Gifted and Talented Archives - Page 3 of 20

Gifted and talented – secondary enrichment

Gifted and talented, or G&T, is a term used regularly in education today – but what does it actually mean?

Schools should encourage young gifted and talented (G&T) students to aim high, as many able children who do not have a history of university education in their family may dismiss it, says Deborah Eyre

This classroom strategy for G&T coordinators and leading teachers is a creative thinking activity, which aims to stimulate gifted and talented students

A Dragon’s Den challenge activity for G&T students offers unlimited possibilities to excite and stretch their imagination. Joan Hardy decribes how her school organised such a project

Schools must help gifted and talented students develop their leadership skills, as they have a lot to offer the rest of the school, and later society, in terms of active citizenship and entrepreneurial abilities, say Jo Smith and Paul Ainsworth

How can schools successfully integrate enrichment activities into whole-school provision, thereby maximising their benefits? Bob Cox discusses, with reference to external providers

Joan Hardy has worked with gifted and talented students in Year 9 to develop their visual learning skills and help them cascade what they have learned to pupils in Year 7

For those who are gifted and talented in PE and sports, a support programme can give them the maximum opportunity to succeed. Godfrey Hall speaks to head of PE, Craig Fletcher, at Bucklers Mead School in Yeovil about theirs

This gifted and talented enrichment activity looks at how far penguins travel during their lives

This enrichment activity for English will help your Gifted and Talented (G&T) students think about the construction of great writing, and how to translate it into Morse code. Hamlet is used as a starting point

This ready-to-use, sports-themed activity will help enrich your gifted and talented students in the areas of personal management, exam and interview preparation and psychology

This day-long science enrichment activity will help your students gain a greater understanding on the work of a forensic scientist and a scenes of crime officer (SOCO)

These primary and secondary enrichment activities explore ways to entertain pupils in their holidays, and consider whether video games are a good source of entertainment for young people

Enrich science and ICT with these activities that look at space travel and satellite communications, and invite pupils to make suggestions and offer solutions to hypothetical problems read more

These enrichment activities focus on design, psychology and communication, looking at sportswear innovation and the use of slang read more

Dilwyn Hunt, adviser for RE and G&T, explores the idea of having a more philosophical approach to religious education when enriching the subject for gifted and talented students

Blake Technology College has gone from ‘challenging circumstances’ to achieving the NACE Challenge Award for G&T education. Lesley Griggs describes the improvements to teaching and learning and the approach to G&T provision in the school which led to this success read more

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

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

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

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

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

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

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

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

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

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

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

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

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

Gifted and talented pupils

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In a new series providing ideas and guidance for using technology with G&T learners, Sal McKeown discusses the characteristics of gifted technology students and explains how to identify and encourage them

Here we provide some guidance on the framing of the letter to parents, the kinds of information that should be included and thoughts on how communication with parents can be framed to avoid potential pitfalls

The Pupil and Parent Guarantees, that are currently the subject of a DCSF consultation, make specific reference to the provision for G&T learners. Here we consider what this might mean for your school

This G&T e-bulletin summarises the provision which schools will be expected to make concerning the pupil and parent guarantees

Without a system to identify G&T potential, it can take up to two years international new arrivals’s language to develop enough to surface in formal written English. This issue, part of our occasional series on inclusion, shows how you can tell an EAL G&T student within six weeks of their arrival

Second issue exploring how different characteristics such as gender, ethnicity and free school meals eligibility influence the probability of inclusion with G&T students

In this issue we explore what the DCSF School Census, January 2009 tells us about identification and how pupil characteristics affect the probability of inclusion within the national G&T population

SENCO Week looks at how to support those students with DME (dual or multiple exceptionality) and how to help them fulfil their potential

SENCO Week considers the links between SEN and G&T at schools; gifted and talented students are often considered as having specific learning needs and are equally in need of support

Gifted and talented, or G&T, is a term used regularly in education today – but what does it actually mean?

