“Inclined to dream. Could do better if he tried.” Nick Park’s school report.

“Inclined to dream. Could do better if he

tried.”

Nick Park’s school report

OUR AIM THIS AFTERNOON….

• Look at our achievements so far• Outline the difference between gifted &

talented• Look at the characteristics of G & T children• Where do we go from here?• How to develop the G & T cohort further• Monitoring achievement• Look at our provision for G & T• Developing our provision within the

classroom

• Workshops through training school

• Continued staff support

• Virtual Learning Environment for staff & pupils

• Aim Higher & Events

UCLAN 28th Jan 09Higher Education Fair 23rd June 09HE visit to Manchester March 09English-Poetry reading-Bridgewater Hall

• Up to date cohort established-quantitative & partially qualitative

• Audit of our extension activities for G & T-see document provided

• Outreach work with Holy Cross College

• Extended Project Qualification & AQA Bacc-possible addition to the curriculum 2010

• Classroom observations

• Student voice audit- Independent learning & challenge

• Contact with NAGTY & NACE

• Changes within my own teaching

WHAT DO WE MEAN BY GIFTED AND TALENTED?

What do we mean

• This is about 5-10% of our school.

• Gifted and talented children are those who have one or more abilities developed to a level significantly ahead of their year group (or the potential to develop as such).

• In England ‘gifted’ refers to those pupils who are capable of excelling in academic subjects, such as History or English.

• ‘Talented’ refers to those pupils who may excel in areas requiring visio-spatial skills or practical abilities, such as PE, drama or art.

• be a good reader • be very articulate or verbally fluent for their 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 with

their peer group • have a range of interests, some of which are almost

obsessions • show unusual and original responses to problem-solving

activities • prefer verbal to written activities

General Characteristics of Gifted, Talented and More

Able Pupils are:

• be logical • be self taught in their own interest areas • have an ability to work things out in their head very quickly • have a good memory that they can access easily • 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 their own interests rather than on what is being taught • be socially adept • appear arrogant or socially inept • be easily bored by what they perceive as routine tasks • show a strong sense of leadership • not necessarily well-behaved or well liked by others

But may underachieve!

Quantitative data Qualitative data

See teacher recommendation sheet in departments/ gifted & talented. Deadline for 2008-09 cohort 19th June.

Please refer to the target sheet in departments/Gifted & Talented

Please refer to the G & T extension activity report by departments

What are the Classroom Quality Standards in Gifted & Talented?

• The Classroom Quality Standards (CQS) relate directly to Element 2 (Effective provision in the classroom) in the Institutional Quality Standard (IQS).

• The IQS are a management tool designed mainly for use by school leaders and managers. They provide a benchmark for auditing effective provision for Gifted & Talented learners at whole school/college level.

Please see sheet Deadline for completion 19th June 2009

• Helps teachers to gain a quick overview of their current practice in providing challenge for all pupils.

• It provides a starting point for all staff engaging with the CQS

• It is a tool for undertaking an initial review across seven key features of effective support and challenge in teaching and learning

• Within each of the features there is a set of prompts or questions designed to stimulate teachers and practitioners to reflect upon their current practice, before focusing usually on just one or maybe two features in more depth in Layer 2.

-Allows teachers to evaluate the quality of current provision and level of challenge for gifted and talented pupils

-It provides further detail of the key features and prompts in relation to the specific needs of gifted and talented learners through descriptors of practice at the following levels,

Entry - Ofsted Satisfactory levelDeveloping - Ofsted Good levelExemplary level – Ofsted Outstanding level

-Builds on layer 1 to amplify good practice in teaching for GT learners

• Allows teachers to identify ways of improving classroom provision

• It is an online resource base of exemplification, case studies of action research and other support materials

• It is intended that over time more of these will be generated by teachers and schools themselves.

Develops correct atmospherefor identification

Assists recognising gifts & talents

Develops provision for GT children

Differentiation for lesson plans & SOW

Focus for CPD

Personalises learning

Deep Learning

Classroom provision before enrichment

Focus on underachievement

Use in conjunction with PM targets

Please refer to the CQS user guide & spreadsheet in departments/GT & also the National Strategies DVD-especially for those teaching core subjects & ICT or ask me for advice.

Thanks for listening

There are also other resources in your packs to

help you