Supporting our most able year 9 february 2013
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Supporting our most able Year 9 February 2013. King Edward VI School Bury St Edmunds. What’s tonight about?. How have we identified the students? What are the characteristics of G & T students? Implications and expectations Discussion – how can you best support your child?

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Supporting our most able year 9 february 2013

Supporting our most ableYear 9February 2013

King Edward VI School

Bury St Edmunds

What s tonight about
What’s tonight about?

  • How have we identified the students?

  • What are the characteristics of G & T students?

  • Implications and expectations

  • Discussion – how can you best support your child?

  • Making the most of school

  • Looking ahead – preparing for university (from now?)

  • Finding out more


  • Core group - top 35 students in Year group

  • Data - combination of indicators

  • Teacher nominations


He or she may

  • Be a good reader

  • Be very articulate or verbally fluent for his/her age

  • Give quick verbal responses (which can appear cheeky)

  • Have a wide general knowledge

  • Learn quickly

  • Be interested in topics which one might associate with an older child

  • Communicate well with adults (often better than their peer group)

  • Have a range of interests, some of which are almost obsessions

  • Show unusual and original responses to problem-solving activities

  • Prefer oral to written activities

  • Be logical

  • Be self-taught in his/her own interest areas

  • Be a perfectionist


  • Have an ability to work out things in his/her head very quickly

  • Be artistic

  • Be musical

  • Excel at sport

  • Have strong views and opinions

  • Have a lively and original imagination/sense of humour

  • Be very sensitive and aware

  • Focus on his/her own interests rather than what is being taught

  • Be socially adept

  • Appear arrogant or socially inept

  • Be easily bored by what s/he perceives as routine tasks

  • Show a strong sense of leadership

  • Not necessarily be well behaved or well liked by others

  • Be just like any other teenager!


Implications expectations
Implications & expectations

  • Tracking and monitoring: progress checks

  • Expected achievement: 8 A* – A

  • Take up enrichment opportunities: Cambridge visits; Conferences etc.

Discussion how to support
Discussion How to support?

  • Study at home

  • Emotional and personal

  • Broadening horizons

Making the most of school
Making the most of school

  • Work the teachers hard!

  • Additional opportunities

  • Asking for guidance - make it specific

  • Study facilities and resources

  • Talk to other clever students - about the subject

  • Keeping in touch (parents)

Preparing for university
Preparing for university?

  • Good degrees from ‘good’ universities

  • Oxford & Cambridge – ambition and pragmatism

  • Study the right subjects

  • Extra-curricular?

Finding out more
Finding out more

  • School website – Gifted and Talented

  • Cambridge University and UEA courses for gifted and talented

The subject leader role
The Subject Leader Role

  • Teachers in department asked to identify subject specific G&T students

  • Seating plans highlight G&T students (core and subject specific)

  • Individual and sequences of lessons include stretch and challenge / extension activities

  • Homework designed to be an extension of learning

  • Extra provision for G&T students e.g. clubs, lunchtime sessions, trips etc.

Year 9 g t coordinator role
Year 9 G&T Coordinator Role

  • Drawing students’ attention to extra-curricular activities on offer e.g. Latin, Mandarin, Philosophy Club, Debating Society

  • Offering enrichment activities: Discovery Day (History and Archaeology), Cambridge College / Museum trip, Humanities Extended Project, Field Academy

  • Monitoring student progress on G04Schools, liaising with Heads of College and Tutors about progress, and offering intervention where appropriate

  • A person to contact with any questions or concerns for students and parents