Jo Smith suggests practical ways of building challenge into every lesson

A murder investigation, crisis in outer space and stick insects! Peter Leyland reports on a chemistry competition that really gets pupils thinking

The CfBT Education Trust manages the national G&T 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

How can teachers ensure that there is appropriate challenge for G&T pupils in every lesson? In the first of a series of lessons plans, Caroline Coxon provides some ideas

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.

Chris Woodhead has criticised the extra provision for G&T students. 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

Many other areas compete with G&T for their 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

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

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.

Staging a ‘whodunit’ can provide great scope for enrichment, says G&T consultant Bob Cox.

‘Worlds of Giftedness: From Local to Global’ is the theme of the world G&T conference taking place in August 2007 in Warwick. Alison Rowan looks at the event past and present.

In his continuing series on gifted thinkers, Charles Dietz looks at the work of Robert Sternberg and how he has influenced the teaching of gifted pupils.

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

How can personalisation work in practice? Headteacher Paula Allen spoke to Bob Cox to explain how it’s done at Dorney Combined School.

Casterton Community College, as it was known until recently, 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.

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

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.

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

This activity is about values, language, futurology, ethics and belonging.

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.

Ask the pupils to imagine a world with no ‘O’.

A fun activity to encourage extension and development of vocabulary.

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.

LeCardo: A word-card game for two to four players.

Design today for tomorrow: this activity looks at an art movement as a starting point for designing and making a product.

If giftedness is expertise in development then gifted historians are, or should be, on the road to being masters of a discipline. But how do we identify and nurture gifted historians? Alison Rowan explains the role of NAGTY’s history think tank.

Martin Ransley describes how he organised a series of enrichment work-related activity days at Highbury Fields School.

National Science and Engineering Week (NSEW) is a great opportunity for pupils to engage in new activities to amaze and inspire.

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

Ruth Wilkes and Geoff Roberts describe a series of popular events in French and German.

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

The Camborne, Pool and Redruth Learning Space in Cornwall had a long journey towards G&T innovation. Sue Sayer describes the route.

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.

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.

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.

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.

Our theme was ‘Rich World, Poor World’. How do we open the eyes of children to equality issues?

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.

Tim Dracup, director of the Gifted and Talented Education Unit (GTEU) at the DfES, has described the work to be done in G&T education over the next two years as an ‘ambitious’ programme. Speaking at the GTEU’s termly standing conference in March, he gave a progress report on the achievements of the programme set out in the schools white paper and the work that lay ahead.

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.

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.

The STAR workshops were designed by performers Martha and Eve to bring out students’ creativity in music, drama and discussion

G&T 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.

The Deanes School is a specialist sports college in Benfleet, Essex. For a number of years staff have been working on G&T programmes based on provision beyond the curriculum. G&T coordinator Keli Hampstead explains.

G&T coordinator Samantha Wilkinson of King’s Wood School, Essex, explains how she has developed a PE programme for G&T students.

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. Speaking at the national conference of the Specialist Schools and Academies Trust, of which he is also an associate director, Professor Jesson highlighted the contrast between the progress of very able students at private and state schools.

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.

One of the hardest jobs in teaching is to differentiate materials and teaching among pupils of differing abilities in the same class. So is grouping by ability right for your school and for your most able pupils? Jane West examines the pros and cons.

Tim Dracup of the DfES’s Gifted and Talented Education Unit explains what this means for G&T coordinators.

Students from St Clere’s School, Essex, travel to the US for an Advanced Space Academy course every year. G&T Update talked to the trip’s organiser, G&T coordinator Ken Lewis.

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.

Why do we need to celebrate? Is there a pattern common to both religious festivals and secular festivals and celebration?

Provision for G&T pupils has come a long way in the last 10 years – from a negligible presence to a significant aspect in most schools. Yet many teachers, even the most committed, find it hard to evidence concrete outcomes for children resulting from the ‘gifted and talented programme’. This was a key observation from a survey of London LEAs that Mouchel Parkman carried out in autumn 2003. Lead consultant, Ken Bore explains.

The results of the largest ever survey of the workload and support needs of G&T coordinators in secondary schools in England has recently been published.

All that you need to ensure challenge and rigour in the science curriculum.

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.

Such is the anticipated durability of the West End musical Billy Elliot that a special school has been established in Leeds to train talented youngsters for the show. There have to be three boys playing Billy in rotation at any one time and, because of the demands of the role, not to mention the call of academe, they are not expected to serve more than six months at a stretch.

G&T strand coordinator Sue Sayer describes her work as leader for G&T and creativity for her excellence cluster and explains how a Classroom of the Future has influenced the teaching and learning of pupils in the Camborne, Pool and Redruth Success Zone.

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