Issue 73 April 2010

Supporting G&T coordinators and leading teachers

For additional subscriber services visit www.gifted-talented-update.com

In this issue…

2 Management focus National G&T policy

3 Management focus Engaging with parents

4 Professional focus Taking stock of G&T

6 Professional focus Diplomas

8 A-Z Transitions

9 Classroom resource Differentiation

10 Case study Magazines for teens/pre-teens

11 Website focus

12 What’s on

In the run-up to the general election, shadow schools secretary Michael Gove has spoken specifically about the need for better G&T provision. ‘There should be better provision for gifted and talented students – nearly a fifth identified as such don’t go on to get five good GCSEs,’ he said. Mr Gove has criticised the national gifted and talented programme as something which hasn’t been taken seriously enough, either by the government or by some of the schools: ‘The government isn’t serious enough about providing stretch and challenge to children who have academic ability.’ He believes that a flexible system is required that ‘does not bore very talented children by holding them back’.

As part of the Conservative party’s ‘commitment to rigour’, all children in state schools would have the option of doing the International GCSE (iGCSE), a tough exam that is already offered in many independent schools. Another idea floated by Mr Gove has been to encourage the brightest pupils to bypass GCSEs and push on to A-Levels at an earlier age.

He has, however, spoken in support of many aspects of Labour policy for education – especially the academies programme established by former schools minister Andrew Adonis. Mr Gove extols the virtues of ‘more freedom’ for schools and headteachers: over the curriculum they choose to follow, the school day, the ethos and the character

Schools preparing candidates for the new A2 examinations and the extended project can receive support through the General Qualifications Support Programme (GQSP). The programme offers support in a number of areas, including advice on how to introduce the new extended-project qualification; developing the curriculum in response to the revised A-Levels; independent learning skills; and stretch and challenge. http://gqsp.excellencegateway.org.uk

A careers advice resources pack has been developed to help schools meet new legislative requirements to provide young people with the information they need to progress successfully through learning and into work. The pack also includes a DVD on the main post-16 options for use in careers education lessons and to help engage parents and carers so that they can support their children’s decision-making more effectively. http://publications.teachernet.gov

ECHA, the European Association of High Ability, is holding its 12th international congress in Paris this year, entitled ‘Perspectives on the Evaluation of Giftedness: from Binet to Today’. The congress, which brings together specialists from around the world, is a key event for accessing up-to-date knowledge and networking. Presentations in English and French. http://www.echa2010.eu

of the school and over who they hire and how they reward them. Conservatives are looking at the Swedish system where 900 schools have opted out of the state system to become ‘free schools’. Critics argue that these schools can cherry-pick the best teachers by offering bigger salaries, which will lower standards or destroy state schools. But Mr Gove emphasises the need to be competetive and to ‘raise the level of aspiration.’

Most of his ideas focus on the state sector; he believes that Britain’s independent schools are world-class and that tapping into the ethos of independent schools is essential for the state sector to be successful: ‘Independence can also work in the state sector. The 12 original city technology colleges outperform many fee-paying schools.’

One way of nurturing the ambition of bright children from deprived backgrounds would be to revive the assisted places scheme, where the government pays part or all of some children’s independent school fees. It was introduced by the last Conservative government and abolished when Labour came to power in 1997. But Mr Gove feels that the answer doesn’t lie in ‘helicoptering out a few talented children’: instead, he underlines the Conservatives’ aim to make state schools better: He is similarly adamant on grammar schools: existing ones won’t be abolished, but a Conservative government won’t create any new ones.

Michael Gove outlines Tory stance on G&T

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National G&T policy: where are we?What’s gone, what’s new, and what’s out there for professionals working with G&T learners, for parents and for the learners themselves? Linda Evans provides an overview

In the last issue of G&T Update we reported on the findings of the House of Commons Select Committee hearing on the national programme for G&T. While we wait for its report and recommendations, there continues to be confusion about just what is available to schools. We summarise below some of the features of the current G&T landscape.

Going, going, goneNAGTY, the National Academy for Gifted and Talented Youth, ceased to exist in 2007. Some of its work was taken up by CfBT and a new website created, YG&T, with access to training opportunites for professionals and information about various activities for learners themselves. The CfBT contract has also ended now and the National Strategies (NS) take over until April 2011.

