able pupils.

Developing higher-order questioning | Gifted and Talented

John Senior looks at an approach that will help G&T students develop creative thinking.

Running enrichment courses in museums | Gifted and Talented

During the academic year 2004-05 the London Borough of Lambeth developed an imaginative and creative partnership, offering enrichment courses for gifted and talented primary and secondary students, held in some of their many local museums and galleries and provided by the educational organisation GIFT. Rosemary Butcher explains.

School for prospective Billy Elliots | Gifted and Talented

Such is the anticipated durability of the West End musical Billy Elliot that a special school has been established in Leeds to train talented youngsters for the show

The future of learning in Cornwall | Gifted and Talented

Gifted and talented strand coordinator Sue Sayer describes her work as leader for G&T and creativity for her excellence cluster and explains how a Classroom of the Future has influenced the teaching and learning of pupils in the Camborne, Pool and Redruth Success Zone

G&T policy and the role of a G&T Governor | Gifted and Talented

Whether you're writing your first G&T policy or need to update your current one, what do you need to include? G&T Update editor Jane West explains

Omega oils boost brain power | Gifted and Talented

The interim results of a pioneering study involving 60 toddlers in Durham have provided impressive evidence of the effects of omega-3 oil on children's learning abilities.



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