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 <title>Gifted and talented - primary enrichment</title>
 <link>http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment</link>
 <description>The taxonomy view with a depth of 0.</description>
 <language>en</language>
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 <title>Storytelling to stretch young minds</title>
 <link>http://www.teachingexpertise.com/articles/storytelling-stretch-young-minds-11523</link>
 <description>&lt;div class=&quot;field field-type-text field-field-content&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item odd&quot;&gt;&lt;p&gt;Storytellers in ancient, preliterate cultures  could remember word-for-word epic tales that might take several evenings  to recount. They would store the entire tribal history in their minds  and retell it at celebrations and ceremonies.&lt;/p&gt;&lt;p&gt;Writing stories down  in books and reading them again liberates the mind from these feats of  memory. But traditional storytelling still has a role to play and is a  skill worth cultivating.&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/storytelling-stretch-young-minds-11523&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/storytelling-stretch-young-minds-11523#comments</comments>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-classroom-strategies">Gifted and talented - classroom strategies</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/job-role/leading-teacher-gifted-and-talented">Leading teacher for gifted and talented</category>
 <pubDate>Thu, 19 May 2011 15:48:09 +0100</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">11523 at http://www.teachingexpertise.com</guid>
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 <title>Storytelling as an enrichment activity</title>
 <link>http://www.teachingexpertise.com/articles/storytelling-enrichment-activity-10118</link>
 <description>&lt;div class=&quot;field field-type-text field-field-content&quot;&gt;&lt;div class=&quot;field-items&quot;&gt;&lt;div class=&quot;field-item odd&quot;&gt;&lt;p&gt;Day two of the Derby gifted and talented  storytelling workshop begins with a fast round of BillyBong, a  delightfully silly game with lots of shouting and jumping up and down.  It is designed to wake everyone up, get rid of inhibitions and make  people listen carefully to what others say. A second game involves  miming. We start with realistic things such as skipping and painting,  moving on to eating a frog or painting an alien.&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/storytelling-enrichment-activity-10118&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/storytelling-enrichment-activity-10118#comments</comments>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/job-role/leading-teacher-gifted-and-talented">Leading teacher for gifted and talented</category>
 <pubDate>Thu, 11 Nov 2010 16:51:23 +0000</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">10118 at http://www.teachingexpertise.com</guid>
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 <title>Enriching primary maths</title>
 <link>http://www.teachingexpertise.com/articles/enriching-primary-maths-7000</link>
 <description>&lt;table cellspacing=&quot;1&quot; cellpadding=&quot;1&quot; border=&quot;1&quot; align=&quot;&quot; width=&quot;100%&quot; style=&quot;background-color: rgb(204, 255, 204);&quot; summary=&quot;&quot;&gt;     &lt;tbody&gt;         &lt;tr&gt;             &lt;td&gt;I had really hoped that the renewed Primary Framework of 2006 would have addressed the issue of enriching mathematics in the classroom, as it had intended. Enrichment has been addressed by more confident and creative teachers, but in many classrooms there seems to have been little change so far.&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/enriching-primary-maths-7000&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/enriching-primary-maths-7000#comments</comments>
 <category domain="http://www.teachingexpertise.com/job-role/classroom-teacher">Classroom Teacher</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/job-role/ict-manager">ICT Manager</category>
 <category domain="http://www.teachingexpertise.com/topic/numeracy">Numeracy</category>
 <category domain="http://www.teachingexpertise.com/area/teaching-and-learning">Teaching and Learning</category>
 <pubDate>Wed, 29 Jul 2009 10:13:16 +0100</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">7000 at http://www.teachingexpertise.com</guid>
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 <title>A-Z of G&amp;T education (8): Gifted and talented</title>
 <link>http://www.teachingexpertise.com/articles/z-gt-education-8-gifted-and-talented-5284</link>
