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Effective Provision for Gifted and Talented Students in Secondary EducationPHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES

Contents

Foreword 5

Introduction6

1. Effective teaching and learning strategies 11

1.1 Identifying the gifted and talented population 11

1.2 Effective provision 14

1.3 Standards 22

2. Enabling curriculum entitlement and choice 23

2.1 Entitlement 23

2.2 Functional skills 24

2.3 Enrichment 25

3. Assessment for learning 27

3.1 Assessment 27

3.2 Transfer and transition 30

4. Organising the school 33

4.1 Leadership 33

4.2 Institutional policy 34

4.3 School ethos and pastoral care 35

4.4 Staff development 36

4.5 Resources 36

4.6 Monitoring and evaluation 37

5. Strong partnerships beyond the school 38

5.1 Engaging with the community, families and beyond 38

5.2 Learning beyond the classroom 39

References and further information 41PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES 5

Foreword

It is now over five years since schools were asked to pay particular attention to gifted and talented

students - to identify them and to ensure that their learning needs were met. This request resulted from continuing evidence of underachievement amongst the most able students in secondary schools. Considerable progress has been made during that period and schools should be congratulated on their achievements. The HMCI Annual Report (2005/2006) notes that teaching and learning for this

cohort is at least satisfactory in the very large majority of the secondary schools inspected and in six

out of ten they are good or outstanding. However, there is work still to be done. The two main areas of

significant weakness are the use of assessment for learning and in planning challenge in the classroom.

Pupils often revealed that they found their work too easy or were bored by having to listen passively to

teachers for long periods. The greater emphasis on personalisation at both KS3 and 14-19, offers considerable potential for gifted and talented students: greater choice in both what and where to study, access to virtual learning environments, and a more individual approach. For schools, it is a real challenge to create

the structures that will realise this agenda. Provision for gifted and talented students does not usually

need to be separate from overall classroom provision; many of the approaches necessary to challenge

the most able will also be of value to the rest of the class. For example, the use of probing questions

to encourage young people to think more deeply, will benefit all learners. This is why in good schools,

we see the 'rising tide' effect. Another indicator of good provision for G&T however, will be that it is

not 'single-school' based; gifted and talented students will be amongst those most likely to benefit from partnership arrangements with neighbouring schools and colleges, businesses and the local community. Identifying the gifted and talented continues to be a voyage of discovery for schools. Some students

will already have been identified as gifted or talented in their primary schools and so will be recognised

at the point of entry to secondary school, but others will only emerge later and only in response to challenging opportunities offered by the secondary curriculum. Schools need to take a thoughtful and

sensitive approach to identification, resisting the temptation to assume that all gifted and talented

students are 'school smart' and easily recognised. Education is about helping students to uncover their

strengths as well as providing for those that are already obvious. Remember: potential + opportunities/support + personal drive = high achievement (giftedness) In thinking about gifted and talented provision in the secondary school it is useful to consider the exit point. What do you want to have achieved for these students prior to their move to post school destinations? An important part of the answer here of course, relates to achievement but some also relates to learning dispositions and to emotional development. Aim for high achieving, well-rounded, thoughtful learners, ready and confident to take on new challenges and new opportunities.

Deborah Eyre

National Academy for Gifted and Talented Youth

Foreword

Introduction

This guidance has been produced jointly by the National Academy for Gifted and Talented Youth and the Department for Children, Schools and Families and sets out general principles for schools and

colleges to use in their planning and delivery of effective provision for gifted and talented students. It

follows the publication of 'Effective Provision for gifted and talented children in Primary Educ ation'and 'Identifying Gifted and Talented Pupils - Getting Started'. The document will be of interest to all providers of education for 11-19 year old students in England, including governors, headteachers/principals and senior managers who are responsible for demonstrating a whole school approach to meeting the needs of the gifted and talented. The

guidance also provides support for all staff in identifying gifted and talented students and providing

them with an appropriately personalised education. Good provision for gifted and talented students is an important component of the personalisation and equal opportunities agendas driving recent government initiatives: Every Child Matters(2003), maximising opportunities for young people, setting out 'enjoying and achieving' as one of the key aims.

Higher Standards, Better Schools for All

(2005) establishing a system which is designed around the needs and aspirations of the individual, with schools responding in a wide variety of ways to personalise the curriculum and ensure that young people fulfil their potential.

