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Gifted, Talanted and Able Policy

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.

 

Rationale

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.

 

Aims

  • 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.

     

     

 

Definitions

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

  • leadership

  • creative and performing arts

  • psychomotor ability.

     

    At Our Lady’s School we use the following generally accepted definitions of Gifted and Talentedand suggested percentages from national sources.

     

    Able Children

    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.

     

    Talented Children

    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

  • extensive vocabulary

  • 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

  • Checklists

  • Background knowledge

  • Peer nomination

  • Parent nomination

  • 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

  • physical talent

  • artistic talent

  • mechanical ingenuity

  • leadership

  • high intelligence

  • creativity.

     

    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)

     

 

 

Overall Approach

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.

     

    Organisation

    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.

     

    Extension

    Providing opportunities for children to increase the depth of their knowledge, skills and understanding along a pre-determined, linear and hierarchical route.

     

    Enrichment

    Adding breadth and range to children’s attainment and progress through activities and experiences that consolidate and widen knowledge, skills and understanding.

     

    Ability grouping

    Grouping children within a class who demonstrate a similar capacity to do something based on mental faculty or physical capability.

     

    Focused teaching

    Setting aside specific, planned time to engage in teaching activities with identified individuals or groups of children depending on their attainment and progress.

     

     

    In-class approach

    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.

  • Anti-school.

  • Orally good but poor written work.

  • Apparently bored.

  • Restless and inattentive.

  • Absorbed in a private world.

  • Tactless and impatient with slower minds.

  • Friendly with older pupils.

  • Self critical.

  • Poor social relations with peers and teachers.

  • Emotionally unstable.

  • Outwardly self-sufficient.

  • Low self-esteem.

  • Strong fear of failure.

     

 

 

Parental involvement

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.

 

Secondary Transfer

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.

     

     

    Policy Review

     

Date reviewed

Next Review

Spring 2014

Spring 2015

 

 

 

Appendix A – Support and Contact details

 

Support - Use of outside agencies

 

NAGC – National Association for Gifted Children

www.nagcbritain.org.uk

NACE – National Association for Able Children in Education

www.nace.co.uk

Xcalibre – a searchable database of subject-specific resources for teachers of gifted and talented children produced by Cambridge University School of Education

www.Xcalibre.ac.uk

World Class Arena – on-line world class tests in maths and problem solving

www.worldclassarena.org

RECAP – Research Centre for Able pupils

www.brookes.ac.uk/schools/education/ablepupils

 

 

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

www.nc.uk.net/gt

 

 

www.WorldGifted.org

 

 

The Youth Sports Trust

www.talentmatters.org

QCDA – guidance on subject identification

www.nc.uk.net

 

 

 

Appendix B

 

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,

    • Criticising constructively

    • Having an advanced understanding and use of language

    • Challenging authority

  • 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

    • Exceptional curiosity

    • Good insight into cause-effect relationships

    • Quickly making generalisations

    • Leaping from the concrete to the abstract

    • Displaying intellectual playfulness; fantasies, imagination

    • Manipulating ideas

    • 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 untidy

  • 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.

     

    Quality Standards

     

    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!

 

 

Intellectual Characteristics

Personality Characteristics

Stands out amongst peers- intellectual curiosity

Need for mental stimulation

High achiever in one or more areas – rapid learner

Perfectionist

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

Vivid imagination

Over sensitive or easily frustrated

Covert ability

 

Sensitivity and empathy

Divergent thinking/creativity

Excellent sense of humour

High ability/low motivation

Questioning of rules/authority

Keen sense of justice

Non-conformity

Capacity for reflection

Need for precision and logic

 

 

 

 

 

 

Appendix C

 

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

  • Are optimistic

 

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.

Creative flair

  • 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

     

    Communicative skills

  • 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

    1. able to read challenging texts fluently and understand their meaning and can explain this succulently. Their love of reading a variety of texts is evident.

     

    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

  • be imaginative

  • 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.

 

Literacy

They may

  • 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.

     

    Historical knowledge

    They may

  • 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.

     

    Historical understanding

    They may

  • 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.

     

    Enquiry

    They may

  • 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

They may

  • 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.

     

    Effective performance

    They may

  • 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

    They may

  • 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.

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