Who are the gifted and talented and what provision do they need? Deborah Eyre provides a basic layman’s guide to the fundamental principles of G&T education

How can you assist and support gifted and talented students without stigmatising them with a label? Deborah Eyre considers this fundamental question in gifted education

It is important for schools to identify gifted and talented pupils in sport at a young age so that they can help nurture and develop their strengths. Crispin Andrews discusses using a multi-skills approach in primary schools to do this

Jo McShane examines the ‘sticky’ issue of the IQ and social class debate

The REAL Project (Realising Equality and Achievement for Learners) has transformed opportunities for G&T students in black/minority ethnic (BME) communities and those who speak English as an additional language (EAL)

It is a teacher’s responsibility to access extension and enrichment opportunities for individual students who might benefit. Ray Speakman explains how one regional partnership is supporting schools who are doing just that

For students from disadvantaged backgrounds, accessing a university education can be problematic. Urban Scholars project aims to tackle these negative factors and provide high-quality opportunities for those who might have otherwise missed out

If you are a disadvantaged student you are statistically unlikely to be selected and named as gifted and talented. Deborah Eyre looks at how to open opportunities for disadvantaged G&T students

Developing a culture where being bright is cool is the responsibility of school leaders. Paul Ainsworth thinks that teaching sport skills, such as cricket, is an effective way to do this

Deborah Eyre suggests how we can prepare G&T children for the many new career and employment options in today’s society

Showcasing the work of G&T students can inspire colleagues to develop effective practice as well as providing opportunities for recognising hard work and talent, says Jo Philpott

An effective whole-school tracking system is vital for monitoring the progress made by gifted and talented (G&T) students, as well as ensuring that achievement keeps pace with potential says Josephine Smith

This free gifted and talented resource provides advice on how to recognise signs of high ability when teaching gifted and talented children

A number of free enrichment activities for KS1 and KS2 from the world of science, designed to stimulate creative thinking and inquisitive learning, are available to download in this free gifted and talented resource from G&T Update

Whatever stage you are at with your Gifted and Talented (G&T) policy, this resource provides key questions you need to consider for effective implementation

This free resource explains how school leaders can reinvigorate their gifted and talented (G&T) programmes so they are an integral part of whole-school success and not simply a bolt-on

This resource provides a comprehensive guide for writing a successful Gifted and Talented (G&T) policy. Useful templates are included

Enrich science and ICT with these activities that look at space travel and satellite communications, and invite pupils to make suggestions and offer solutions to hypothetical problems read more

As a continuation of our at-a-glance references for explaining the vocabulary associated with gifted and talented education, we look at the Baccalaureate qualification

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 read more

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

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

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 read more

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

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

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 read more

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

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

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’

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

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

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

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

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

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

Gifted and talented – accelerated learning

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Sal McKeown reports on how technology can unlock children’s inquisitiveness and really place maths in the power of the learner

The second in our series of CPD notes encourages teachers to reflect on how different teaching styles motivate G&T pupils and meet their learning needs

What makes an outstanding lesson for G&T pupils and how can teachers ‘make the grade? Bob Cox provides some useful pointers

Effective G&T provision improves teaching and learning for all students – but do your colleagues realise this? This ebulletin issue of Gifted and Talented Update offers advice on raising awareness of the benefits G&T can bring to your school as a whole

Advanced bilingual learners are the focus for this issue. We explain how to provide challenges for gifted and talented learners who speak English and other languages

School trips can help students meet their full potential by taking them out of their comfort zone. Crispin Andrews describes how Redbridge Community College in Southampton did exactly this

Gifted and talented, or G&T, is a term used regularly in education today – but what does it actually mean?