 <description>&lt;p&gt;What exactly do we mean by &amp;lsquo;gifted and talented&amp;rsquo;? Dictionaries give us the following definitions:&lt;/p&gt; &lt;p&gt;&lt;strong&gt;gifted: &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt;     &lt;li&gt;having natural talent or aptitude&lt;/li&gt;     &lt;li&gt;highly intelligent (children)&lt;/li&gt; &lt;/ol&gt; &lt;p&gt;&lt;strong&gt;talented:&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/z-gt-education-8-gifted-and-talented-5284&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/z-gt-education-8-gifted-and-talented-5284#comments</comments>
 <category domain="http://www.teachingexpertise.com/job-role/classroom-teacher">Classroom Teacher</category>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-accelerated-learning">Gifted and talented - accelerated learning</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-classroom-strategies">Gifted and talented - classroom strategies</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-secondary-enrichment">Gifted and talented - secondary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-pupils">Gifted and talented pupils</category>
 <category domain="http://www.teachingexpertise.com/job-role/leading-teacher-gifted-and-talented">Leading teacher for gifted and talented</category>
 <pubDate>Wed, 18 Mar 2009 16:42:01 +0000</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">5284 at http://www.teachingexpertise.com</guid>
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 <title>G&amp;T activity to stimulate creative thinking</title>
 <link>http://www.teachingexpertise.com/articles/gt-activity-stimulate-creative-thinking-5275</link>
 <description>&lt;table width=&quot;100%&quot; cellspacing=&quot;1&quot; cellpadding=&quot;1&quot; border=&quot;1&quot; align=&quot;&quot; style=&quot;background-color: rgb(255, 153, 204);&quot; summary=&quot;&quot;&gt;     &lt;tbody&gt;         &lt;tr&gt;             &lt;td&gt;&lt;em&gt;&lt;strong&gt;Activity: &lt;/strong&gt;&lt;/em&gt;Odd One Out&amp;nbsp; &lt;br /&gt;             &lt;em&gt;&lt;strong&gt;Subject: &lt;/strong&gt;&lt;/em&gt;Any&amp;nbsp; &lt;br /&gt;             &lt;em&gt;&lt;strong&gt;Key Stage(s): &lt;/strong&gt;&lt;/em&gt;1, 2, 3 &amp;amp; 4.&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/gt-activity-stimulate-creative-thinking-5275&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/gt-activity-stimulate-creative-thinking-5275#comments</comments>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-accelerated-learning">Gifted and talented - accelerated learning</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-secondary-enrichment">Gifted and talented - secondary enrichment</category>
 <category domain="http://www.teachingexpertise.com/job-role/leading-teacher-gifted-and-talented">Leading teacher for gifted and talented</category>
 <pubDate>Wed, 18 Mar 2009 14:03:49 +0000</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">5275 at http://www.teachingexpertise.com</guid>
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 <title>Dragon&#039;s Den for G&amp;T students</title>
 <link>http://www.teachingexpertise.com/articles/dragons-den-gt-students-5273</link>
 <description>&lt;p&gt;Anyone familiar with the television programme &lt;em&gt;Dragons&amp;rsquo; Den&lt;/em&gt; will be aware that marketing an idea is not for the faint-hearted, particularly when the judges have a financial interest in the outcome. However, maintaining a calm demeanour under intense scrutiny is one of the more challenging, but useful life skills: so any chance to practise it within a safe environment has to represent a good opportunity for young people.&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/dragons-den-gt-students-5273&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/dragons-den-gt-students-5273#comments</comments>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-accelerated-learning">Gifted and talented - accelerated learning</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-classroom-strategies">Gifted and talented - classroom strategies</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-secondary-enrichment">Gifted and talented - secondary enrichment</category>
 <category domain="http://www.teachingexpertise.com/job-role/leading-teacher-gifted-and-talented">Leading teacher for gifted and talented</category>
 <pubDate>Wed, 18 Mar 2009 11:43:36 +0000</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">5273 at http://www.teachingexpertise.com</guid>
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 <title>Leaders of the future: G&amp;T leadership skills</title>
 <link>http://www.teachingexpertise.com/articles/leaders-future-gt-leadership-skills-4122</link>