The National Register expired in February and will be replaced with an annual report, which will be available for schools and local authorities to download. Data on G&T pupils will still be collected from schools’ census returns.

Funding for Excellence Hubs (groups of higher education institutions working together to provide a range of opportunities for G&T learners) has been discontinued.

For now…The Gifted and Talented area of the NS website currently provides guidance, materials and resources to support local authorities, school leaders and leading teachers in meeting the needs of gifted and talented learners. Still a work in progress, it promises to feature materials designed for learners and ‘an advanced needs analysis functionality that will support an ongoing dialogue between G&T learners and their teachers/mentors in schools’. There is a newsletter, discussion groups, and information about ‘narrowing the gap’ initiatives and national challenge projects (including progression academies). You can find the Quality Standards for G&T here, the handbook for leading teachers, professional development resources and a plethora of other publications/downloadable material. See http://nationalstrategies.standards.dcsf.gov.uk/inclusion/giftedandtalented

The NS teams are also working with regional patnership/LA representatives for G&T on CPD activity, especially for leading teachers.

Regional G&T partnerships will be funded into 2011 to continue, as far as possible, the valuable work they have done, including the provision of CPD activities and offering a variety of high-quality opportunities to learners (masterclasses, taster sessions, summer schools etc), often in conjunction with Excellence Hubs.

Targeted funding will continue, with £250 bursaries awarded to students in KS4 who are on the school’s G&T register and who are in receipt of free school meals or are ‘looked-after children’; based on last year’s Y9 data, this project has experienced teething problems in its execution. Leading teachers and LA G&T lead officers should be monitoring how this money is spent, with systems in place for measuring impact. See www.teachernet.gov.uk/teachingandlearning/gandtpupils

The new Ofsted framework acknowledges the need to consider a school’s G&T provision as part of the section on the quality of learning and progress for ‘significant groups’ – G&T is on the list.

Specialist status has been awarded to some schools (and clusters of schools) for their G&T provision. These ‘lead schools’, and others to come, will be expected to provide outreach support for other schools and disseminate good practice.

The demise of NAGTY resulted in Warwick University setting up its own G&T ‘academy’ with an international dimension and ambitious summer schools. The International Gateway for Gifted Youth (IGGY) caters for pupils from the age of seven years: go to www.warwick.ac.uk/go/iggy

The DCSF G&T National Challenge programme is scheduled to run to the end of summer 2011 and is aligned with the National Challenge programme in London, the Black Country and Manchester. It provides additional funding and resources to help schools to identify and develop the potential of young people from disadvantaged backgrounds, especially those thought to be underachieving.

NACE (the National Association for Able Children in Education) continues to promote its Challenge Award scheme and offers a range of publications and CPD events. See www.nace.co.uk

In future…The DCSF expects schools and colleges to take responsibility for their own G&T provision, embedding high-quality learning opportunities into everyday teaching and learning, while also looking beyond the school gates for ways of enriching students’ experiences. Schools are exhorted to collaborate with each other and a wide range of providers to continue developing the best possible G&T provision.

Parent and Pupil Guarantees, as proposed in the white paper Your Children, Your Schools, Our Future: Building a 21st Century Schools System have been dropped, along with other significant reforms planned by the Labour government, after the Conservatives refused to back them.

As for future developments after 6 May… we wait to see!

Schools are exhorted to collaborate with each other and a wide range of providers to continue developing the best possible provision for their most able learners

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Engaging with parentsNAGC has developed a set of standards to help schools develop positive relationships with parents and carers. Denise Yates explains

The government has dropped the Pupil and Parent Guarantees from its Children, Schools and Families bill in the run-up to the general election. These would have conferred rights and placed expectations on all partners in the education process and contained specific provisions for G&T pupils. However, with or without government intervention, schools should have in place a framework for establishing positive relationships with all parents and carers, including those whose children are able, gifted and talented.

Parental engagement standards The National Association for Gifted Children (NAGC) has been working on the development of standards in parental engagement for the past four years, undertaking extensive research to look at good practice in the UK and overseas as well as consulting with headteachers, G&T coordinators and lead teachers, class teachers and parents themselves (see executive summary of the initial report: www.nagcbritain.org.uk/file_upload/neglected_voices_web_pdf_1.pdf).

