OUR LADY’S CATHOLIC PRIMARY SCHOOL
Policy for Gifted, Talented and Able Children
Our Lady's School is founded on faith in Jesus Christ and the life of the school community is centred on His presence.
At Our Lady’s Catholic Primary School all pupils are encouraged to be independent, self-motivated and to develop their abilities to their full potential. In keeping with our mission statement we believe that the role of the school is to provide a wide range of challenging learning opportunities, which will enable each individual, including those with exceptional abilities, to realise their full potential. We encourage the expression of ability and talent in order to promote an atmosphere where the individual is confident and well supported.
This policy is an integral part of the school’s broader development of maximum inclusion of educational opportunity and states our commitment to providing an environment in which all pupils are enabled to realise their potential.
This policy is a statement of the entitlement of children with high ability at this school. It has been developed from reading and research and through staff consultation and by Continuous Professional Development (CPD).
Like all pupils, more able pupils should have access to a broad, balanced and appropriate curriculum. School work should be enjoyable, interesting and worthwhile for all. Every pupil should be challenged and make progress at a pace that reflects their abilities and understanding.
We are committed to working for quality and equality of opportunity for all pupils – to enable all pupils to develop specific skills and talents.
We are concerned with the whole child: emotional, social and intellectual.
We wish to improve the teaching skills of all teachers and the learning opportunities of all young people and we will employ a wide range of methods of recognition of potential.
We would like to develop the thinking skills of all pupils by providing teaching which makes learning challenging and enjoyable and providing opportunities for higher-order thinking and questioning skills.
We would like to create a school climate, which encourages pupils of high ability to achieve and therefore we will recognise underachievement and seek to remove it.
We have the expectation that the curriculum for all will be extended by realising the needs of the most able.
We ensure that our staff understand value and respond to differences in how people learn.
We will work in partnership with the home and the community.
We will recognise underachievement and seek to remove it.
There are many definitions of Gifted and Talented. Excellence in Cities (EIC) guidance suggests
gifted learners are those who have abilities in one or more subjects in the statutory curriculum other than art and design, music and Physical Education (PE)
talented learners are those who have the abilities in art and design, music, PE or performing arts such as drama and dance.
Children are defined as gifted and talented in areas of
general intellectual ability
specific aptitude in one or more subjects
creative and performing arts
At Our Lady’s School we use the following generally accepted definitions of Gifted and Talentedand suggested percentages from national sources.
A group of children (up to possibly 20%) who demonstrate high levels of attainment in their general intellectual ability, specific academic ability, creative thinking, technical ability or interpersonal skills.
Very Able Children
A very able child is one of the most able 5% of the whole range of ability. They will be unevenly spread across year groups. They have high attainment in literacy and numeracy and/or may have high attainment in other areas of the curriculum. There may be a need for some additional resources at times to meet their needs. This level of ability has nothing to do with socio-economic background.
Exceptionally Able Children
An exceptionally able child is one of the most able (1-2%). They have a wide range of capabilities and a wide ranging span of interest in learning. General attainment is exceptionally high. It is often associated with rapid early progress in literacy and/or numeracy. It is difficult to predict their ultimate capacity. They may encounter problems in relationships with other pupils. It is likely that they will need carefully managed, individual provision and additional resourcing.
A talented child is one who has a rich talent in a particular, relatively narrow sphere of activity. Specific training and practice will be needed. The talent itself may go unrecognised or be under-developed. Its nature may not be intellectual or academically of high status and may not be matched by ability in other areas of the child’s educational attainment. Use of the term ‘talented’ in this way is linked to an area of ability, e.g. talented footballer, painter or musician, rather than to general, all-round ability. Talent may not be apparent in school, and school may not be the most appropriate resource to cater for the specific talent.
Gifted and Talented pupils are described in the latest government thinking as being around the top 5-10% of the ability range. This is not to be understood as the most able children in the national population but should be seen as relative and refers to the top 5-10% of our school, regardless of the ability profile of pupils within our school. As the National Association for Able Children in Education (NACE) suggested, we must encourage teachers to believe that there are Gifted and Talented pupils in every class.
We also recognise that those pupils who are gifted and talented do not always show their ability. Such pupils are gifted and talented even though their abilities may be hidden. Additionally, a talent itself may go unrecognised or be under-developed. Its nature may not be intellectual or academically of high status and may not be matched by ability in other areas of the child’s educational attainment. Talent may not be apparent in school, and school may not be the most appropriate resource to cater for the specific talent.