 <description>&lt;p&gt;As a G &amp;amp; T coordinator or leading teacher, how would you describe your leadership style? If you have been part of a programme of continuous professional development such as the NCSL &amp;lsquo;Leading from the Middle&amp;rsquo; programme, you will undoubtedly have been asked to consider your own leadership style and how it affects the contributions of others around you; but have you considered how this learning could benefit the experiences of those able, gifted and talented students you support?&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/leaders-future-gt-leadership-skills-4122&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/leaders-future-gt-leadership-skills-4122#comments</comments>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-accelerated-learning">Gifted and talented - accelerated learning</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-classroom-strategies">Gifted and talented - classroom strategies</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-secondary-enrichment">Gifted and talented - secondary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-pupils">Gifted and talented pupils</category>
 <category domain="http://www.teachingexpertise.com/job-role/leading-teacher-gifted-and-talented">Leading teacher for gifted and talented</category>
 <pubDate>Wed, 04 Feb 2009 15:35:31 +0000</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">4122 at http://www.teachingexpertise.com</guid>
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 <title>Integrating enrichment activities </title>
 <link>http://www.teachingexpertise.com/articles/integrating-enrichment-activities-4078</link>
 <description>&lt;p&gt;One of the well-documented limitations of many enrichment activities is the danger of presenting a &amp;lsquo;one-off&amp;rsquo; experience divorced from the curriculum and/or delivered out of context. Freeman (1998) points out that enrichment is not a &amp;lsquo;supplementary diet&amp;rsquo; but should always be integrated with whole-school provision for the very able, indeed for pupils of all abilities: she also believes that enrichment can lack clear goals if the activity is &amp;lsquo;decontextualised&amp;rsquo;.&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/integrating-enrichment-activities-4078&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/integrating-enrichment-activities-4078#comments</comments>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-secondary-enrichment">Gifted and talented - secondary enrichment</category>
 <category domain="http://www.teachingexpertise.com/job-role/leading-teacher-gifted-and-talented">Leading teacher for gifted and talented</category>
 <pubDate>Wed, 28 Jan 2009 18:18:25 +0000</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">4078 at http://www.teachingexpertise.com</guid>
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 <title>Identifying primary G&amp;T pupils in sport </title>
 <link>http://www.teachingexpertise.com/articles/identifying-primary-gt-pupils-sport-4075</link>
 <description>&lt;table cellspacing=&quot;1&quot; cellpadding=&quot;1&quot; border=&quot;1&quot; align=&quot;&quot; width=&quot;100%&quot; summary=&quot;&quot; style=&quot;background-color: rgb(204, 153, 255);&quot;&gt;     &lt;tbody&gt;         &lt;tr&gt;             &lt;td&gt;&lt;p&gt;&lt;strong&gt;A cricketer&amp;rsquo;s career&lt;/strong&gt;&lt;/p&gt;             &lt;p&gt;When he was 13, cricketer Nasser Hussain was well on the way to becoming an international leg spinner. But within three years, he had undergone a growth spurt and in the midst of this physical development his bowling fell to pieces.&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/identifying-primary-gt-pupils-sport-4075&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/identifying-primary-gt-pupils-sport-4075#comments</comments>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-classroom-strategies">Gifted and talented - classroom strategies</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-pupils">Gifted and talented pupils</category>
 <category domain="http://www.teachingexpertise.com/job-role/leading-teacher-gifted-and-talented">Leading teacher for gifted and talented</category>
 <category domain="http://www.teachingexpertise.com/area/pe-and-sport">PE and Sport</category>
 <category domain="http://www.teachingexpertise.com/job-role/subject-leader">Subject Leader</category>
 <pubDate>Wed, 28 Jan 2009 17:55:47 +0000</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">4075 at http://www.teachingexpertise.com</guid>
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 <title>Enrichment Activities: Space travel and satellite communications</title>
 <link>http://www.teachingexpertise.com/e-bulletins/enrichment-activities-space-travel-and-satellite-communications-3222</link>
 <description>This week&amp;rsquo;s &lt;strong&gt;&lt;a href=&quot;#Primary&quot;&gt;primary enrichment activity&lt;/a&gt;&lt;/strong&gt; looks at the future of space travel and asks pupils to consider what the priorities should be for the European Space Agency.&lt;br /&gt;
&lt;br /&gt;
This week&amp;rsquo;s &lt;strong&gt;&lt;a href=&quot;#Secondary&quot;&gt;secondary enrichment activity&lt;/a&gt;&lt;/strong&gt; looks at satellite communications and asks pupils to consider what would happen if the world&amp;rsquo;s satellites stopped functioning.&lt;br /&gt;
&lt;br /&gt;
&lt;strong&gt;&lt;a name=&quot;Primary&quot;&gt;&lt;/a&gt;***Primary Enrichment***&lt;/strong&gt;&lt;br /&gt;
&lt;br /&gt;