We have now developed a set of parental engagement standards at three different levels to support schools, linked to the IQS and CQS framework for gifted and talented provision. Schools that can show they meet the standards outlined can apply to NAGC to become a Gold School member and take advantage of a range of benefits (including a reduced membership fee).

A range of tools are being developed for governing bodies, gifted and talented specialists and class teachers to help them to meet the standards of the Gold Award, including:

distance learning packagesll

training workshopsll

Teachers Talk telephone conferences (facilitating ll

peer support for G&T lead teachers)a specialist information and advice servicell

advice on how to develop parent supportll

a range of services for parents and pupils. ll

Good practice Regardless of whether or not any future government adopts the Pupil and Parent Guarantee, NAGC believes that working positively with parents in supporting the needs of their gifted and talented pupils is a proven recipe for success and as such hopes that many schools will work towards the standards of Gold School membership as a way of engaging with parents.

School governing bodies are currently required to confirm which children are identified on the school’s gifted and talented register and provide this information as a snapshot on the school census. This should include identifying those children who are dual or multiple exceptional (children with one

or more special education need) and those children who are underachieving.

Even without a statutory ‘guarantee’, schools need to decide how to support these pupils and may still choose to communicate this (in writing) to the parents. While details of the provision made for the pupil may not be in the form of an IEP, schools might look at:

effective G&T provision in the classroomll

facilitating curriculum entitlement and choicell

carrying out assessments for learningll

having a school ethos which supports the gifted ll

and talented learnerproviding effective pastoral carell

engaging with families, the community and ll

beyond to support gifted and talented children learning beyond the classroom.ll

The Gold Award has three levels: one star, two star and three star. Here are some examples of the standards schools are expected to achieve in order to achieve the one star award:

The whole school is committed to ensuring that all G&T pupils are ll

supported in a variety of ways. The whole school is committed to supporting effective parental ll

engagement strategies.Parents/carers are an agreed part of the identification process.ll

Parents/carers are informed when their child is placed on the gifted and ll

talented register.Parents/carers are involved in evaluating whether gifted and talented ll

provision is satisfactory in the school.Parents/carers have a clear complaints procedure and are confident that ll

the school will take action where high-quality education is not being provided for gifted and talented children.

Dialogue with pupils and parents provides focused feedback which is ll

used to plan future learning.Parents/carers receive written confirmation of the extra challenge and ll

support their G&T child will receive in school, and clear guidance on what they should do to help.

The school/college identifies and addresses the particular social and ll

emotional needs of gifted and talented pupils in consultation with pupils, parents and carers.

Staff have received professional development, including input from ll

parents/carers, in meeting the needs of gifted and talented pupils.The lead professional responsible for gifted and talented education has ll

received appropriate professional development and is made known to parents/carers with children on the G&T register.

There are opportunities for gifted and talented pupils to learn beyond ll

the school/college day and site (extended hours and out-of-school activities).

Parents and pupils are kept informed of all options. ll

Parents/carers have their views listened to on learning beyond ll

the classroom.

NAGC Gold Award: example criteria

Denise Yates is chief executive of the National Association for Gifted Children

Contact NAGC on 0845 450 0295 or look at the schools’ area of their website at www.nagcbritain.org.uk

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Taking stock of gifted and talented provisionDeborah Eyre considers the investment made by government to develop the national G&T agenda, and how to regain momentum in the current climate of change

For schools looking to improve their provision for gifted and talented, another set of changes from central government may appear unhelpful. In the 10 years of the national programme for gifted and talented the most consistent factor has, sadly, been habitual change.

This has meant even the most committed schools have experienced difficulties in keeping up. EiC, NAGTY, LG&T, YG&T, Excellence Hubs, National Registers, National Strategies and Regional Partnerships have all had their moments before being reconfigured in favour of the next new structure. For students and their parents, opportunities have come and gone and even knowing what is available has become a frustrating challenge. In my recent evidence to the House of Commons Children’s Schools and Families Committee, I described the policy during the last 10 years as incoherent and inconsistent. It has given little opportunity for any of the new structures to find their stride, and by the time schools have begun to work effectively within each structure, it has been disbanded and another one created. What is more, few of the lessons learned in one have been transferred to the next. So why has this muddle occurred and what does it all mean for the future?