The Leitch Review of Skills(2006) setting out the need for the UK to raise achievements at all levels

in order to maximise productivity and economic competitiveness and become one of the world leaders in skills by 2020. Recommendations include: Ensuring 'appropriate stretch and breadth in A levels'. Parity of esteem of the vocational route; and improved links and transition between pre and post-16 education.PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES 7

Institutional Quality Standards (IQS)

This guidance is set out under the same five headings used for theInstitutional Quality Standards in Gifted and Talented Education(IQS) which represent the key components of personalised learning: The IQS have been developed as a self-assessment tool for schools in auditing and developing their provision. This guidance, used alongside the standards, will help schools to demonstrate both in the ongoing dialogue with School Improvement Partners (SIPs), and through inspection, that they are meeting the needs of different groups of students as required by the New Relationship with

Schools (NRwS).

Introduction

Strong

partnerships beyond the school

Effective

teaching and learning strategies

Enabling

curriculum entitlement and choice

Assessment for

learningSchool organisation

Institutional

Quality Standards (IQS)

20-20 Vision(2007) presenting a vision for personalising teaching and learning for children and

young people aged 5-16: "Personalising learning means, in practical terms, focusing in a more structured way on each child's learning in order to enhance progress, achievement and participation. All children and young people have the right to receive support and challenge, tailored to their needs, interests and abilities. This demands the active commitment from pupils, responsiveness from teachers and engagement from parents". The Secondary Curriculum Review(2007) proposing programmes of study which will give

teachers a more flexible, less prescriptive framework for teaching, creating more scope to tailor the

curriculum to meet the needs of each individual student. The change of focus within the curriculum will provide a firm foundation for education post 14, and includes specific transitional material to ensure smooth progress to Key Stage 4 and beyond. Effective Provision for Gifted and Talented Students in Secondary Education8

What do we mean by gifted and talented?

In every school and college there are students with a range of abilities.

Gifted and talented is the term

applied to those young people who are achieving, or who have the potenti al to achieve, at a level significantly beyond the rest of their peer group . This refers to the upper end of the ability range in most classes/cohorts. It's important to recognise that gifted and talented students are individuals, with their own unique strengths and weaknesses. A student may be very able in some areas, but may appear on the Special Educational Needs (SEN) register in recognition of behavioural, social, physical/sensory or specific learning difficulties.

For more information see

Guidance on preventing underachievement: a focus on dual or multiple exceptionality (DME)

Ref: 00061-2007BKT-ENwww.standards.dfes.gov.uk

The terms 'gifted' and 'talented' were used in a specific way through-out the period of Excellence in

Cities.

We now use them more broadly:

Gifted describes students who have the ability to excel academically in one or more subjects such as English, Drama, Technology;

Talented describes students who have the ability to excel in practical skills such as sport, leadership,

artistic performance. These students may well follow a vocational training pathway to accreditation and employment. In comparison with their peers, when engaged in their area of expertise, gifted and talented young people will tend to: show a passion for particular subjects/ areas of interest and seek to pursue them; master the rules of a domain easily and transfer their insights to new problems; analyse their own behaviour and hence use a greater range of learning strategies than others (self-regulation); make connections between past and present learning; demonstrate intellectual curiosity; show intellectual maturity and enjoy engaging in depth with subject material; actively and enthusiastically engage in debate and discussion on a particular subject; and produce original and creative responses to common problems.

In addition, gifted and talented students may

develop particular characteristics as they progress through the secondary/tertiary phase, such as: a tendency to question rules and authority; a well-developed sense of humour; and growing self-determination, stamina and powers of concentration.PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES 9

Maximising Potential

Providing for the gifted and talented students in our schools is a question of equity - as with all other

students, they have a right to an education that is suited to their particular needs and abilities. A

school's gifted and talented population will be broadly representative of the whole school intake, in

terms of gender, ethnicity and socio-economic background. However, some young people can 'slip

through the net' and particular groups have been identified as more at risk, for example young people:

from low socio-economic groups; from BME groups with a record of underperformance (including Black African, Black Caribbean,

Pakistani, Bangladeshi, mixed heritage);

who need support to learn English as an additional language (EAL); in small rural schools, where they may be perceived as the 'only one'; who have special educational needs; who are poor attenders, with low aspirations and/or motivation; with medical conditions; who act as carers in the home; from families under stress; who are at risk of disaffection and exclusion; in public care or who belong to traveller families; who have a mismatch between their cognitive ability and their basic skills.