&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/e-bulletins/enrichment-activities-space-travel-and-satellite-communications-3222&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/e-bulletins/enrichment-activities-space-travel-and-satellite-communications-3222#comments</comments>
 <category domain="http://www.teachingexpertise.com/e-bulletin/enrichment-activities-gt-pupils">Enrichment Activities for G&amp;amp;T Pupils</category>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-secondary-enrichment">Gifted and talented - secondary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-pupils">Gifted and talented pupils</category>
 <pubDate>Sat, 30 Aug 2008 12:21:44 +0100</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">3222 at http://www.teachingexpertise.com</guid>
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 <title>Enrichment Activities: Entertainment in the summer holidays</title>
 <link>http://www.teachingexpertise.com/e-bulletins/enrichment-activities-entertainment-in-the-summer-holidays-3175</link>
 <description>&lt;p&gt;This week&amp;rsquo;s &lt;a href=&quot;#Primary&quot;&gt;&lt;strong&gt;primary enrichment activity&lt;/strong&gt;&lt;/a&gt; explores activities that pupils could become involved with in their summer holidays.&lt;br /&gt; &lt;br /&gt; This week&#039;s &lt;a href=&quot;#Secondary&quot;&gt;&lt;strong&gt;secondary enrichment activity&lt;/strong&gt;&lt;/a&gt; looks at the safety of underage users playing violent video games.&lt;br /&gt; &lt;strong&gt;&lt;br /&gt; &lt;a name=&quot;Primary&quot;&gt;&lt;/a&gt;***Primary Enrichment***&lt;br /&gt; &lt;br /&gt; Holiday bumper fun&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/e-bulletins/enrichment-activities-entertainment-in-the-summer-holidays-3175&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/e-bulletins/enrichment-activities-entertainment-in-the-summer-holidays-3175#comments</comments>
 <category domain="http://www.teachingexpertise.com/topic/activities">Activities</category>
 <category domain="http://www.teachingexpertise.com/e-bulletin/enrichment-activities-gt-pupils">Enrichment Activities for G&amp;amp;T Pupils</category>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-secondary-enrichment">Gifted and talented - secondary enrichment</category>
 <pubDate>Sat, 30 Aug 2008 12:21:44 +0100</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">3175 at http://www.teachingexpertise.com</guid>
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 <title>Enrichment Activities: Sportswear design and the use of slang</title>
 <link>http://www.teachingexpertise.com/e-bulletins/enrichment-activities-sportswear-design-and-the-use-of-slang-3089</link>
 <description>This week&#039;s &lt;strong&gt;&lt;a href=&quot;#Primary Enrichment&quot;&gt;primary enrichment activity&lt;/a&gt;&lt;/strong&gt; looks at slang and asks pupils to develop and use their own private language. &lt;br /&gt;
&lt;br /&gt;
This week&#039;s &lt;strong&gt;&lt;a href=&quot;#Secondary Enrichment&quot;&gt;secondary enrichment activity&lt;/a&gt;&lt;/strong&gt; explores the potential psychological effects and competitive advantages of new developments in swimwear. &lt;br /&gt;
&lt;br /&gt;
&lt;strong&gt;&lt;a name=&quot;Primary Enrichment&quot;&gt;&lt;/a&gt;***Primary Enrichment***&lt;br /&gt;
&lt;/strong&gt;&lt;br /&gt;
&lt;strong&gt;KS 2: Modern Foreign Languages (MFL) &lt;br /&gt;
&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/e-bulletins/enrichment-activities-sportswear-design-and-the-use-of-slang-3089&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/e-bulletins/enrichment-activities-sportswear-design-and-the-use-of-slang-3089#comments</comments>
 <category domain="http://www.teachingexpertise.com/topic/active-learning">Active learning</category>
 <category domain="http://www.teachingexpertise.com/topic/creative-learning">Creative learning</category>
 <category domain="http://www.teachingexpertise.com/e-bulletin/enrichment-activities-gt-pupils">Enrichment Activities for G&amp;amp;T Pupils</category>
 <category domain="http://www.teachingexpertise.com/area/gifted-and-talented">Gifted and Talented</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-primary-enrichment">Gifted and talented - primary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/gifted-and-talented-secondary-enrichment">Gifted and talented - secondary enrichment</category>
 <category domain="http://www.teachingexpertise.com/topic/groupwork">Groupwork</category>
 <pubDate>Sat, 30 Aug 2008 12:21:43 +0100</pubDate>
 <dc:creator>scameron</dc:creator>
 <guid isPermaLink="false">3089 at http://www.teachingexpertise.com</guid>
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 <title>Lesson plans for key stage 2: Olympic Island</title>
 <link>http://www.teachingexpertise.com/articles/olympic-island-lesson-plans-for-key-stage-2-2868</link>