More able, gifted and talented in the Early Years
Identification of very young able and talented children is difficult. Children can ostensibly appear advanced because they have been strongly encouraged at home. Others may respond to tasks in Nursery and Reception by daydreaming, displaying boredom, unco-operative behaviour, etc. Also some may be innately able and talented but have not had the opportunities to show this or develop their talents. The use of a baseline profile will aid identification. This information will be enhanced by exploration with parents and updating key points in time.
These children will exhibit some but not all of the following
a good memory
a strong desire to learn, highly motivated in area of interest
awareness of early book conventions
well-developed reasoning and thinking skills
longer concentration span than ‘average’
a well-developed imagination, can use this in complex play
well-developed number concepts
well-developed sense of humour.
In addition the children may
learn to speak early
initiate and maintain a meaningful conversation with adults on a range of subjects
retell stories from memory
solve problems and apply knowledge gained in other areas
be curious and interested in many things
show independence from an early age
excel in a particular area, e.g. music, drawing, reading , etc
be able to write own name and sometimes those of immediate family
recognise some letter sounds especially in own name
recite several nursery rhymes
be ‘bossy’ towards others and easily frustrated by peers
acquire new skills easily
show persistence, resourcefulness, in areas of interest
show high levels of sensitivity, empathy.
This list is not exhaustive.
Recognition/Identification and Monitoring
The school will seek to provide an enriched curriculum for all children, through which it will be possible to identify the most able.
Identification of children comes from the successful amalgamation of evidence from a variety of sources.
Children are continually tested by means of standardised tests and assessments throughout the school. In addition the following methods will be used.
Teacher observation and assessment
Pupils’ own interests
Evidence of pupils’ work
Evidence from out of school activities – dance/music
An education psychologist may be used.
No one single method can be entirely accurate. The school will seek to provide an enriched curriculum for all children, through which it will be possible to identify the most able.
See Appendix B listing possible features of Gifted and Talented pupils in specific areas.
It is important to recognise that ability is not only linked to high intelligence, but may occur in any of these areas
Pupils with a particular talent will be readily identified, provided there is scope for them to exercise the talent at school, or the home/school links are well enough developed for teachers to be aware of this important area of a pupil’s life. Very able pupils may not necessarily be obvious; some become adept at pretending to be “average” in order to be accepted or to avoid being teased, others display disruptive behaviour through lack of stimulation.
Teachers will be given guidance in the form of a checklist for possible indications of a Gifted and Talented Learner including those in the Early Years. (See Appendix B)
In keeping with our Teaching and Learning Policy, differentiated activities, specified on the School’s short- and medium-term plans are the chief way of meeting the needs of the able child. This means providing the right teaching for the right children at the right times.
We seek to create an effective learning environment within our classrooms by ensuring that the following characteristics are integral to every class.
Self-direction with independence of thought and action – this means training in self-confidence and skills for independent learning.
Opportunities to be involved in group-work.
Experience of risk taking.
Imaginative and creative work.
Ways of doing this include
providing activities which are capable of producing different outcomes
adding additional tasks to the work set
providing work matched to different attainment levels, based on the observed rates of progress of the children
offering enrichment and extension which provides increased depth and sophistication to activities
offering additional support (usually through another adult) to enable a child’s learning to be accelerated
providing opportunities for very able pupils to work with other very able pupils (including those in other schools/summer school for gifted and able)
encouraging individual projects requiring research and problem-solving in out of school clubs.
The School will establish a Gifted/ Able and Talented child register using agreed methods of identification. Acceleration is not usually recommended because there may be social difficulties through differences in levels of maturity. It is possible to address the needs of these children within the appropriate year group. However, there will be times when it is appropriate for children to work with older children within school, through extra-curricular activities and through visits to secondary schools. Withdrawal groups can be used, but these must be done sensitively. A range of strategies (as listed below) will be used to support the teaching and learning in the classroom as appropriate.
Providing opportunities for children to increase the depth of their knowledge, skills and understanding along a pre-determined, linear and hierarchical route.
Adding breadth and range to children’s attainment and progress through activities and experiences that consolidate and widen knowledge, skills and understanding.