Policy confusionI think this could be summarised as follows:1. A lack of clarity about the overall goals and purposes of the initiative. What exactly is/was it looking to achieve? 2. Tensions between different purposes, with some given greater profile than others at any given time. 3. An over-dependence on an outdated model of gifted and talented education strongly focused on the creation of a G&T cohort in school and at national level.

A key question is whether this initiative is really about school improvement, increasing economic competitiveness, social mobility or individual fulfilment. These are very different goals requiring very different approaches.

In the student sense we could also ask whether G&T is about providing for a small cohort of pupils in each school, a small cohort of pupils nationally, an even smaller cohort of pupils seen as gifted and disadvantaged either in each school or nationally, or about nurturing giftedness and talent more broadly?

On the educational side, we could question whether provision is about incrementally improved grades or a more transformative approach for the most adept learners? Is it about a traditional, bolt-on, after-school offer through extended services offering the occasional opportunity beyond the classroom, or a comprehensive out-of-school academic equivalent to

local, regional and national orchestras and sports? Is it primarily about doing better in school assessments or about creating the types of pupils that universities and employers want? Do the most adept learners have to wait to be taught in class or are we seeking to use 21st-century technology to empower them to be self-sufficient seekers of knowledge using a much wider range of learning possibilities?

The main problem areas affecting structures have been tensions between focusing the programme as a universal benefit for all relevant students or as a targeted intervention for the disadvantaged; and between focusing on in-school improvement or out-of-school enhancement. For any gifted education approach to be truly effective it would need to operate simultaneously on all four quadrants:

Notwithstanding these frustrations, it is important to recognise that much has been learned during the last 10 years about catering for the needs of the most able and many students have benefitted from enhanced provision both in and out of school. We need to build on that body of knowledge as we move forward into the next period and take it to new limits.

Where next?The current proposals from government remove the National Programme for G&T and instead indicate that provision should occur in schools (with some out-of-hours activities) and pay particular attention to the needs of the disadvantaged.

The new approach signals three elements:1. Targeting gifted pupils from deprived backgrounds with a new £250 annual scholarship for up to four years, to help them develop their particular gift or talent. 2. A new online catalogue of learning opportunities for G&T pupils provided at local authority, regional and national level where pupils can ‘shop’ for opportunities that suit their particular gift. 3. A new network of High Performing Specialist Schools that will focus on gifted and talented as part of their specialism, to work alongside local

Universal services

Targeted provision for disadvantaged

In-school Out-of-school

The four quadrants of G&T education

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authorities in improving the quality of support for G&T learners across the country.

For schools and out-of-hours providers confident in their provision, this freedom from restrictions may be a welcome relief. It will provide a chance for schools to shine in their own way and apply the general principles creatively. They will no longer need to provide information for a national register and indeed may choose not to create a cohort at all but rather provide through the ‘human capital’ paradigm favoured by other countries (focusing on nurturing giftedness and talent in all pupils and in a wide variety of domains).

From a policy perspective however, this is not a well-conceived strategy: with no clear change process for making things happen it is unlikely to lead to significant system improvements. It has no advocates operating on behalf of the students and parents (eg NAGTY), no national, regional or local change managers (eg local authority G&T staff or regional bodies) and no mechanism for changing the attitudes and culture in society towards the value of investing in these children. Yet this latter point is universally recognised as being the greatest barrier to improvement. If system-wide provision was already good then these new arrangements might be adequate, but in our present state something more active and comprehensive is needed if transformational or even incremental, sustainable change is to be achieved.

In-school provisionThe flexibility that the new approach offers can be capitalised upon by good schools, which may choose to create provision to suit their context and ethos. In due course the High Performing Specialist Schools network may lead to a specification of advisable provision, alongside such schemes as the NACE Challenge Award, but in effect if the school can justify its approach in terms of student performance then any approach is acceptable.

This ‘light touch’ approach is also in quite sharp contrast to schemes in other parts of world which are moving in the opposite direction and specifying quite clearly what is required in terms of demanding curricula, tight monitoring of progress of individuals, an effective blend of in-class and additional opportunities and high expectations across the school. All of these are supported by a clear description of: 1) the kind of learner schools should be looking to create – the gifted/talented learner2) the change programme that will help the school to move from a to b. In the best schemes these include clear criteria for recognition as ‘role model’ school and as a ‘role model + training school’ as well as schemes for recognising teachers who are optimal at nurturing giftedness and talent.