 <description>&lt;p&gt;In 2008 there was a great deal in the media about Beijing and the accompanying human rights issues. Closer to home, the 2012 London Olympics are generating lots of debate on sustainable regeneration v capitalist exploitation. Sport has always been a great vehicle to engage the interest of young people and the Games have the added bonus of a background that goes beyond athletic achievement, encouraging the development of a sense of social justice and moral responsibility, as enshrined in the citizenship curriculum.&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/olympic-island-lesson-plans-for-key-stage-2-2868&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:20:47 +0100</pubDate>
 <dc:creator>jlee</dc:creator>
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 <title>Thinking skills: Thinkathon</title>
 <link>http://www.teachingexpertise.com/articles/thinking-skills-thinkathon-2655</link>
 <description>In Flora Thompson&amp;rsquo;s novel Lark Rise to Candleford a school inspector asks why a boy is &amp;lsquo;idling&amp;rsquo;. &amp;lsquo;I was only thinking what to say,&amp;rsquo; is the boy&amp;rsquo;s reply. Thinking might have been seen as idleness in late Victorian England, when this scene is set, but we now know that it is a skill that can be developed, and supporting this process has become a major part of the teaching strategy in many UK schools. &lt;br /&gt;
&lt;br /&gt;
&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/thinking-skills-thinkathon-2655&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:20:42 +0100</pubDate>
 <dc:creator>admin</dc:creator>
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 <title>Activities for overcoming fear of number</title>
 <link>http://www.teachingexpertise.com/articles/activities-for-overcoming-fear-of-number-2656</link>
 <description>&lt;u&gt;&lt;strong&gt;&lt;a href=&quot;#Enrichment activities&quot;&gt;Go straight to the activities&lt;/a&gt;&lt;/strong&gt;&lt;/u&gt; or read on for preparation and background understanding.&lt;br /&gt;
&lt;br /&gt;
Numbers are beautiful things and the manipulation of number can offer the mind the opportunity to experience intellectual elegance, combined with the pleasure of achieving pragmatic solutions to the problems of everyday life. &lt;br /&gt;
&lt;br /&gt;
&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/activities-for-overcoming-fear-of-number-2656&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:20:42 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">2656 at http://www.teachingexpertise.com</guid>
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 <title>Numeracy lesson plan: probability key stage 2</title>
 <link>http://www.teachingexpertise.com/articles/lesson-plan-probability-key-stage-2-2663</link>
 <description>&lt;p&gt;&lt;u&gt;&lt;strong&gt;&lt;a href=&quot;#lesson plan&quot;&gt;Go straight to the lesson plan&lt;/a&gt;&lt;/strong&gt;&lt;/u&gt; or read on for background rationale.&lt;br /&gt; &lt;br /&gt; I&amp;rsquo;ve always enjoyed teaching probability, largely due to the many opportunities for playing a variety of games with pupils, often using dice. However, in the rush to look at fractions, probability space diagrams (tables) or the rules of probability, I have often skipped over the section on handling data, which considers developing the language associated with probability . &lt;br /&gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/lesson-plan-probability-key-stage-2-2663&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:20:42 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">2663 at http://www.teachingexpertise.com</guid>
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 <title>Pirates ahoy! A literacy lesson plan</title>
 <link>http://www.teachingexpertise.com/articles/pirates-ahoy-a-literacy-lesson-plan-2213</link>
 <description>&lt;p&gt;The most difficult aspect of making good provision for gifted and talented pupils can be planning appropriate learning opportunities within a whole-class context. It is one thing to plan a &amp;lsquo;one off&amp;rsquo; event for a group of able pupils, but quite another to ensure that there is appropriate challenge built into each and every lesson, every day, every week of every term. Some teachers are experts at this of course, knowing instinctively how to pose a probing question, encourage pupils to see things from a different angle, or tailor a task in a way that makes it more exacting.&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/pirates-ahoy-a-literacy-lesson-plan-2213&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingexpertise.com/articles/pirates-ahoy-a-literacy-lesson-plan-2213#comments</comments>
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 <pubDate>Sat, 30 Aug 2008 10:20:30 +0100</pubDate>
 <dc:creator>jlee</dc:creator>
 <guid isPermaLink="false">2213 at http://www.teachingexpertise.com</guid>
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 <title>Enrichment activity – primary to secondary transition</title>
 <link>http://www.teachingexpertise.com/articles/enrichment-activity-primary-to-secondary-transition-1539</link>