Direct intervention is particularly critical for these students because giftedness may only emerge when

the appropriate opportunities are provided. Young people may have a certain predisposition to excel

in one or more areas, but only demonstrate and develop those predispositions, or 'potential' if they are

encouraged to do so. The main focus in secondary settings should be to create the right opportunities, with support and encouragement, to help the student to develop a desire to learn and sustain the personal drive

that is required to fulfil one's potential. This will be achieved by presenting students with work that

challenges, stretches and excites them on a daily basis, in an environment that celebrates excellence.

potential + opportunities/support + personal drive = high achievement Teachers also need to act as 'talent spotters', recognising indicators of outstanding ability as and

when they begin to emerge. The precociously gifted and the talented 'star performers' usually identify

themselves, but there are other, less obvious, indicators of giftedness such as intense interest in a

particular subject and an 'intellectual playfulness' that hints at a student who may excel in years to come. Curriculum departments need to work out their own sets of criteria for the identification of gifted and talented students, and establish ways of planning suitably challenging learning opportunities as part of every lesson. This will involve: effective assessment for learning that informs the planning of challenging curricular targets and differentiated learning objectives; additional stretch being provided through a combination of enrichment, extension and acceleration; opportunities for independent learning; support in specific areas; and integrated learning in settings beyond the classroom.

Introduction

Effective Provision for Gifted and Talented Students in Secondary Education10 "We give every student every opportunity to achieve - right through the school. It's important to understand that some gifted and talented individuals are slow to emerge. Sara is a good example: she

came to us with average SAT scores, a quiet and polite girl who wasn't outstanding in any way. But we

spotted and nurtured her potential, gave her lots of encouragement and built up her confidence. At

last year's summer school for gifted and talented students, Sara's contribution (at the age of 16) was

deemed to be 'the equivalent to a 2:1 at first year undergraduate level."

Des Fagan Headteacher, BMCS

Every teacher needs to know how to recognise and teach the gifted and talented, and to be familiar

with the techniques for creating high levels of intellectual challenge in their curriculum area. They also

need to offer or facilitate access to opportunities for students to excel in broader intellectual pursuits,

sports and the arts. This forms the basis of a vigorous gifted and talented programme which increases

performance across the board, lifting the aspirations of students, teachers and support staff and promoting an environment where working to the very best of one's ability is celebrated.

1.1 Identifying the gifted and talented population

Gifted and talented students can be found in every school and college (the DCSF assumes a norm of around 10% of pupils per school/college population). Schools will determine the size of their own

gifted and talented 'pool', but as ability is evenly distributed throughout the population, this should be

broadly representative of the whole school intake, in terms of gender, ethnicity and socio-economic background.

Schools are asked to indicate whether students are gifted and talented as part of their schools census

return and this data will be incorporated into the National Register for gifted and talented students.

The National Register will help schools identify and track students' progress so ensuring successful progression through school and into higher education. Identification of gifted and talented students should be a continuous, whole-school process which: is fair and transparent; acknowledges the full range of abilities; does not discriminate against particular groups; and is flexible enough to include students who join the school part way through the academic year, or are late developers.

1 Effective teaching and

learning strategies

This section describes how:

the identification of gifted and talented students should be an ongoing, fair and transparent process; self-evaluation, including the use of the National Quality Standards for Gifted and Talented

Education, is a means of improving standards; and

effective provision for gifted and talented students develops from good class teaching.PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES

Effective Provision for Gifted and Talented Students in Secondary Education12

Schools have the discretion to decide how best to identify their gifted and talented students, but are

likely to obtain the best results by drawing on a wide range of information:

a) Quantitative data including available test data and results of teacher assessment (including SATs,

CATs, GCSE, and performance grades for music, dance etc);

b) Qualitative information, including staff assessment, student, peer and parent/carer nomination and

examples of students' work; and c) Rate of progress, including value-added data and reference to prior attainment/achievement (as recorded on

Raiseonline).

