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
How can personalisation work in practice? Headteacher Paula Allen spoke to Bob Cox to explain how it’s done at Dorney Combined School.
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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
What does ‘extended school’ mean to politicians, teachers and parents and what will it mean for more able pupils? Deputy head Paul Ainsworth explains
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Casterton 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 read more
Aim higher coordinator Ivan Holdsworth discusses transition years and the implications these stages have on students’ learning read more
How can you help G&T pupils develop strategies for thinking about their work before rushing in? Peter Levin offers some solutions. read more
Packing for the journey. 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
This activity is about values, language, futurology, ethics and belonging. read more
Neil Short reports on the result of a small survey into sports provision in schools. read more
Design today for tomorrow: this enrichment activity for G&T students looks at an art movement as a starting point for designing and making a product
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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
A fun activity to encourage extension and development of vocabulary. read more
Nick Smurthwaite explains how the after-school organisation Stagecoach is helping pupils with ability in the dramatic arts. read more
Ask the pupils to imagine a world with no 'O' read more
Jane West looks at some misconceptions about giftedness and how to dispel them. read more
A well structured questionnaire can help bring out the pupil voice. G&T adviser Linda Hodgson describes how her cluster has developed a way of listening to and responding to pupils’ perceptions of school
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How 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? read more
Martin Ransley describes how he organised a series of enrichment work-related activity days at Highbury Fields School. 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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Why 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.
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Does Gardner’s concept of multiple intelligences (MI) help or hinder us in our quest to identify G&T students? read more
What are the potential benefits to young people and how are schools preparing? Richard Bailey looks into the future
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How can you promote language learning and encourage gifted and talented linguists to continue with languages after GCSE? Ruth Wilkes and Geoff Roberts describe a series of popular events they organise annually to promote the learning of French and German
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Post-16 education for G&T pupils is disjointed and ill-supported. Mike Bulmer explains what needs to change
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Pupil focus groups can be used to evaluate your school's G&T programme, as teachers Paul Ainsworth and Josephine Smith explain read more
Dr 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. read more
Educational consultant Mike Fleetham shares some interesting ideas about choosing books and looks at some practical ideas for using stories to develop children’s thinking. read more
The Camborne, Pool and Redruth Learning Space in Cornwall had a long journey towards G&T innovation, writes Sue Sayer
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Who 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 read more
Walking on clouds: how could we engineer the possibility of walking on clouds in the sky? read more
Dr Carrie Winstanley explains the principle of dual exceptionality with dyslexic children
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Able child coordinator Nik Lawrence spoke to G&T Update about his work. read more
G&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. read more
This 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. read more
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
If 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.
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Josephine 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 read more
How can teachers help their most able mathematicians? Lynne McClure, consultant for the Mathematical Association discusses the problems and offers some solutions. read more
Headteachers working together in a National College for School Leadership (NCSL) research project have announced progress in overcoming differences in performance between departments within schools. read more
My 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.
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The 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 read more
A sport for all: the real challenge is the philosophy of the game: is it to be competitive or cooperative?
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What name would you give to our present time? read more
The 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.
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Schools’ 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). read more
Gifted 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 read more
The STAR workshops were designed by performers Martha and Eve to bring out students' creativity in music, drama and discussion read more
