Gifted and talented children are not always able to express themselves well and this can sometimes undermine their true ability. Steve Mynard shares techniques that will help children to become confident and expressive communicators
The second in our series of CPD notes encourages teachers to reflect on how different teaching styles motivate G&T pupils and meet their learning needs
Taking children out of the classroom and introducing them to different experiences, with professionals in different fields can achieve high quality outcomes. Sally McKeown reports on a workshop for G&T pupils in Derby
In a new series providing ideas and guidance for using technology with G&T learners, Sal McKeown discusses the characteristics of gifted technology students and explains how to identify and encourage them
Following part one, which examined the meaning and possible causes of ‘under-achievement’, Belle Wallace outlines some proven strategies for realising learners’ potential
Effective G&T provision improves teaching and learning for all students – but do your colleagues realise this? This ebulletin issue of Gifted and Talented Update offers advice on raising awareness of the benefits G&T can bring to your school as a whole
As a follow-up to our last issue, here we provide an overview of some of the issues surrounding academic language for G&T learners, as it is readily apparent that formal English can be considered to be an additional language for many learners and perhaps even most disadvantaged learners
Advanced bilingual learners are the focus for this issue. We explain how to provide challenges for gifted and talented learners who speak English and other languages
Here we provide some guidance on the framing of the letter to parents, the kinds of information that should be included and thoughts on how communication with parents can be framed to avoid potential pitfalls
The Pupil and Parent Guarantees, that are currently the subject of a DCSF consultation, make specific reference to the provision for G&T learners. Here we consider what this might mean for your school
Without a system to identify G&T potential, it can take up to two years international new arrivals's language to develop enough to surface in formal written English. This issue, part of our occasional series on inclusion, shows how you can tell an EAL G&T student within six weeks of their arrival
As nationwide programmes to support G&T provision are on the wane, there is more work to be done at a school level. Here we look at how embedding good practice into classrooms begins with robust analysis of the data
The next two issues of this e-bulletin will analyse the critical assumptions and issues in Ofsted's Gifted and Talented Pupils in Schools report, published in December 2009 (ref 090132); specifically its findings and how schools can usefully respond
Second issue exploring how different characteristics such as gender, ethnicity and free school meals eligibility influence the probability of inclusion with G&T students
In this issue we explore what the DCSF School Census, January 2009 tells us about identification and how pupil characteristics affect the probability of inclusion within the national G&T population
In the second of our e-bulletins looking at guidance given to SIPs, we consider what questions you should be asking to evaluate your G&T provision prior to the visit from your improvement partner
This is the first issue of Optimus Education's new fortnightly e-bulletin, Gifted and Talented Update, which will focus on the ways that whole-school issues affect provision for more able and very able learners
School trips can help students meet their full potential by taking them out of their comfort zone. Crispin Andrews describes how Redbridge Community College in Southampton did exactly this
SENCO Week considers the links between SEN and G&T at schools; gifted and talented students are often considered as having specific learning needs and are equally in need of support
Author: Moira Sheehan, Richard Gould and Jeremy Reynolds
Interested in developing very able students at post-16 by personalising learning, creating challenge and developing independent learners? Have a look at our handbook aimed at those responsible for improving teaching and learning at post-16
Schools should encourage young gifted and talented (G&T) students to aim high, as many able children who do not have a history of university education in their family may dismiss it, says Deborah Eyre
This classroom strategy for G&T coordinators and leading teachers is a creative thinking activity, which aims to stimulate gifted and talented students
A Dragon's Den challenge activity for G&T students offers unlimited possibilities to excite and stretch their imagination. Joan Hardy decribes how her school organised such a project
It is important for gifted and talented (G&T) coordinators and leading teachers to garner the support of governors. G&T Update offers suggestions as to how and why governors can be an ally to those working with G&T
How are 'leading schools' or 'gifted and talented centres' selected, and how will they fulfil their role? The Yorkshire and Humber partnership is in the early stages of the G&T project
The continuing professional development training implications of the gifted and talented (G&T) agenda are highlighted here by Sophie Craven and Brin Best, explaining all that CPD has to offer in the area of G&T
Who are the gifted and talented and what provision do they need? Deborah Eyre provides a basic layman's guide to the fundamental principles of G&T education
Mike O'Neill offers the first of a series of teaching activities for leading gifted and talented coordinators to use in the classroom with G&T students and share with colleagues
A variety of enrichment methods used to inspire gifted and talented children are given the term 'extension', which is the subject of this at-a-glance reference for gifted and talented associated education vocabulary
Schools must help gifted and talented students develop their leadership skills, as they have a lot to offer the rest of the school, and later society, in terms of active citizenship and entrepreneurial abilities, say Jo Smith and Paul Ainsworth
How can you assist and support gifted and talented students without stigmatising them with a label? Deborah Eyre considers this fundamental question in gifted education
How can schools successfully integrate enrichment activities into whole-school provision, thereby maximising their benefits? Bob Cox discusses, with reference to external providers
It is important for schools to identify gifted and talented pupils in sport at a young age so that they can help nurture and develop their strengths. Crispin Andrews discusses using a multi-skills approach in primary schools to do this
Joan Hardy has worked with gifted and talented students in Year 9 to develop their visual learning skills and help them cascade what they have learned to pupils in Year 7
The REAL Project (Realising Equality and Achievement for Learners) has transformed opportunities for G&T students in black/minority ethnic (BME) communities and those who speak English as an additional language (EAL)
For those who are gifted and talented in PE and sports, a support programme can give them the maximum opportunity to succeed. Godfrey Hall speaks to head of PE, Craig Fletcher, at Bucklers Mead School in Yeovil about theirs
It is a teacher's responsibility to access extension and enrichment opportunities for individual students who might benefit. Ray Speakman explains how one regional partnership is supporting schools who are doing just that
For students from disadvantaged backgrounds, accessing a university education can be problematic. Urban Scholars project aims to tackle these negative factors and provide high-quality opportunities for those who might have otherwise missed out
If you are a disadvantaged student you are statistically unlikely to be selected and named as gifted and talented. Deborah Eyre looks at how to open opportunities for disadvantaged G&T students
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