This classroom strategy for G&T coordinators and leading teachers is a creative thinking activity, which aims to stimulate gifted and talented students

A Dragon’s Den challenge activity for G&T students offers unlimited possibilities to excite and stretch their imagination. Joan Hardy decribes how her school organised such a project

Action research with G&T pupils didn’t produce the results Peter Leyland expected, but he found it had great CPD benefits

It is important for gifted and talented (G&T) coordinators and leading teachers to garner the support of governors. G&T Update offers suggestions as to how and why governors can be an ally to those working with G&T

How are ‘leading schools’ or ‘gifted and talented centres’ selected, and how will they fulfil their role? The Yorkshire and Humber partnership is in the early stages of the G&T project

The continuing professional development training implications of the gifted and talented (G&T) agenda are highlighted here by Sophie Craven and Brin Best, explaining all that CPD has to offer in the area of G&T

Who are the gifted and talented and what provision do they need? Deborah Eyre provides a basic layman’s guide to the fundamental principles of G&T education

A variety of enrichment methods used to inspire gifted and talented children are given the term ‘extension’, which is the subject of this at-a-glance reference for gifted and talented associated education vocabulary

How can you assist and support gifted and talented students without stigmatising them with a label? Deborah Eyre considers this fundamental question in gifted education

Enrichment is the subject of this at-a-glance reference for gifted and talented associated education vocabulary

If you are a disadvantaged student you are statistically unlikely to be selected and named as gifted and talented. Deborah Eyre looks at how to open opportunities for disadvantaged G&T students

Would you like to improve your school’s G&T provision?

Deborah Eyre suggests how we can prepare G&T children for the many new career and employment options in today’s society

Showcasing the work of G&T students can inspire colleagues to develop effective practice as well as providing opportunities for recognising hard work and talent, says Jo Philpott

A teaching activity that will encourage pupils’ enquiry, thinking and participation skills. Suitable for key stages 3 to 5.

This free gifted and talented resource provides advice on how to recognise signs of high ability when teaching gifted and talented children

As a continuation of our at-a-glance references for explaining the vocabulary associated with gifted and talented education, we look at the Baccalaureate qualification

An educational ‘road system’ for individual gifted and talented children is needed, says Deborah Eyre, so that they can construct their own unique learning journeys read more

As interest in gifted and talented education grows and expertise develops, so does the vocabulary associated with it. This is the first installment of a ‘copy and keep’ glossary for readers to collect over the coming months

Deborah Eyre begins a series of articles exploring the issues emerging from G&T provision, and considering how to create the best conditions to encourage exceptional performance read more

Barry Mapp introduces the capabilities of Mind Mapping and explains some of the features that make it unique read more

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

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

Bill Lucas explores the phrase ‘accelerated learning,’ and its associated curious, if well-meaning, misconceptions read more

Accelerated learning tips. read more

In this article, Alistair Smith explains how two schools, Stamford High School and Melcombe Primary School, have introduced whole-school learning models based on Accelerated Learning. The impact of planning, delivering and evaluating learning has led to a significant cultural shift at both schools. read more

AL has become something of a catch-all phrase these days, synonymous with brain-based or mind-friendly learning. Susan Norman goes beyond the buzz-word to bring you the facts read more

Gifted and Talented

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Sal McKeown reports on how technology can unlock children’s inquisitiveness and really place maths in the power of the learner

Gifted and talented children are not always able to express themselves well and this can sometimes undermine their true ability. Steve Mynard shares techniques that will help children to become confident and expressive communicators

The second in our series of CPD notes encourages teachers to reflect on how different teaching styles motivate G&T pupils and meet their learning needs

Taking children out of the classroom and introducing them to different experiences, with professionals in different fields can achieve high quality outcomes. Sally McKeown reports on a workshop for G&T pupils in Derby

What makes an outstanding lesson for G&T pupils and how can teachers ‘make the grade? Bob Cox provides some useful pointers

Following part one, which examined the meaning and possible causes of ‘under-achievement’, Belle Wallace outlines some proven strategies for realising learners’ potential

