G uidance – 2008

1. Guidance – 2008 We encourage schools in identifying gifted and talented learners to focus on: • learners aged 11 – 19 who meet the published eligibility criteria for the top 5% nationally, including those who were members of the former National Academy for Gifted and Talented Youth (NAGTY), and others who meet the criteria; • in addition, learners aged 4 – 19 who are gifted relative to their peers in their own year group and school/college;

2. The requirements . . Schools are required to:- • nominate a trained ‘leading’ teacher for gifted and talented education; one in each secondary school and for clusters of primary schools; • have an agreed process for identifying gifted and talented pupils, making use of both qualitative and quantitative measures • ensure that all staff understand this process and use it; • indicate which of their pupils are gifted and talented in their School Census return; this data will contribute to the National Register for gifted and talented pupils; • keep an accurate record of gifted and talented pupils; • review the gifted and talented cohort regularly; • self-evaluate and update the school’s process as necessary.

3. The challenges of teaching gifted and talented learners (1) • Issues of inclusion: how to differentiate without isolating such pupils or putting them at odds with their peers. • Pupils in this group can have a devastating appreciation of the weaknesses of others, including those in authority. • The self- motivation of such pupils can result in extension and enrichment work for them being overlooked. • Planning extension work that is not ‘more of the same’ but making it a genuine enrichment and extension of skills or interest.

4. The challenges of teaching gifted and talented learners (2) • Gifted and talented pupils may include the ‘quirky, subversive, and socially confrontational’ as well as those who are sensitive, thoughtful, neatly written and imaginative. • Some gifted and talented boys may be more skilful than mature. • Adhering to the structure of lessons as prescribed by the department while keeping alive the curiosity and the active querying of the able and talented pupil.

5. Gifted and Talented • Hard work is the number one prerequisite for grooming intelligence • The dedicated individual is the one who achieves.

6. Provision • Aptitude • Classroom extension offer • Extended curriculum offer • Cross school enrichment • Regional and National events and coaching e.g. at University • Summer School • National provision – online and face to face

7. Provision at GCC • Parents’ meeting • Student meeting, questionnaires, learning logs • Individual mentoring (Students 127+ CATS mean) • Events/activities • Transfer • Subject Leaders audit (Sow, differentiation, CPD) • Faculty link • Summer school

8. Implications for pedagogy A focus on able, gifted and talented pupils can help to extend the teaching repertoire by:- • adding breadth • increasing depth • accelerating the pace of learning within and across key stages • promoting independence in thinking and learning • supporting reflection and self-evaluation • fostering high expectations in teachers and pupils.

9. Some strategies for developing challenge for gifted and talented students Moving from:- • Concrete to abstract (materials, ideas, applications) • simple to complex (resources, research, issues, skills needed, targets set) • basic to transformational (information, ideas, materials and applications) • single to multi-faceted/divergent (making connections within or across subjects)

10. Some strategies for developing challenge for gifted and talented students (2) Moving from:- • structured to open-ended (decisions, approaches and solutions become the learner’s responsibility) • little to greater independence (planning, monitoring, evaluating) • small to larger steps (in imagination, insight, application)

11. What students say • A positive thinking teacher • Challenging things to do: not copying, not just listening • Group work • Better briefs for supply teachers • Extension materials • Exciting work • Teacher to focus on learning and leave “baggage” at the door • Good communication from the teacher • Good relationships/good management skills • Rewards .......... also for homework • Comfortable learning environment

12. Ebac • Ebac – 5 GCSEs A*-C in five core subjects-English, maths, two science qualifications, a foreign language and either history or geography • More demanding and more appropriate for entry to best universities • Positives for G and T students: an upturn in language learning, state school pupils receiving the same access to traditional subjects as their peers in private schools possibly improving their prospects of places at top universities, G and T students being steered towards languages and history and away from vocational programmes.

13. The coalition government - September 2010 • Schools will have greater control and flexibility in how they design and deliver provision to meet the needs of  their gifted and talented learners; • Maintained schools and academies will receive additional funding (£250 per pupil claiming free school meals or classified as a looked-after child and identified as gifted through the school census) to support 14- to 19-year-old G & T pupils from disadvantaged backgrounds.