Grouping children within a class who demonstrate a similar capacity to do something based on mental faculty or physical capability.
Setting aside specific, planned time to engage in teaching activities with identified individuals or groups of children depending on their attainment and progress.
Enrichment/extension work is provided by all teachers in all classes as part of normal, differentiated provision. Differentiation should provide activities requiring higher-order thinking skills. Gifted and talented children need to be challenged; they do not just need more work, but sometimes different work requiring enhanced problem-solving. The classroom should provide a stimulating learning experience for all. Teaching issues of resources, differentiation, styles of teaching and learning are planned for. At Our Lady’s we aim to encourage pupils to plan and reflect upon their own learning and take greater responsibility for it – by pupils asking questions and contributing ideas. Staff need to understand, value and respond to differences in how people learn.
Year 3 – 6 now have 2 Learning Support Assistants (LSAs) who specifically work with our more able/gifted pupils in Literacy and Numeracy. One LSA supports each class for one seasonal term per academic year and the 2nd works solely in Year 6.
Progress of Gifted and Talented pupils will be monitored through tracking meetings and provision for these pupils will be recorded on class provision maps.
Out of class activities
These are highly valued for the gifted, able and talented child, and include
club activities – such as football, netball, badminton, choir, orchestra, art, embroidery, for example
Activity Days and Master Classes – these may be organised by the school or LA
day and residential activities
the use of specialists, e.g. teachers from secondary schools, visiting artists and authors.
Personal and social concerns
Underachievement can occur at any level of ability. Some of the following may be evident when identifying able children who are underachieving.
Orally good but poor written work.
Restless and inattentive.
Absorbed in a private world.
Tactless and impatient with slower minds.
Friendly with older pupils.
Poor social relations with peers and teachers.
Strong fear of failure.
We need to inform the parents of the child’s abilities at the earliest possible stage, so that all parties have a consistent understanding of his/her capabilities and potential. High expectations from all involved are paramount, together with a sensitive understanding of the child’s emotional needs.
It should be noted that some parents may regard their child as having high ability when they do note. This situation requires careful handling and staff should seek the advice of the Headteacher and the co-ordinator. A register of children who are able, gifted and talented will be compiled and reviewed regularly.
The school will liaise with local secondary schools to provide information on able, gifted and talented pupils.
Responsibility for co-ordinating and mentoring progress
The co-ordinator should
assist subject co-ordinators in revising policies for the needs of the more able/talented pupils.
ensure that identification procedures are in place throughout the school
maintain a register of able and talented children and advise on the setting of appropriate targets
ensure that parents are well informed
ensure that appropriate records are kept and passed onto the next phase (KS3) or next school
manage any identified budget
keep a check on educational literature related to able/gifted/talented and bring this to the attention of the staff
develop systems for the tracking of individual able children and monitor procedures
develop a portfolio of work from able and talented children/achievements.
The co-ordinator also needs to keep the Governing Body informed of the following
the number of pupils who are on the register
the variety of abilities and talents that are registered
the strategies that have been implemented to cater for pupils
details of any in-service provision
an outline of any special projects, including resources
portfolio of outstanding work.
Appendix A – Support and Contact details
Support - Use of outside agencies
NAGC – National Association for Gifted Children
NACE – National Association for Able Children in Education
Xcalibre – a searchable database of subject-specific resources for teachers of gifted and talented children produced by Cambridge University School of Education
World Class Arena – on-line world class tests in maths and problem solving
RECAP – Research Centre for Able pupils
National Curriculum – Web-based guidance for teachers on using National Curriculum with gifted and talented children with generic and subject specific advice.
World Council for Gifted and Talented Children
The Youth Sports Trust
QCDA – guidance on subject identification
Checklist for identifying Able, Gifted and Talented Children
Teachers identifying characteristics of the Able, Gifted and Talented will look for
Verbal activities, such as
Asking many provocative searching questions
Being more than usually interested in “adult” problems such as religion, politics etc,
Having an advanced understanding and use of language
Learning styles such as
Being eager to learn
Being a “self-starter”
Possessing extensive general knowledge
Easily grasping underlying principles with a minimum of explanation
Jumping stages in learning
Preferring to talk rather than to write
Being reluctant to practise skills already mastered
Reading rapidly and retaining what is read
Thinking styles such as
Quick mastery and recall of information
Good insight into cause-effect relationships
Quickly making generalisations
Leaping from the concrete to the abstract
Displaying intellectual playfulness; fantasies, imagination
Mental speed faster than physical abilities
Application of abstract reasoning to specific situations
Being good as establishing relationships between facts or sets of facts
Other aspects include
a keen sense of humour, including verbal puns, cartoons, jokes etc, and seeing humour in the unusual
a wide range of interests and hobbies inside and outside the classroom, and when interested, becoming absorbed for long periods.
