This science lesson plan for Key Stage 2 works on a number of levels, writes Caroline Coxon read more

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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Andrew Cushing argues the case for a new programme of physical education in schools read more

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

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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

Jo Smith suggests practical ways of building challenge into every lesson

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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

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

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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

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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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

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

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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 read more

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 read more

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

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Steve Paget explains how logovisual thinking (LVT) can stimulate higher-order thinking read more

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

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Richard Gould describes the approach for able post-16 students at Villiers Park Educational Trust

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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 read more

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 read more

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

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 read more

How can G&T specialists support NQTs, and how can NQTs prepare themselves? Hilary Lowe of Oxford Brookes University looks at some of the key issues read more

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. read more

How can teachers raise aspirations for students who have untapped potential? Martin Ransley follows the lives of a group of Year 9 students. read more

Staging a murder mystery ‘whodunit’ for gifted and talented children can provide great scope for secondary enrichment, says G&T consultant Bob Cox

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

Charles Dietz examines the work of Mihaly Csikszentmihalyi and its implications

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

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. read more

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 read more

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

Casterton Business and Enterprise College (CEBC) is one of three truly comprehensive Rutland secondary schools with 800 pupils on role in Years 7-11. Here they outline their approach to communicating and working with parents

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G&T education has been a precursor of personalised learning, says Tim Dracup, head of the DfES’s Gifted and Talented Education Unit.

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Ian Warwick, senior director of development at London Gifted & Talented (LGT), explains his vision of personalised learning and describes LGT’s personalised programmes. read more

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. read more

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

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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. read more

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

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Casterton Business and Enterprise College (CBEC) 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 read more

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

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

Neil Short reports on the result of a small survey into sports provision in schools. read more

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. read more

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

Design today for tomorrow: this enrichment activity for G&T students looks at an art movement as a starting point for designing and making a product

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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 read more

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