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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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 read more

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

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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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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 read more

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

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

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

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

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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 read more

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

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

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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

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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 read more

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

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

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

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 read more

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’

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

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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 read more

Jo Smith suggests practical ways of building challenge into every lesson

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

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 read more

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

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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

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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

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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 read more

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 read more

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

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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 read more

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 read more

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

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

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

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Richard Gould describes the approach for able post-16 students at Villiers Park Educational Trust

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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 read more

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 read more

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

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

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 read more

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. read more

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

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

Staging a murder mystery ‘whodunit’ for gifted and talented children can provide great scope for secondary enrichment, says G&T consultant Bob Cox

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Charles Dietz examines the work of Mihaly Csikszentmihalyi and its implications

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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. read more

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

Casterton Business and Enterprise College (CEBC) is one of three truly comprehensive Rutland secondary schools with 800 pupils on role in Years 7-11. Here they outline their approach to communicating and working with parents

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

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