The potentially able, gifted or talented children include children
who appear to be exhibiting precocious talent or ability
children at foundation stage and KS1 who are interested in an area and actively seek to pursue it, enjoying it for its own sake
Who appear to master the rules of a domain easily and can transfer their insights to new problems
Who observe their own behaviour and hence utilise a greater variety of learning strategies than others
Who exhibit any of the characteristics above plus a tendency towards non-conformity
Able, Gifted and Talented learners may be easily overlooked when they
are working in a second language
are badly behaved
have not learned good work habits e.g. concentration
choose to hide their ability
do not have higher cognitive demand available
This may happen especially when assessment
focuses on analytical ability
only tests achievement
is culturally or gender based
The National Association for Gifted Children (NAGC) - Ten principles of good practice for schools.
Flexibility in meeting needs
Valuing diversity, dealing with underachievement
A partnership with pupils and parents
The leadership of the Headteacher and Leadership team
Regular observations and reviews with early and prompt intervention
High teacher expectation
Positive attitudes by teachers who are prepared to ‘Go the extra mile!’
Close primary/secondary liaison
Good use of external resources
The absence of labels, working to the child’s strengths.
The school will evaluate by use of
The Institutional Quality Standards (IQS)
The Classroom Quality Standards (CQS)
Recognition of Gifted and Talented in the Early Years.
Do you recognise some of these characteristics in any of your children? Remember that a range of other factors may influence the way in which young children present!
Stands out amongst peers- intellectual curiosity
Need for mental stimulation
High achiever in one or more areas – rapid learner
High ability in creative and/or physical skills
Need for precision and logic
Very good verbal skills/exceptional reasoning ability
Perseverance and exceptional powers of concentration
Over sensitive or easily frustrated
Sensitivity and empathy
Excellent sense of humour
High ability/low motivation
Questioning of rules/authority
Keen sense of justice
Capacity for reflection
Need for precision and logic
Recognising Gifted and Talented Children by Subject Area
Recognising the Gifted and Talented Child in MFL
Pupils who are talented in modern foreign languages are likely to
Have a strong desire to put language together by themselves
they apply principles from what they have learned to new situations, transforming phrases and using them in a different context, often with humour
Show creativity and imagination when using language
they often extend the boundaries of their knowledge and work beyond what they have learned, not wishing simply to respond and imitate, but to initiate exchanges and to create new language
Have a natural feel for languages
they are willing to take risks and see what works, knowing instinctively what sounds right and what looks right; they are acutely and swiftly aware of the relationship between sound and spelling
Pick up new language and structures quickly
they may have excellent aural and oral skills and may be able to cope with rapid streams of sound and identify key words at an early stage; they may also display outstanding powers of retention, both immediately and from one lesson to the next
Make connections and classify words and structures to help them learn more efficiently
they are able to evaluate new language critically, recognising the grammatical function of words
Seek solutions and ask further questions
they may test out their theories and seek to solve linguistic problems, sometimes challenging the tasks set and trying to understand their relevance to the language-learning process
Have an insight into their own learning style and preference
they may say how they like to learn vocabulary or structures; they are clear about the type of tasks they like doing; they may show or display an ability to work independently, without supervision, and to make effective use of reference material
Show an intense interest in the cultural features of the language being studied
they may use idiom in the language itself and explore the history and the traditions of the language; some pupils may wish to share their knowledge with their peers
Recognising the Gifted and Talented Child in PSHE
Pupils who are talented in PSHE are likely to
Demonstrate outstanding personal confidence, leadership and organisational skills, regardless of their particular academic strength or ability
Are able to form and maintain positive relationships with their peers, and especially people they have only just met
Are willing to take calculated risks with their thinking
Think quietly and deeply about moral issues and offer a rich and considered response to them
Are natural listeners, mediators or diplomats
Are able to influence others in a positive manner
Instinctively support or defend their peers when they are in distress or being victimised
Are able to independently set their own clear and motivating goals and then can achieve them
Are resilient, having the ability to bounce back in the face of setback
Recognising the Gifted and Talented Child in English
Pupils who are able or gifted in English are likely to show some or all of the following characteristics.