As a follow-up to our last issue, here we provide an overview of some of the issues surrounding academic language for G&T learners, as it is readily apparent that formal English can be considered to be an additional language for many learners and perhaps even most disadvantaged learners

Advanced bilingual learners are the focus for this issue. We explain how to provide challenges for gifted and talented learners who speak English and other languages

This G&T e-bulletin summarises the provision which schools will be expected to make concerning the pupil and parent guarantees

As nationwide programmes to support G&T provision are on the wane, there is more work to be done at a school level. Here we look at how embedding good practice into classrooms begins with robust analysis of the data

The next two issues of this e-bulletin will analyse the critical assumptions and issues in Ofsted’s Gifted and Talented Pupils in Schools report, published in December 2009 (ref 090132); specifically its findings and how schools can usefully respond

Second issue exploring how different characteristics such as gender, ethnicity and free school meals eligibility influence the probability of inclusion with G&T students

In this issue we explore what the DCSF School Census, January 2009 tells us about identification and how pupil characteristics affect the probability of inclusion within the national G&T population

In the second of our e-bulletins looking at guidance given to SIPs, we consider what questions you should be asking to evaluate your G&T provision prior to the visit from your improvement partner

This is the first issue of Optimus Education’s new fortnightly e-bulletin, Gifted and Talented Update, which will focus on the ways that whole-school issues affect provision for more able and very able learners

Want to encourage your disabled students in sport? Godfrey Hall has a number of ideas and sources of support for schools in doing so

School trips can help students meet their full potential by taking them out of their comfort zone. Crispin Andrews describes how Redbridge Community College in Southampton did exactly this

Mike O’Neill looks at the ‘KWL approach’ – a classroom strategy for G&T coordinators and leading teachers to share with colleagues

SENCO Week looks at how to support those students with DME (dual or multiple exceptionality) and how to help them fulfil their potential

SENCO Week considers the links between SEN and G&T at schools; gifted and talented students are often considered as having specific learning needs and are equally in need of support

Author: Moira Sheehan, Richard Gould and Jeremy Reynolds

Interested in developing very able students at post-16 by personalising learning, creating challenge and developing independent learners? Have a look at our handbook aimed at those responsible for improving teaching and learning at post-16

Gifted and talented, or G&T, is a term used regularly in education today – but what does it actually mean?

This classroom strategy for G&T coordinators and leading teachers is a creative thinking activity, which aims to stimulate gifted and talented students

A Dragon’s Den challenge activity for G&T students offers unlimited possibilities to excite and stretch their imagination. Joan Hardy decribes how her school organised such a project

Action research with G&T pupils didn’t produce the results Peter Leyland expected, but he found it had great CPD benefits

How are ‘leading schools’ or ‘gifted and talented centres’ selected, and how will they fulfil their role? The Yorkshire and Humber partnership is in the early stages of the G&T project

This free resource provides activities to monitor learning and teaching to middle leaders, and also department and subject teams

Who are the gifted and talented and what provision do they need? Deborah Eyre provides a basic layman’s guide to the fundamental principles of G&T education

Mike O’Neill offers the first of a series of teaching activities for leading gifted and talented coordinators to use in the classroom with G&T students and share with colleagues

How can you assist and support gifted and talented students without stigmatising them with a label? Deborah Eyre considers this fundamental question in gifted education

How can schools successfully integrate enrichment activities into whole-school provision, thereby maximising their benefits? Bob Cox discusses, with reference to external providers

Jo McShane examines the ‘sticky’ issue of the IQ and social class debate

Joan Hardy has worked with gifted and talented students in Year 9 to develop their visual learning skills and help them cascade what they have learned to pupils in Year 7

Enrichment is the subject of this at-a-glance reference for gifted and talented associated education vocabulary

If you are a disadvantaged student you are statistically unlikely to be selected and named as gifted and talented. Deborah Eyre looks at how to open opportunities for disadvantaged G&T students

