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

Nicola Adams talks about becoming the first female to box for England at 18 years old, in the first of three interviews with women in amateur boxing who are at the top of their game

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

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

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

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

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

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

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

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

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

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

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’

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Richard Gould describes the approach at Villiers Park Educational Trust

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

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.

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

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.

Charles Dietz examines the work of Guy Claxton, professor of education at Bristol University and fellow of the British Psychological Society.

Charles Dietz examines the work of Mihaly Csikszentmihalyi and its implications.

Casterton Business and Enterprise College (CEBC) is one of three truly comprehensive Rutland secondary schools with 800 pupils on role in Years 7-11.

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

What does ‘extended school’ mean to politicians, teachers and parents and what will it mean for more able pupils? Deputy head Paul Ainsworth explains

How can you help G&T pupils develop strategies for thinking about their work before rushing in? Peter Levin offers some solutions.

Aim higher coordinator Ivan Holdsworth discusses transition years and the implications these stages have on students’ learning

G&T adviser Linda Hodgson describes how her cluster has developed a way of listening to and responding to pupils’ perceptions of school.

Jane West looks at some misconceptions about giftedness and how to dispel them.

Nick Smurthwaite explains how the after-school organisation Stagecoach is helping pupils with ability in the dramatic arts.

Does Gardner’s concept of multiple intelligences (MI) help or hinder us in our quest to identify G&T students?

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.

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?

Post-16 education for G&T pupils is disjointed and ill-supported. Mike Bulmer explains what needs to change.

What are the potential benefits to young people and how are schools preparing? Richard Bailey looks into the future.

Neil Short, education consultant and former head, looks at how schools are facing up to the challenge of supporting and developing sporting talent among young pupils.

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

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.

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.

Able child coordinator Nik Lawrence spoke to G&T Update about his work.

Dr Carrie Winstanley explains the principle of dual exceptionality with dyslexic children

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

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

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).

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.

What name would you give to our present time?

A sport for all: the real challenge is the philosophy of the game: is it to be competitive or cooperative?

All current research on student achievement challenges the traditionally held mythology that the bright will always do well in whatever circumstances and that ‘borderline’ pupils fare better at the top of secondary modern schools rather than ‘struggling’ in grammar schools – a view entrenched in the attitudes of able students at The Thomas Aveling, a high school.

Model mapping (or ‘mind mapping’) is a learning tool for pupils of all ages and abilities, as Oliver Caviglioli, co-author of MapWise and former PE teacher, explains

Jo McShane, South Tyneside’s gifted and talented and Aimhigher manager explains why raising the aspirations of gifted students is a key part of her work.

Professor David Jesson of the University of York has expressed concern that talent is ‘going to waste’ because state schools fail to develop the potential of more-able students

The National Academy for Gifted and Talented Youth was established at Warwick University in 2002. Director Professor Deborah Eyre explains her vision for its future.

Critical thinking, communication, politics, philosophy, environmental awareness, economics.

The able, gifted and talented continue to make strides at the first school to receive NACE’s Challenge Award, as deputy headteacher and G&T coordinator David Futerman explains

Writer and consultant Barry Hymer explains why he thinks G&T education needs to rethink some commonly used policies.

Black and Wiliam (often mispelled as Black and William, with two ‘L’s) developed a radical approach to learning, as Charles Dietz reports.

Empowering students by developing their understanding of how they learn.

Quality standards are the new buzzwords in school self-evaluation for G&T coordinators. But what’s the difference between an audit and self-evaluation – and how do you do it? Jane West explains.

Primary strand coordinator for G&T Joy Blaker explains how schools in Rotherham approach the issue of identifying their most able pupils.

John Senior looks at an approach that will help G&T students develop creative thinking.

During the academic year 2004-05, the London Borough of Lambeth developed an imaginative and creative partnership with GIFT to offer enrichment courses for gifted and talented primary and secondary students, held in local museums and galleries. Rosemary Butcher explains

Whether you’re writing your first G&T policy or need to update your current one, what do you need to include? G&T Update editor Jane West explains