“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 09 Higher Education Fair 23rd June 09 HE visit to Manchester March 09 English-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 cohort 19 th 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 19 th 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 level Developing - Ofsted Good level Exemplary 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 atmosphere for 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