Ian Warwick and Matt Dickenson offer a practical approach for encouraging colleagues to challenge their gifted students
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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
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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
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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
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Mike O'Neill looks at the 'KWL approach' - a classroom strategy for G&T coordinators and leading teachers to share with colleagues
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Gifted and talented, or G&T, is a term used regularly in education today - but what does it actually mean?
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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
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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
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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
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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
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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
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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
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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
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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
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Enrichment is the subject of this at-a-glance reference for gifted and talented associated education vocabulary
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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
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Would you like to improve your school's G&T provision?
Developing a culture where being bright is cool is the responsibility of school leaders. Paul Ainsworth thinks that teaching sport skills, such as cricket, is an effective way to do this
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Deborah Eyre suggests how we can prepare G&T children for the many new career and employment options in today's society
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Continuing our at-a-glance references for explaining the vocabulary associated with gifted and talented education we look at compacting
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Cognitive ability tests (CATs) are discussed in this series aiming to explains terms commonly associated with gifted and talented education
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Mike O'Neill believes that at the heart of good provision for gifted and talented (G&T) students lies careful lesson planning
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An effective whole-school tracking system is vital for monitoring the progress made by gifted and talented (G&T) students, as well as ensuring that achievement keeps pace with potential says Josephine Smith
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A teaching activity that will encourage pupils' enquiry, thinking and participation skills. Suitable for key stages 3 to 5.
This free resource explains how school leaders can reinvigorate their gifted and talented (G&T) programmes so they are an integral part of whole-school success and not simply a bolt-on
Breadth: another term explained in our reference guide for terms commonly used within gifted and talented education
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How do you create (and demonstrate) an ethos where high achievement is valued? Bob Cox visits a school with a strong commitment to 'ambition and educational achievement'
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How can you provide adequate opportunities for gifted and talented artistic students? Joan Hardy has found the Arts Award scheme to be an effective means of identifying and encouraging artistic talent read more
An educational 'road system' for individual gifted and talented children is needed, says Deborah Eyre, so that they can construct their own unique learning journeys
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As interest in gifted and talented education grows and expertise develops, so does the vocabulary associated with it. This is the first installment of a 'copy and keep' glossary for readers to collect over the coming months
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Deborah Eyre begins a series of articles exploring the issues emerging from G&T provision, and considering how to create the best conditions to encourage exceptional performance read more
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 read more
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 read more
Collaborative work can have an energising effect across the curriculum. Jo Counsell describes a collaborative project that used dance to enhance literacy learning read more
Jo Smith provides some practical tips about how technology can support and enhance the learning you have planned for gifted and talented (G&T) pupils
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David Allen and Iona Towler-Evans look at an innovative system of teaching thinking skills through drama
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Valsa Koshy explores the issues surrounding the identification of, and provision for, our youngest gifted and talented children read more
Dilwyn Hunt, adviser for RE and G&T, explores the idea of having a more philosophical approach to religious education when enriching the subject for gifted and talented students
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Jo Smith suggests practical ways of building challenge into every lesson
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Good planning will enable you to stretch pupils without exhausting yourself, says Jo Smith
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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 read more
Charles Dietz examines the work of Mihaly Csikszentmihalyi and its implications
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In his continuing series on gifted thinkers, Charles Dietz looks at the work of Robert Sternberg and how he has influenced the teaching of gifted pupils read more
Ian Warwick, senior director of development at London Gifted & Talented (LGT), explains his vision of personalised learning and describes LGT’s personalised programmes. read more
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. read more
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. read more
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. read more
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 read more
How can we identify and nurture gifted historians? Alison Rowan explains the role of NAGTY’s history think tank
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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 read more