Personalisation for gifted and talented students

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An educational ‘road system’ for individual gifted and talented children is needed, says Deborah Eyre, so that they can construct their own unique learning journeys

One might argue that if education is personalised to meet the needs of individuals, then gifted and talented education is redundant: but, on the other hand, personalisation might prove the perfect mechanism for embedding gifted education within overall provision. This can only work, however, if we truly understand the concept of personalisation and how best to exploit it. Personalisation is an ambitious and contested agenda, both here and abroad, gaining ground not only in education, but also in the delivery of public services such as health, policing and social services. As far as education is concerned however, the concept has proved difficult to explain and some confusion and frustration has arisen.

A more flexible approach
Ischinger (2006) describes personalisation as springing from:

…the awareness that the one-size-fits-all approaches to school knowledge and organisation are ill-adapted both to individuals’ needs and to the knowledge society at large. Hence a more flexible approach is needed. The issues that need to be addressed go beyond school reform, as the personalisation agenda is also about promoting lifelong learning. The reference to ‘learning’ is important because the agendas reach out well beyond the institutional confines of the places called ‘schools’.

So personalisation applies to schools but also to other contexts in which students can or could learn. Hence we see an increased emphasis on out-of-hours activity and e-learning.

The personalisation approach is a sharp move away from the traditional view of education systems which Ruano-Borbalan (2006) describes as being characterised by the four ‘ones’: ‘one teacher, one class, one lesson and one subject’. In this new world the learners and their needs dictate and shape the system rather than individuals following a single pathway within a tightly constrained structure. I recently pointed out that personalisation is not merely a question of schools doing what they do now but a little better, or of creating systematic incentives for them to behave slightly differently; it requires change – cultural, structural and motivational – in what the system does, how it does it, where it does it and why it does it. So the challenge for education services is in how to move from the present system to a personalised one.

Leadbeater (2004) has probably produced the best short summary on personalisation, identifying three aspects:

Bespoke services, tailored to the needs of individual clients.
Mass customisation, allowing learners choice in how to mix and blend standardised components to create a learning programme suited to their needs.
Mass personalisation, encouraging participants to co-create the product.

In this model the voice of the learner becomes of real significance; their aspirations and ambitions driving the way that services are organised.

The new gifted education

It seems to me that gifted education within personalisation is about focusing on what the system needs to provide in order to enable exceptional levels of performance in specific subjects or domains. Each of the Leadbeater elements can be specifically designed to enable and encourage the highest levels of performance. This is the new gifted education.

Bespoke services are all about meeting individual needs. They might include mentoring, or specific support for students with dual-exceptionality; enabling a learner to take an online course in a specific area, or experience a work placement. But, most crucially it is also about ensuring that teachers are equipped to tailor their classroom provision to meet the needs of individuals who show outstanding promise.

Mass customisation is beginning to occur significantly in 14-19, and also, to a lesser extent, lower down the school system. This element is about creating choice within a complex set of services or put another way, ‘selecting from the menu’. Some of the services on the menu can be designed specifically for the G&T pupils. These might include access to subjects deemed particularly suitable for the most able, eg critical thinking, enrichment sessions or access to out-of-school activities, such as those offered through YG&T. In this section, it is important to remember that the personalisation agenda does not just refer to schools; G&T pupils are some of those most likely to need access to specialist activities. What gifted education needs to do here is to concentrate on making challenging opportunities widely available (in school and beyond it) and matching them to the needs of individuals.

Mass personalisation is about participation, with learners being what Leadbeater (2004) calls ‘co-producers of the learning script’. In this last element, the most able cognitively should also be the most capable of exploiting this possibility, but they need help to develop those skills. This means they will need information, advice and guidance (IAG). IAG has never been particularly good for G&T: it will need greater emphasis if pupils are to become empowered and informed consumers of education.

In summary, personalisation means the system being designed to actively anticipate the needs of those learners capable of the highest levels of performance. The job for schools and teachers is to make their offer as comprehensive as possible and, at the same time, sign-post individuals towards other learning contexts. We have to provide the ‘road system’ and encourage individuals to construct their own unique learning journey.