 <description>&lt;p&gt;&lt;font face=&quot;Arial&quot;&gt;When Hungarian children leave their primary school for secondary school they each are given a small felt bag, a little bit like a shoulder purse. The bag is made of felt with the national plant &amp;ndash; paprika &amp;ndash; printed in red against the soft creamy, oatmeal colour of the felt bag. The bag has a little shoulder string that allows the child to carry their bag over their shoulder if they wish to. The bag is also printed with the dates that they attended the school; the one I was given in Hungary has 1980-1988 printed on the bag flap. &lt;/font&gt;&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/enrichment-activity-primary-to-secondary-transition-1539&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:20:11 +0100</pubDate>
 <dc:creator>admin</dc:creator>
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 <title>Enrichment activity – values and ethics</title>
 <link>http://www.teachingexpertise.com/articles/brainteaser-of-the-month-1379</link>
 <description>&lt;p&gt;&lt;font face=&quot;Arial&quot;&gt;The legends of Noah or Utanapishtim may or may not be true, but we are all interested in the future and protecting that which we think is of value. The Norwegian government is to build a giant vault to store up to 2m crop seeds, keeping them safe in case a serious disaster jeopardises seed stocks and, therefore, food supplies. The vault will be built in the mountains on the island of Spitsbergen, about 600 miles from the North Pole.&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/brainteaser-of-the-month-1379&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:20:06 +0100</pubDate>
 <dc:creator>admin</dc:creator>
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 <title>Enrichment activity – vocabulary, empathy, insight</title>
 <link>http://www.teachingexpertise.com/articles/brainteaser-of-the-month-1343</link>
 <description>&lt;p&gt;&lt;font face=&quot;Arial&quot;&gt;Most masks offer an alter ego to the world: wild, wonderful, magical, fearsome and at times angelic. Our face can be a mask that we use to present a view we wish others to see. &lt;/font&gt;&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/brainteaser-of-the-month-1343&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:20:05 +0100</pubDate>
 <dc:creator>admin</dc:creator>
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 <title>Enrichment activity – missing vowels</title>
 <link>http://www.teachingexpertise.com/articles/brainteaser-of-the-month-1350</link>
 <description>&lt;p&gt;&lt;font face=&quot;Arial&quot;&gt;James Thurber wrote some wonderful books including &lt;em&gt;The Secret Life of Walter Mitty&lt;/em&gt;. One book in particular unwittingly predicted predictive texting. &lt;em&gt;The Wonderful O&lt;/em&gt; introduces the reader to a man named Black who disliked the letter &amp;lsquo;O&amp;rsquo;. He refused to use the letter, or rather, &lt;em&gt;he refused t use the letter r rather&amp;hellip;&amp;nbsp; &lt;/em&gt;&lt;/font&gt;&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/brainteaser-of-the-month-1350&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:20:05 +0100</pubDate>
 <dc:creator>admin</dc:creator>
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 <title>Telling tales and smart thinking</title>
 <link>http://www.teachingexpertise.com/articles/telling-tales-and-smart-thinking-1056</link>
 <description>&lt;p&gt;&lt;font face=&quot;Arial&quot;&gt;&lt;strong&gt;Choosing what you read&lt;/strong&gt;&lt;br /&gt;
When it comes to reading, people seem to fall into three distinct groups:&lt;br /&gt;
&lt;strong&gt;1&lt;/strong&gt;.Those who read one book at a time: the serial readers.&lt;br /&gt;
&lt;strong&gt;2&lt;/strong&gt;.Those who have eight books on the go at once: the parallel readers.&lt;br /&gt;
&lt;strong&gt;3&lt;/strong&gt;.Those who reserve their reading for the beach: the Binchy-Clancy readers.&lt;/font&gt;&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/telling-tales-and-smart-thinking-1056&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:19:54 +0100</pubDate>
 <dc:creator>admin</dc:creator>
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 <title>A starry approach to enrichment</title>
 <link>http://www.teachingexpertise.com/articles/approach-enrichment-389</link>
 <description>&lt;p&gt;Rosalind Scott of Tilbury and Chadwell Excellence Cluster and Ann Nelson of Havering Excellence Cluster describe the experience.&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;The Tilbury and Chadwell experience&lt;/strong&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;Rosalind Scott&lt;/p&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingexpertise.com/articles/approach-enrichment-389&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
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 <pubDate>Sat, 30 Aug 2008 10:19:28 +0100</pubDate>
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