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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 TalentedDeputy 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 TalentedImproving 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 TalentedVal 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 TalentedJo Smith provides some practical tips about how technology can support and enhance the learning you have planned Energising literacy through collaboration | Gifted and TalentedCollaborative 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 TalentedWhat 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 TalentedValsa 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 TalentedKey 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 TalentedAfL 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 TalentedDavid 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 TalentedDo 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 TalentedBlake 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 TalentedHigh 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 TalentedPeter 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 TalentedHow 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 TalentedTina 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 TalentedNatassja 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 TalentedIn 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 TalentedJohn Senior highlights the importance of helping learners to have fun with numbers and develop positive attitudes towards mathematics Thinking skills: Thinkathon | Gifted and TalentedWhat 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 TalentedWorking 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 TalentedHow 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 TalentedThis science lesson plan for Key Stage 2 works on a number of levels, writes Caroline Coxon G&T labelling - student views | Gifted and TalentedDavid 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 TalentedMarcelo Staricoff describes an inclusive approach for meeting the needs of G&T pupils in primary classrooms Differentiation - some practical suggestions | Gifted and TalentedJo Smith suggests practical ways of building challenge into every lesson Pupils respond to a teacher's marking | Gifted and TalentedCanvassing 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 TalentedA 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 TalentedThe 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 TalentedWe 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 TalentedListening 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 TalentedHow 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 TalentedIn 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 TalentedSteve Paget explains how logovisual thinking (LVT) can stimulate higher-order thinking Making tutor time work for G&T pupils | Gifted and TalentedHow 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 TalentedThe 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 TalentedRaising 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 TalentedGood 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 TalentedGifted 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 TalentedWhat 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 TalentedThe 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 TalentedThe 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 TalentedRichard Gould describes the approach at Villiers Park Educational Trust Meeting the needs of gifted and talented 14-19 students | Gifted and TalentedCollaboration 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 TalentedMany 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 TalentedHow 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 TalentedBrin 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 TalentedHow 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 TalentedAt 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 TalentedStaging a ‘whodunit’ can provide great scope for enrichment, says G&T consultant Bob Cox. Howard Gardner: more than multiple intelligences | Gifted and TalentedHoward 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 TalentedCharles Dietz examines the work of Mihaly Csikszentmihalyi and its implications. Case study: working with parents at Casterton Business and Enterprise College | Gifted and TalentedCasterton 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 TalentedG&T coordinator Jo Smith explains how to get the most out of working with parents. Personalisation as a core principle | Gifted and TalentedHow 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 TalentedBrin 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 TalentedIan 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 TalentedG&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 TalentedCasterton 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 TalentedWhat 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 TalentedUntil 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. Enrichment activity – primary to secondary transition | Gifted and TalentedPacking for the journey. Strategic thinking for more able pupils | Gifted and TalentedHow 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 TalentedAimhigher coordinator Ivan Holdsworth discusses transition years and the implications these stages have on students’ learning. Enrichment activity – values and ethics | Gifted and TalentedThis activity is about values, language, futurology, ethics and belonging. Six-hat thinking | Gifted and TalentedG&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 TalentedNeil Short reports on the result of a small survey into sports provision in schools. Pupil voice | Gifted and TalentedG&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 TalentedJane West looks at some misconceptions about giftedness and how to dispel them. Enrichment activity – missing vowels | Gifted and TalentedAsk the pupils to imagine a world with no 'O' High drama | Gifted and TalentedNick Smurthwaite explains how the after-school organisation Stagecoach is helping pupils with ability in the dramatic arts. Enrichment activity – vocabulary, empathy, insight | Gifted and TalentedA fun activity to encourage extension and development of vocabulary. Day a Week School | Gifted and TalentedHow 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 TalentedDesign 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 TalentedDoes 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 TalentedWhy 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 TalentedIf 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 TalentedMartin Ransley describes how he organised a series of enrichment work-related activity days at Highbury Fields School. Assessment: An overview | Gifted and TalentedHow 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 TalentedPost-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 TalentedRuth Wilkes and Geoff Roberts describe a series of popular events in French and German. Schools and the 2012 Olympics | Gifted and TalentedWhat 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 TalentedThe 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 TalentedEducational 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 TalentedDr 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 TalentedPupil 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 TalentedWho 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 TalentedIf 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 TalentedHow 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 TalentedThis 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 TalentedG&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 TalentedAble child coordinator Nik Lawrence spoke to G&T Update about his work. Highly able children with dyslexia | Gifted and TalentedDr Carrie Winstanley explains the principle of dual exceptionality with dyslexic children Enrichment activity – problem-solving and creativity | Gifted and TalentedWalking 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 TalentedMy 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 TalentedHeadteachers 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 TalentedHow 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 TalentedJosephine 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 TalentedThe 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 TalentedGifted 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 TalentedSchools’ 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 TalentedThe 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. Enrichment activity – communication skils, history, creative thinking | Gifted and TalentedWhat name would you give to our present time? Evaluating the impact of the new relationship with schools | Gifted and TalentedA new report evaluates the New Relationship with Schools (NRwS) in trial local authorities and schools. Enrichment activity – sport and citizenship | Gifted and TalentedA 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 TalentedThe 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 TalentedAll 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 TalentedAre 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 TalentedModel 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 TalentedJo 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 TalentedG&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 TalentedProfessor 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 TalentedThe 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 TalentedCritical thinking, communication, politics, philosophy, environmental awareness, economics. Grouping pupils by ability | Gifted and TalentedOne 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 TalentedStudents 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 TalentedThe 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 TalentedWriter 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 TalentedBlack 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 TalentedWhy 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 TalentedEmpowering students by developing their understanding of how they learn. Self-evaluation and audit: ways of working | Gifted and TalentedQuality 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 TalentedPrimary 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 TalentedJohn Senior looks at an approach that will help G&T students develop creative thinking. Running enrichment courses in museums | Gifted and TalentedDuring 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 TalentedSuch 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 TalentedGifted 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 TalentedWhether 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 TalentedThe 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. Most Related:
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