Out-of-school provision In the new arrangements, out-of-school provision is seen as significant and a catalogue of opportunities is to be created. But again the supporting structures, such as Excellence Hubs, many of which have

generated a significant uplift in the availability of out-of-school opportunities and brought many new providers into the supply chain, are to be disbanded.

Research from NAGTY showed that out-of-school opportunities have the capacity to transform individuals, but only if they are a) frequent b) of high quality and c) linked to academic skills development and school work. So any national offer must seek a comprehensive rather than a piecemeal approach. It must build on what we know. In a free market such as the one created here with no guarantee of quality, adherence to any particular pedagogy, or focus on continuity and progression, we are most likely to see a replication of the music and sport situation where affluence and parental interest rather than talent, shapes take-up and hence long-term performance.

Social mobility The national programme has gained some understanding of what is needed to achieve large-scale social mobility in the G&T cohort. A voucher scheme seems ill-placed to meet those needs. It may help to raise aspirations, but for high-level performance we have established that a multi-stranded, high-level approach is needed with the student having access to frequent and regular support over a sustained period. That is what each school must seek to secure if it is to increase pupil social mobility. In addition, success seems not only to be related to access to appropriate additional opportunities and the individual’s self-esteem, but also to intellectual confidence. This comes through curriculum, and teaching and learning approaches in class rather than through special schemes for the disadvantaged. This is a complex issue and hence a structural response will be necessary if significant progress is to be made on this agenda.

In summaryIt is not yet clear how the government proposes to take forward this agenda. Already, Ofsted seems to be better placed to contribute than it has been before and if G&T were to become a CPD national priority through TDA, we may make significant progress. But the shift towards a more embedded approach is also a high-risk one when attitudes towards this topic remain ambiguous, even hostile in some quarters, and the goals are lacking in clarity.

It would be very unfortunate if after so much investment and experimentation in this field, we, like the USA, became deflected from this particular improvement agenda and allowed the quest for equality to lead to mediocrity. It is no coincidence that many of the top-performing education systems (McKinsey and Company, 2007) have a strong emphasis on nurturing giftedness and creativity as a part of their pursuit of advanced student performance. That is how they improve systems. The newly emerging countries in Asia Pacific and the Middle East are active in taking this agenda forward and expect to out-perform us in due course. The last two years have seen a dip in momentum in England and those of us who are interested in this field need to consider how to regain momentum in this period of change.

ReferencesMcKinsey and ll

Company, 2007. How the World’s Best Performing School Systems Come Out On Top

Ofsted (2009) ll Gifted and Talented Pupils in Schools. Available from www.ofsted.gov.uk

Deborah Eyre is an international consultant for G&T and a visiting senior research fellow at the University of Oxford

Something more active and comprehensive is needed if transformational or even incremental, sustainable change is to be achieved

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Diplomas: an opportunity for your most able students?In light of widespread criticism of diplomas, Sophie Craven takes a fresh look at the debate, and considers what opportunities the new-style courses may afford your most able learners

By 2013, Diplomas will form one of four major qualification routes for 14-19 learners alongside GCSEs and A-Levels, apprenticeships and Foundation Learning; but since their introduction in 2008, Diplomas have caused controversy and faced much criticism in their struggle towards acceptance. Despite this, so much has been invested in Diplomas that even in the event of a change of government at this year’s general election, they look set to stay in one form or another.

Some critics of Diplomas have relegated them, in the qualifications divide, to the perceived second-class status of ‘vocational’. For others, they are attempting the impossible: to be both academic and vocational. But why can’t they be both, and do we really need to get so hung up on these labels?

In the ever-changing world in which we now live, the Diploma is an opportunity to provide the 21st- century learner with a new and exciting set of learning experiences. For the majority of young people a career will no longer be ‘for life’. With an increasing trend towards a skills- and knowledge-based global economy, and with ever increasing advancements in technology, young people must be well equipped, and adaptable enough, to make multiple career changes.

