1. Gifted and Talented Developing Competencies Using ICT

2. Why? Court Moor School 20% of students who are considered to be G and T Few level 7’s A need to develop learners who are More independent Enjoy learning Flexible learners

3. Working with Gifted and Talented in ICT Pupils who are gifted in ICT benefit from enrichment and extension activities that include key skills, in particular: Recommendations from QCA

4. Communication discussing relevant ideas issues and information speaking clearly taking into account the audience responding one to one and in a group. For example, pupils contribute to a class evaluation of their work, providing constructive feedback on work that they find stimulating

5. Working with others planning what needs to be done confirm understanding of the objectives and processes to be used For example, pupils work collaboratively on a model of a theatre, creating the model itself and then developing the component parts, such as the lights, the sound and the scene changes, so that they all work smoothly together

6. Numeracy interpreting numerical and spatial data derived from a variety of sources such as CD-ROMs and web pages. For example, pupils make adjustments to units of measurement in order to make like-for-like comparisons

7. Improving own learning and performance applying the plan-do-review cycle set their own targets confirm their own understanding making and following plans reviewing achievements and progress.

8. Commentary on a Student who is Identified as G andT There is a greater emphasis on developing Peter as an autonomous, metacognitive learner with stronger generic learning skills. This is being achieved through an enriched range of resources, challenges and opportunities DCSF research 2008

9. Opening Minds

10. Competences for Learning Students would: understand how to learn, taking account of their preferred learning styles, and understand the need to, and how to, manage their own learning throughout life have learned systematically, to think have explored and reached an understanding, of their own creative talents, and how best to make use of them have learned to enjoy and love learning for its own sake and as part of understanding themselves have achieved high standards in literacy, numeracy, and spatial understanding have achieved high standards of competence in handling information and communications technology and understand the underlying processes.

11. Competences for Citizenship Students would: have developed an understanding of ethics and values, how personal behaviour should be informed by these, and how to contribute to society understand how society, government and business work, and the importance of active citizenship understand cultural and community diversity, in both national and global contexts, and why these should be respected and valued understand the social implications of technology have developed an understanding of how to manage aspects of their own lives, and the techniques they might use to do so including managing their financial affairs

12. Competences for Relating to People Students would: understand how to relate to other people in varying contexts in which they might find themselves, including those where they manage, or are managed by, others; and how to get things done understand how to operate in teams, and their own capacities for filling different team roles understand how to develop other people, whether as peer or teacher have developed a range of techniques for communicating by different means, and understand how and when to use them have developed competence in managing personal and emotional relationships understand, and be able to use, varying means of managing stress and conflict.

13. Competences for Managing Information Students would: have developed a range of techniques for accessing, evaluating and differentiating information and have learned how to analyse, synthesise and apply it understand the importance of reflecting and applying critical judgement, and have learned how to do so

14. Competences for Managing Situations Students would: understand the importance of managing their own time, and have developed preferred techniques for doing so understand what is meant by managing change, and have developed a range of techniques for use in varying situations understand the importance both of celebrating success and managing disappointment, and ways of handling these understand what is meant by being entrepreneurial and initiative-taking, and how to develop capacities for these understand how to manage risk and uncertainty, the wide range of contexts in which these will be encountered, and techniques for managing them

15. Personal, learning and thinking skills The framework comprises six groups of skills: independent enquirers creative thinkers reflective learners team workers self-managers effective participators.

16. 9.2 Development of a new Theme Park Designed To meet levels Develop competencies and PLTS’s LessonEvaluation

17. Competencies Developed Learning - students have learned systematically, to think have explored and reached an understanding, of their own creative talents, and how best to make use of them have achieved high standards of competence in handling information and communications technology and understand the underlying processes

18. Citizenship Students understand how society, government and business work, and the importance of active citizenship

19. Relating to People Students understand how to relate to other people in varying contexts in which they might find themselves, including those where they manage, or are managed by, others; and how to get things done understand how to operate in teams, and their own capacities for filling different team roles have developed a range of techniques for communicating by different means, and understand how and when to use them have developed competence in managing personal and emotional relationships understand, and be able to use, varying means of managing stress and conflict.

20. Managing Information Students have developed a range of techniques for accessing, evaluating and differentiating information and have learned how to analyse, synthesise and apply it understand the importance of reflecting and applying critical judgement, and have learned how to do so understand the importance of managing their own time, and have developed preferred techniques for doing so

21. Managing situations Students will understand the importance of managing their own time, and have developed preferred techniques for doing so understand what is meant by being entrepreneurial and initiative-taking, and how to develop capacities for these understand how to manage risk and uncertainty, the wide range of contexts in which these will be encountered, and techniques for managing them

22. PLTS’s Developed independent enquirers creative thinkers reflective learners team workers self-managers effective participators.

23. Activities beyond the classroom for gifted pupils in ICT Case study: an activity day Using a suspended timetable for one day 'Mission Impossible' for 24 year 8 pupils who had been identified with special abilities. Working in groups, the pupils were briefed in a presentation at the start of the day to give them a clear focus. Their mission was to: form a company with an appropriate name and logo explain the importance of sustainable development design a product to meet the requirements of the situation design and make packaging for the product produce an A4 sheet on their product make a group presentation at the end of the day to the head, the local environmental officer and the school's environmental group organiser. Pupils had to access all the information for the day through computers in the library and ICT suite. Two teachers were available for consultation and guidance. The topic of sustainability, and the pace and group skills demanded by the scale of the tasks, presented a challenging day for the group.

24. Activity Using the description of levels the outlines of the POS Opening Minds competencies identify a project with cross curricular aspects that will provide opportunities for G and T students to reach the higher levels. Identify the outline of the project The possible level a G and T student could achieve and why The OM competencies/ PLTS’s the student would achieve

25. Shift Happens DVD