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
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
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
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.
Ian Warwick, senior director of development at London Gifted & Talented (LGT), explains his vision of personalised learning and describes LGT’s personalised programmes.
G&T education has been a precursor of personalised learning, says Tim Dracup, head of the DfES’s Gifted and Talented Education Unit.
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.
Former G&T coordinator Peter Leyland asks what effect the recent white paper might have on the role of the G&T coordinator.
The British Educational Research Journal has found that pupils prefer working in sets determined by ability.
The Gifted and Talented Education Unit at the DfES is led by former teacher Tim Dracup. He explains how the unit sees the future of G&T education.
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.
The position for the funding of G&T summer schools is that both EiC funding and national summer schools funding have been amalgamated into the new non-designated School Development Grant from 2006-07. So the money is there; it’s just not earmarked for summer schools anymore.
The new education white paper Higher Standards, Better Schools for All, More Choice for Parents and Pupils contains good news and bad news for G&T coordinators. There’s new money in place along with promises of more support, and meanwhile ministers are not afraid to talk about children with high ability, potential, and achievement. However, there are also proposals that could radically change the role of the G&T coordinator through the introduction of ‘expert’ teachers.
Writer and consultant Barry Hymer explains why he thinks G&T education needs to rethink some commonly used policies.
Primary strand coordinator for G&T Joy Blaker explains how schools in Rotherham approach the issue of identifying their most able pupils.
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.