Sal McKeown reports on how technology can unlock children’s inquisitiveness and really place maths in the power of the learner

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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

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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

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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

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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

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What makes an outstanding lesson for G&T pupils and how can teachers ‘make the grade? Bob Cox provides some useful pointers

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Following part one, which examined the meaning and possible causes of ‘under-achievement’, Belle Wallace outlines some proven strategies for realising learners’ potential

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Want to encourage your disabled students in sport? Godfrey Hall has a number of ideas and sources of support for schools in doing so

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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

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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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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

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This classroom strategy for G&T coordinators and leading teachers is a creative thinking activity, which aims to stimulate gifted and talented students

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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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Action research with G&T pupils didn’t produce the results Peter Leyland expected, but he found it had great CPD benefits

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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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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

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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

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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

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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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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

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How can schools successfully integrate enrichment activities into whole-school provision, thereby maximising their benefits? Bob Cox discusses, with reference to external providers

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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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Jo McShane examines the ‘sticky’ issue of the IQ and social class debate

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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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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)

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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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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

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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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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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Showcasing the work of G&T students can inspire colleagues to develop effective practice as well as providing opportunities for recognising hard work and talent, says Jo Philpott

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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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As a continuation of our at-a-glance references for explaining the vocabulary associated with gifted and talented education, we look at the Baccalaureate qualification

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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 read more

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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Research into the achievements and outcomes of special provision for G&T children has produced surprising results, Joan Freeman explains

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Are you building good relationships with parents of gifted and talented pupils, or do you see them as interfering and ‘pushy’? Lyn Bull provides some practical tips to help you establish real ‘parent partnership’ read more

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