Writing or talking in imaginative and coherent ways
Elaborating on and organising content to an extent that is exceptional for their age
Stamina and perseverance
Using any suitable opportunities to produce work that is substantial and obviously the product of sustained, well-directed effort
Involving and keeping the attention of an audience by using drama or humour to develop the potential of ideas or situations in imaginative ways
Taking a guiding role in helping a group to achieve its shared goals, while showing sensitivity to the participation of others
Writing with a flair for metaphorical or poetic expression
Grasping the essence of particular styles and adapting them to their own purposes
Expressing ideas succinctly and elegantly, in ways that reflect an appreciation of the knowledge and interests of specific audiences
Using ICT to research ideas and create new text
Ability to take on demanding tasks
Researching, evaluating, analysing and comparing information from a range of different sources, including ICT
Arguing and reasoning
Creating and sustaining accounts and reasoned arguments, in both spoken and written language
Justifying opinions convincingly, using questions and other forms of enquiry to elicit information and taking up or challenging others' points of view
Awareness of language
Understanding the nature of language and showing a special awareness of features such as rhyme, intonation or accent in spoken language, and the grammatical organisation of written texts
Recognising the Gifted and Talented Child in Mathematics
Pupils show their special talents in mathematics in a range of ways and at varying points in their development. Pupils who are able or gifted in mathematics are likely to
learn and understand mathematical ideas quickly;
work systematically and accurately;
be more analytical;
think logically and see mathematical relationships;
make connections between the concepts they have learned;
identify patterns easily;
apply their knowledge to new or unfamiliar contexts;
communicate their reasoning and justify their methods;
ask questions that show clear understanding of, and curiosity about, mathematics;
take a creative approach to solving mathematical problems;
sustain their concentration throughout longer tasks and persist in seeking solutions;
be more adept at posing their own questions and pursuing lines of enquiry.
Recognising the Gifted and Talented Child in Science
Pupils who are able or gifted in science are likely to
have scientific hobbies and/or be members of scientific clubs and societies
be extremely interested in finding out more about themselves and things around them
enjoy researching obscure facts and applying scientific theories, ideas and models when explaining a range of phenomena
be able to sustain their interest and go beyond an obvious answer to underlying mechanisms and greater depth
be inquisitive about how things work and why things happen (they may be dissatisfied with simplified explanations and insufficient detail)
ask many questions, suggesting that they are willing to hypothesise and speculate
use different strategies for finding things out (practical and intellectual) -- they may be able to miss out steps when reasoning the answers to problems
think logically, providing plausible explanations (they may be methodical in their thinking, but not in their recording)
put forward objective arguments, using combinations of evidence and creative ideas, and question other people's conclusions
decide quickly how to investigate fairly and manipulate variables
consider alternative suggestions and strategies for investigations
analyse data or observations and spot patterns easily
strive for maximum accuracy in measurements of all sorts, and take pleasure, for example, from reading gauges as accurately as possible
make connections quickly between facts and concepts they have learned, using more extensive vocabulary than their peers
understand the concepts of reliability and validity when drawing conclusions from evidence
be easily bored by over-repetition of basic ideas
enjoy challenges and problem solving, while often being self-critical
enjoy talking to the teacher about new information or ideas
be self-motivated, willingly putting in extra time -- (but they may approach undemanding work casually and carelessly)
show intense interest in one particular area of science
Recognising the Gifted and Talented Child in Design and Technology
Pupils who are talented in design and technology are likely to
demonstrate high levels of technological understanding and application
display high-quality making and precise practical skills
have flashes of inspiration and highly original or innovative ideas
demonstrate different ways of working or different approaches to issues
be sensitive to aesthetic, social and cultural issues when designing and evaluating
be capable of rigorous analysis and interpretation of products
get frustrated when a teacher demands that they follow a rigid design-and-make process
work comfortably in contexts beyond their own experience and empathise with users' and clients' needs and wants.
