A fun activity to encourage extension and development of vocabulary. read more
Nick Smurthwaite explains how the after-school organisation Stagecoach is helping pupils with ability in the dramatic arts. read more
Ask the pupils to imagine a world with no 'O' read more
Jane West looks at some misconceptions about giftedness and how to dispel them. read more
A well structured questionnaire can help bring out the pupil voice. G&T adviser Linda Hodgson describes how her cluster has developed a way of listening to and responding to pupils’ perceptions of school
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Martin Ransley describes how he organised a series of enrichment work-related activity days at Highbury Fields School. read more
How can we identify and nurture gifted historians? Alison Rowan explains the role of NAGTY’s history think tank
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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.
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Does Gardner’s concept of multiple intelligences (MI) help or hinder us in our quest to identify G&T students? read more
Any primary school teachers out there with workshop ideas? I’m organising a few Antarctica mornings for local primaries and I’m trying to work out what to do read more
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? read more
Teaching Expertise is delighted to announce our sponsorship of a teacher’s expedition to Antarctica, exploring how humans cope with extremes. read more
Pupil focus groups can be used to evaluate your school's G&T programme, as teachers Paul Ainsworth and Josephine Smith explain read more
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. read more
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. read more
The Camborne, Pool and Redruth Learning Space in Cornwall had a long journey towards G&T innovation, writes Sue Sayer
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What are the potential benefits to young people and how are schools preparing? Richard Bailey looks into the future
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How can you promote language learning and encourage gifted and talented linguists to continue with languages after GCSE? Ruth Wilkes and Geoff Roberts describe a series of popular events they organise annually to promote the learning of French and German
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Post-16 education for G&T pupils is disjointed and ill-supported. Mike Bulmer explains what needs to change
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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 read more
Our theme was 'Rich World, Poor World'. How do we open the eyes of children to equality issues? read more
Bill Lucas explores the phrase 'accelerated learning,' and its associated curious, if well-meaning, misconceptions read more
Looking for the root cause of many boys' underachievement and subsequently the simple answer or 'Quick Fix', has become something of a preoccupation over the past few years. Here, School Improvement Officer Gary Wilson explains why he believes that neither of these particular tasks can ever bear fruit read more
A new review group has been set up to recommend ways of: read more
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. read more
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 read more
Walking on clouds: how could we engineer the possibility of walking on clouds in the sky? read more
Dr Carrie Winstanley explains the principle of dual exceptionality with dyslexic children
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Able child coordinator Nik Lawrence spoke to G&T Update about his work. read more
The Deanes School is a specialist sports college in Benfleet, Essex, where for a number of years staff have been working on G&T programmes based on provision beyond the curriculum, writes G&T coordinator Keli Hampstead read more
A sport for all: the real challenge is the philosophy of the game: is it to be competitive or cooperative?
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What name would you give to our present time? read more
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.
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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). read more
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 read more
The STAR workshops were designed by performers Martha and Eve to bring out students' creativity in music, drama and discussion read more
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 read more
How can teachers help their most able mathematicians? Lynne McClure, consultant for the Mathematical Association discusses the problems and offers some solutions. read more
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. read more
In tackling educational disadvantage by personalised learning, the government should have strong regard to children with special educational needs, according to a report from the parliamentary select committee on education. read more
Are you truly providing every opportunity you can to allow your most able students to thrive, while also not disadvantaging others? Michele Paule outlines action you can take to ensure you identify these students and then are able to shape the best provision for them. read more
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.
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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. read more
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. read more
Critical thinking, communication, politics, philosophy, environmental awareness, economics. read more
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. read more
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 read more
G&T coordinator Samantha Wilkinson of King's Wood School, Essex, explains how she has developed a PE programme for gifted and talented students
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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. read more
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 read more