References

Ischinger, A (2006) ‘Foreword’ in Personalising Education: Schooling for Tomorrow. Paris: OECD Publishing.
Leadbeater, C (2004) Learning about Personalisation: How Can the Learner Be at the Heart of the Education System? London: DEMOS.
Ruano-Borbalan, JC (2006) ‘Policy-making to Promote Personalised Learning in Schooling for Tomorrow’ in Personalising Education: Schooling for Tomorrow, Paris: OECD.

Gifted and talented – classroom strategies

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Mike O’Neill looks at the ‘KWL approach’ – a classroom strategy for G&T coordinators and leading teachers to share with colleagues

Gifted and talented, or G&T, is a term used regularly in education today – but what does it actually mean?

A Dragon’s Den challenge activity for G&T students offers unlimited possibilities to excite and stretch their imagination. Joan Hardy decribes how her school organised such a project

Mike O’Neill offers the first of a series of teaching activities for leading gifted and talented coordinators to use in the classroom with G&T students and share with colleagues

Joan Hardy has worked with gifted and talented students in Year 9 to develop their visual learning skills and help them cascade what they have learned to pupils in Year 7

Enrichment is the subject of this at-a-glance reference for gifted and talented associated education vocabulary

Would you like to improve your school’s G&T provision?

Developing a culture where being bright is cool is the responsibility of school leaders. Paul Ainsworth thinks that teaching sport skills, such as cricket, is an effective way to do this

Deborah Eyre suggests how we can prepare G&T children for the many new career and employment options in today’s society

Continuing our at-a-glance references for explaining the vocabulary associated with gifted and talented education we look at compacting

Cognitive ability tests (CATs) are discussed in this series aiming to explains terms commonly associated with gifted and talented education

Mike O’Neill believes that at the heart of good provision for gifted and talented (G&T) students lies careful lesson planning

A teaching activity that will encourage pupils’ enquiry, thinking and participation skills. Suitable for key stages 3 to 5.

This free resource explains how school leaders can reinvigorate their gifted and talented (G&T) programmes so they are an integral part of whole-school success and not simply a bolt-on

Breadth: another term explained in our reference guide for terms commonly used within gifted and talented education

How do you create (and demonstrate) an ethos where high achievement is valued? Bob Cox visits a school with a strong commitment to ‘ambition and educational achievement’

An educational ‘road system’ for individual gifted and talented children is needed, says Deborah Eyre, so that they can construct their own unique learning journeys read more

Deborah Eyre begins a series of articles exploring the issues emerging from G&T provision, and considering how to create the best conditions to encourage exceptional performance read more

Deputy headteachers Paul Ainsworth and Josephine Smith consider how school leaders can reinvigorate their G&T programmes so they are an integral part of their school’s success read more

Improving your gifted and talented provision depends on being able to pinpoint strengths and weaknesses in your current approach. The Institutional Quality Standards (IQS) is a self-evaluation tool for doing just that, and supports the introduction of personalised education across the whole school, writes Deborah Eyre read more

Collaborative work can have an energising effect across the curriculum. Jo Counsell describes a collaborative project that used dance to enhance literacy learning read more

Jo Smith provides some practical tips about how technology can support and enhance the learning you have planned for gifted and talented (G&T) pupils

David Allen and Iona Towler-Evans look at an innovative system of teaching thinking skills through drama

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

Dilwyn Hunt, adviser for RE and G&T, explores the idea of having a more philosophical approach to religious education when enriching the subject for gifted and talented students

Jo Smith suggests practical ways of building challenge into every lesson

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

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

Charles Dietz examines the work of Mihaly Csikszentmihalyi and its implications

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

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

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

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

How can we identify and nurture gifted historians? Alison Rowan explains the role of NAGTY’s history think tank

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