Teachers may identify pupils who are gifted in design and technology by:
performance at an unusually advanced national curriculum level for their age group
the outcomes of specific tasks
evidence of particular aptitudes
the way pupils respond to questions
the questions that pupils ask themselves.
Recognising the Gifted and Talented Child in ICT
Pupils who are able or gifted in ICT are likely to
demonstrate ICT capability significantly above that expected for their age
for example, key stage 2 pupils may be comfortable meeting the demands of the key stage 3 curriculum
learn and apply new ICT techniques quickly
for example, pupils use shortcut keys for routine tasks effectively and appropriately; they quickly apply techniques for integrating applications such as mail merge and databases
use initiative to exploit the potential of more advanced features of ICT tools
for example, pupils investigate the HTML source code of a website and apply features such as counters or frames to their own web designs
transfer and apply ICT skills and techniques confidently in new contexts
for example, having learned about spreadsheet modelling in a mathematical context, they recognise the potential of applying a similar model in a science investigation
explore independently beyond the given breadth of an ICT topic
for example, they decide independently to validate information they have found from a website; having learned control procedures for a simple traffic light model, they extend their procedure to include control of a pedestrian crossing
initiate ideas and solve problems, use ICT effectively and creatively, develop systems that meet personal needs and interests
for example, they create an interactive fan club website that sends out a monthly newsletter to electronic subscribers (either working on their own, or collaboratively with peers)
Recognising the Gifted and Talented Child in History
Pupils who are able or gifted in history are likely to show some or all of the following characteristics.
perform at levels of literacy that are advanced for their age;
show particular skill at inference and deduction when reading texts;
synthesise information to present a cogent summary;
use subject-specific vocabulary confidently;
follow and contribute effectively to a line of argument in discussion by making relevant contributions and substantiating points with evidence;
access complex source materials with growing independence.
have an extensive general knowledge, including a significant amount of historical knowledge;
develop with ease a chronological framework within which to place existing and new knowledge;
demonstrate a strong sense of period as a result of study.
grasp quickly the role of criteria in formulating and articulating a historical explanation or argument;
understand and apply historical concepts to their study of history;
be able to draw generalisations and conclusions from a range of sources of evidence;
seek to identify patterns and processes in what they study, while being aware of the provisional nature of knowledge;
appreciate that answers arrived at depend largely on the questions asked;
recognise how other disciplines can contribute to the study of history and draw readily on what they learn in other subjects to enhance their historical understanding.
be able to establish and follow a line of enquiry, identifying and using relevant information;
be good at reasoning and problem solving;
think flexibly, creatively and imaginatively;
show discrimination when selecting facts and evaluating historical evidence;
manipulate historical evidence and information well;
appreciate the nature of historical enquiry;
question subject matter in a challenging way;
be intrigued by the similarities and differences between different people's experiences, times and places and other features of the past;
thrive on controversy, mystery and problems of evidence;
show resourcefulness and determination when pursuing a line of enquiry.
Recognising the Gifted and Talented Child in Geography
Pupils who are able or gifted in geography are likely to
understand concepts clearly so that they can apply this understanding to new situations in order to make interpretations, develop hypotheses, reach conclusions and explore solutions
they understand geographical ideas and theories, and apply them to real situations;
communicate effectively using both the written and spoken word
they communicate knowledge, ideas and understanding in ways that are appropriate to the task and audience (for example, writing formal letters and reports, producing brochures representing particular groups). They learn subject-specific vocabulary, use it accurately and are able to define words;
enjoy using graphs, charts, maps, diagrams and other visual methods to present information
they transform relief shown by contour lines into three-dimensional models in their minds. They are competent and confident in using the wide range of visual resources required in geography -- aerial photographs, satellite images, maps of different types and scales, GIS systems and so on;
be confident and contribute effectively when taking part in less formal teaching situations
they take part readily in role-play situations or simulations and enjoy contributing to outdoor fieldwork;
relate well to other people, showing an ability to lead, manage and influence others, appreciating and understanding others' views, attitudes and feelings.
they are willing to share their knowledge and understanding, and steer discussion;
have a more highly developed value system than most pupils of their age
they have well-considered opinions on issues such as the environment and the inequalities of life in different places;
have a wide-ranging general knowledge about the world
they have good knowledge of where places are in the world and of topical issues;
be able to transfer knowledge from one subject to another
they transfer their knowledge of physics, for example, to understanding climate. Or they transfer knowledge of the industrial revolution from history to help explain the location of industry in the UK;
be creative and original in their thinking, frequently going beyond the obvious solution to a problem
for example, if faced with the problem of congested roads, they might suggest taxing cars more heavily, improving public transport or changing land use patterns, rather than building bigger roads.