Schools need to be particularly vigilant for the 'hidden gifted' (see p9). Young people's talents and

abilities emerge when they are given appropriate opportunities, but at times, learners can be excluded

(or effectively exclude themselves) from these opportunities. " We had been using drama as a way of getting under the skin of characters in literature and Claire showed real talent. I suggested that she joined the Drama group run by our HoD after school on Tuesdays. She seemed to like the idea but I was disappointed when she didn't attend. She also passed over the chance to join a group of Y8 enthusiasts who organised a theatre trip to a Saturday matinee performance at the Birmingham Rep.

It was only on talking with her form tutor that I discovered Claire was responsible for collecting her

younger sisters from school and looking after them until Mum got home from work at 9pm. Money was in short supply and so the cost of the theatre trip prohibitive. Once we knew about the problems, we

took steps to overcome them - with help from a neighbour who was also a teaching assistant in school,

and a small allocation of money from a funding grant identified by the bursar."

Y8 English Teacher

The key principles of identification are that:

It is a continuous process. Some students will be easy to identify on entry to the school, while others will emerge later. It's important to remember that students not identified as gifted and/or talented in the primary school may develop an interest and expertise in new subjects offered in the secondary phase. Conversely, some students who were identified as gifted and talented in their primary school may not stand out in the 'bigger pool' of a secondary setting. This is an issue for schools to recognise and address sensitively in order to avoid students losing self-esteem and becoming demotivated.

It should be based on a portfolio approach, utilising a range of qualitative, quantitative and value-

added measures. Observing students systematically in a range of learning contexts, will enable teachers to identify those who demonstrate 'harder to quantify gifts' such as social or leadership skills, an aptitude for problem solving or acute listening skills; Identification should be systemised within the school so that it becomes part of school life, rather than a battery of specific tests at a particular time of year; Emphasis should be on providing an appropriate, challenging and supportive environment where young people can fulfil their potential. In tightly constrained classrooms for example, students may not have opportunities to 'shine'. 13

There should be open communication

between educators, students and parents/ carers as part of the identification process - with parents being engaged as partners in their children's learning. In this way, a student's achievements in extra-curricular activities and outside school can also be discovered, celebrated and developed. [For more information see

Identifying Gifted

and Talented Pupils - Getting Started , Ref 04071-

2006BKT-EN, http://www.ygt.dcsf.gov.uk/

ment.pdf] Most subject departments refine the generic identification criteria to produce more specific guidance on young people who may be gifted or talented within a particular curriculum area e.g. students with talent in art and design will show evidence of exceptional ability in:

Using artistic media to record accurately what

has been observed.

Recording observed three-dimensional

forms in two dimensions, using appropriate perspective.

Controlling an artistic medium and related

tools and equipment.

Demonstrating expressive use of an artistic

medium such as paint or clay.

Understanding the use/manipulation of the

visual elements of art and design. Using originality and imagination in the development and interpretation of visual ideas. Engaging confidently in the process of visual enquiry, and selecting from a range of stimuli to incorporate elements imaginatively in their finished work. Critical engagement with the work of artists and designers, which may positively influence their own creative endeavours. www.qca.org.uk 'Identifying gifted pupils' sections in the subject-specific guidance on this site may help subject teams, departments and faculties to develop their practice in identification. There is also useful information at www.creativegeneration.org.uk(arts) andwww.talentmatters.org(sport).] In some situations, students choose to hide their ability in order to ' fit in' with their peer group or avoid being singled out for praise. Creating a learning environment w hich nurtures gifted and talented behaviours is part of the teacher's professional skill a nd is the key to effective identification.

Effective Teaching and Learning StrategiesPHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES

Effective Provision for Gifted and Talented Students in Secondary Education14

1.2 Effective provision

Excellent teaching

The principles of good teaching for all young people provide a foundation for effective provision for

the gifted and talented. The

Classroom Quality Standards(

http://www.ygt.dcsf.gov.uk/Content. aspx?contentId=332&contentType=3 ) in G&T provide support for teachers in reflecting on how well

they present appropriate challenge and support for gifted and talented students in all lessons and in

homework. Excellent teaching will be characterised by: lesson plans which accommodate the needs of gifted and talented students, recognising and building on what learners already know, avoiding unnecessary repetition and setting out appropriate objectives (HOTS - higher order thinking skills, not MOTS - more of the same);quotesdbs_dbs22.pdfusesText_28

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