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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Here we provide some guidance on the framing of the letter to parents, the kinds of information that should be included and thoughts on how communication with parents can be framed to avoid potential pitfalls

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The Pupil and Parent Guarantees, that are currently the subject of a DCSF consultation, make specific reference to the provision for G&T learners. Here we consider what this might mean for your school

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This G&T e-bulletin summarises the provision which schools will be expected to make concerning the pupil and parent guarantees

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Without a system to identify G&T potential, it can take up to two years international new arrivals’s language to develop enough to surface in formal written English. This issue, part of our occasional series on inclusion, shows how you can tell an EAL G&T student within six weeks of their arrival

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Second issue exploring how different characteristics such as gender, ethnicity and free school meals eligibility influence the probability of inclusion with G&T students

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In this issue we explore what the DCSF School Census, January 2009 tells us about identification and how pupil characteristics affect the probability of inclusion within the national G&T population

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SENCO Week looks at how to support those students with DME (dual or multiple exceptionality) and how to help them fulfil their potential

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SENCO Week considers the links between SEN and G&T at schools; gifted and talented students are often considered as having specific learning needs and are equally in need of support

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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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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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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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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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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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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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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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This free gifted and talented resource provides advice on how to recognise signs of high ability when teaching gifted and talented children

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A number of free enrichment activities for KS1 and KS2 from the world of science, designed to stimulate creative thinking and inquisitive learning, are available to download in this free gifted and talented resource from G&T Update

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Whatever stage you are at with your Gifted and Talented (G&T) policy, this resource provides key questions you need to consider for effective implementation

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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

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This resource provides a comprehensive guide for writing a successful Gifted and Talented (G&T) policy. Useful templates are included

Enrich science and ICT with these activities that look at space travel and satellite communications, and invite pupils to make suggestions and offer solutions to hypothetical problems read more

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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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

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

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What turns a competent athlete or ‘player’ into an exceptional performer? Crispin Andrews considers the make-up of this type of talent and highlights some issues for schools

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

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

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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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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

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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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

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