TIPD Trip to Adelaide Gifted and Talented Focus Objectives To develop a greater understanding of learning and teaching strategies that motivate, challenge and extend gifted and talented learners. To identify good practice that could be used to improve the attainment and engagement of gifted and talented learners in rural schools.

Observations 2 Primary schools 2 secondary schools Approaches to Gifted and Talented Provision The IGNITE/GLOSS programmes. Focused accelerated learning as opposed to enrichment. Curriculum differentiation. Student centred learning. Special focus secondary schools. Distance learning.

Initiatives to use in school Support includes working in ability and interest groups open-ended tasks negotiated learning focus on higher order thinking skills extension compacting and subject/year group acceleration.

Bridgewater Primary School “Why should we assume that all learners need to learn the same things, learn the same way, learn at the same rate, and find relevance, interest and passion about the same things?”

Philosophy impacting my own practice… Learner voice in learning Learner choice in learning Learner relevance in learning

The changes – in the classroom Teaching from the top down! This has had a huge impact in terms of raising attainment especially regarding the able, gifted and talented children. My G&T children on average improved 4 sub-levels this year. Writing was our big focus, I ran intervention groups for yr6 focusing on the philosophies seen in practise in Oz. Consequently, 5 out of 9 yr6’s received Level 5’s, the best year on record! Thinking areas have been introduced in every classroom, PMI’s are beginning to be used with Nursery children. Children are becoming excellent at vocalising their own learning, reviewing what they are doing and negotiating their next steps. Parking Lots are used to review learning and children are actively encouraged to take risks and choose different directions in their learning. The children have been introduced to Blooms Taxonomy of Learning and higher order thinking skills. This positively contributes to our Talk For Learning focus.

The changes – in the classroom Negotiated Outcomes – Florio’s Project Class earned some money during their Countryside theme. The whole class discussed what to spend the money on and agreed they would like to visit Florio’s restaurant for tea one night. I handed ALL the organisation over to my G&T team.

These are the things they did – and almost entirely on their own initiative: Contacted Florio’s to get an idea of prices. Wrote to the Head teacher, Governors and Bursar to request extra funds after using maths skills to work out how much would be needed. Used the Thinking Hats at regular intervals to assess progress. Wrote to parents. Phoned Florio’s to book date. Took all the children’s orders and handed them to Florio’s. Wrote invitation to T.A. Reviewed/evaluated their experience using the Thinking Zone.

Whole School Introduced Philosophy Books to extend thinking and discussion at home.

Whole School G&T Learning Mentors A Reception child who has been identified as Gifted is paired with Learning Mentors; they have 20mins with him each week and even set him homework! It is a mutually enjoyable highlight to their week.

Child Initiated Parent’s Evening Whole School Child Initiated Parent’s Evening Every child Yr2 – Upwards attended parent’s evening. I gave the children a proforma to complete beforehand, specifically about their learning. The parent’s evening showed a positive dialogue in which the children led discussions and the teacher, parents and child together were able to focus on reviewing learning. Feedback from parents was overwhelmingly positive. It was highly commended by Ofsted. It’s successfulness reflects how capable the children are at talking about their learning.

CPD Staff feedback of trip, support continually given in terms of Thinking Skills etc. Training delivered with a Thinking Hat Focus within own school and Applegarth Primary. Presentation to Governors.

Still to Do!! Plans to create a ‘Tournament of Minds’ event for G&T children in cluster schools. Idea is that a hosting Secondary school will provide a project title, children identified as G&T will be given curricular time to create a presentation. All the children will showcase their pieces at a live final based at the secondary school. Possibility of introducing a curricular enrichment afternoon weekly encouraging G&T children to enjoy self directed learning (2010).

choices in their learning learning that is relevant to them And Finally…… Everyone has the right to— have their voice heard choices in their learning learning that is relevant to them be a successful learner