Recognising the Gifted and Talented Child in Art and Design
Pupils who are talented in art and design are likely to
think and express themselves in creative, original ways
they want to follow a different plan to the other pupils, challenge the tasks given, or extend the brief in seemingly unrelated or fantastic directions
have a strong desire to create in a visual form
they are driven by ideas, imagination, humour or personal experience; they persevere until they have completed a task successfully, with little or no intervention from the teacher
push the boundaries of normal processes
they test ideas and solve problems relating to concepts and issues; they explore ways to depict ideas, emotions, feelings and meanings; they take risks without knowing what the outcome will be; they change ideas to take into account new influences or outcomes
show a passionate interest in the world of art and design
they are often interested in a specific culture (possibly relating to their own cultural background or sense of identity), particular art forms, contemporary culture or youth culture
use materials, tools and techniques skilfully and learn new approaches easily
they are keen to extend their technical abilities and sometimes get frustrated when other skills do not develop at the same time
initiate ideas and define problems
they explore ideas, problems and sources on their own and collaboratively, with a sense of purpose and meaning
critically evaluate visual work and other information
they make unusual connections between their own and others' work; they apply ideas to their own work in innovative ways
exploit the characteristics of materials and processes
they use materials and processes in creative, practical and inventive ways; they explore alternatives and respond to new possibilities and meanings
understand that ideas and meanings in their own and others' work can be interpreted in different ways
they use their knowledge and understanding to extend their own thinking and realise their intentions; they communicate original ideas, insights and views
Recognising the Gifted and Talented Child in Music
Pupils who are talented in music are likely to
be captivated by sound and engage fully with music
select an instrument with care and then be unwilling to relinquish the instrument
find it difficult not to respond physically to music
memorise music quickly without any apparent effort, be able to repeat more complex rhythmical and melodic phrases given by the teacher and repeat melodies (sometimes after one hearing)
sing and play music with a natural awareness of the musical phrase -- the music makes sense
demonstrate the ability to communicate through music, for example to sing with musical expression and with confidence
show strong preferences, single-mindedness and a sustained inner drive to make music.
Recognising the Gifted and Talented Child in RE
Pupils who are able or gifted in RE are likely to
show high levels of insight into, and discernment beyond, the obvious and ordinary;
make sense of, and draw meaning from, religious symbols, metaphors, texts and practices;
be sensitive to, or aware of, the numinous or the mystery of life, and have a feeling for how these are explored and expressed;
understand, apply and transfer ideas and concepts across topics in RE and into other religious and cultural contexts.
In more general terms, they may also:
have highly-developed skills of comprehension, analysis and research;
show quickness of understanding and depth of thought.
Recognising the Gifted and Talented Child in PE
Pupils who are talented in PE are likely to show many or all of the following characteristics in their performance and approach to PE, sport and dance.
Approach to work
be confident in themselves and in familiar contexts
take risks with ideas and approaches, and be able to think 'outside the box'
show a high degree of motivation and commitment to practice and performance.
be intelligent, independent, thoughtful performers, actively forming and adapting strategies, tactics or compositions
be able to reflect on processes and outcomes in order to improve performance, understanding the close and changing relationship between skill, fitness and the tactics or composition of their performance
be good decision-makers and able to take the initiative, often showing high levels of autonomy, independence and leadership
be creative, original and adaptable, responding quickly to new challenges and situations, and often finding new and innovative solutions to them.
Body skilfulness and awareness
have a high degree of control and coordination of their bodies
show strong awareness of their body in space
combine movements fluently, precisely and accurately in a range of contexts and activities.
Some pupils may have unusual abilities in specific aspects of the programme of study or areas of activity, such as
evaluating and improving performance through leadership
acquiring, developing and performing advanced skills and techniques
conceptual understanding, shown through the sophisticated selection and application of advanced skills, tactics and compositional ideas for their age
particularly high levels of fitness for their age, in both specific and general areas
specific strengths in general areas, such as games activities or dance activities.