The reality, therefore, is a need for change and a new set of qualifications that can equip our young people with the necessary range of transferable skills, abilities and knowledge. Perhaps then, the debate about Diplomas should concentrate less on academic versus vocational, and focus more on the qualification’s ability to develop this blend of skills that is perhaps more futureproof than academic learning alone. Because the debate has focused on academic versus vocational, have we missed the potential value that Diplomas could offer to all our learners – including the most able?

Diplomas and the most ableSelling the new Diploma to teachers, parents and ultimately to students has proved more difficult than expected, as many have clung to the stability of more traditional, well-known, tried-and-tested routes. In particular, Diplomas have been disregarded by some as ‘not appropriate’ for more able learners. A survey of 1,300 teachers, conducted by the National Foundation for Educational Research (NFER) and released by the Sutton Trust in January 2009, found that the majority of teachers did not view the Diploma as relevant for their most able students. (www.timesonline.co.uk, 26 January 2009). However, for some more able students, Diplomas may offer the

most appropriate route (see table above). In fact there is evidence to suggest that those directly involved in the teaching of Diplomas are very enthusiastic about them. A research study, Progression from 14-19 Advanced Diplomas to Higher Education in West Yorkshire (WYLLLN, 2009), found those involved in Diploma delivery were ‘excited and enthusiastic about the courses and thought the combination of applied learning and academic skills in the advanced Diploma course offered considerable advantages to [their] students’ over alternative qualifications.

Because of their higher ability, your G&T cohort will, in most instances at least, have the widest range of options, routes and opportunities open to them when making qualification choices. The Diploma simply offers another alternative route, and it is not one that should be denied to the more able simply on the grounds of their ability. Diplomas should then be presented as one of several options within a whole personalised learning experience, and the appropriateness of Diplomas for the most able should therefore be viewed more in terms of an individual’s skills, interests, aspirations and learning preferences, and less in terms of their ability alone. In the end surely it is about personalisation, rather than pigeon-holing.

Diplomas and progression to higher educationOne of the concerns about the suitability of Diplomas for the most able students has centred around a misconception that universities will not see them as equivalent to A-Levels; this has undoubtedly influenced take-up. There has been a great deal of misinformation around this subject. In fact, the Universities and College Admissions Service (UCAS) award the Advanced Diploma qualification

Those students who:have a particular career aspiration or subject interest, eg engineering, ll

media or healthcare wish to broaden the range of subjects they study ll

have high ability but are underachieving – and who may benefit from an ll

alternative curriculum to motivate, stimulate and re-engage themenjoy, prefer or learn best through practical application as opposed to ll

purely academic studyare more able but who may lack confidence and maturity – travelling to ll

another school or FE college and having different learning experiences in different environments could help with this.

Which able learners might benefit from taking Diplomas?

The debate about Diplomas should concentrate less on academic versus vocational, and focus more on the qualification’s ability to develop a blend of skills that is more futureproof than academic learning alone

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a maximum of 490 UCAS points – the equivalent of 3.5 A-Levels. This actually places Diplomas above A Levels in terms of UCAS tariff points, the system used for entry to the majority of HE courses.

It is true that both Oxford and Cambridge Universities currently accept only the Advanced Engineering Diploma (and only in addition to A-level physics and the Level 3 certificate in mathematics for engineering); but it is important to remember that only a very small proportion of more able students apply to Oxford and Cambridge. The vast majority will opt to study at other universities – most of which will accept Diploma students on to their courses.

Research published by the NFER in August 2009 found that all universities questioned would welcome applications from the first Diploma cohort in 2010, and admissions criteria for 2010 indicates that a Diploma is suitable for entry to about 80% of all UK undergraduate courses. As with many other qualifications suitable for HE entry, in addition to the Diploma, some universities will expect students to take a particular A-level or other qualification. The message for Diploma students is not dissimilar to that for A-level students – prior to selecting Level 3 courses, conduct research and find out what combination of subjects and qualifications will be accepted for specific HE courses.

It is equally encouraging that many universities are actively seeking to engage with Diploma students at both Level 2 and Level 3, and many are offering ‘taster’ activities as well as forming progression agreements to enable a smoother transition for these students into HE. This is surely evidence in itself that universities are viewing Diploma students very positively, seeing them as potential recruits to their courses. This is backed up by the research study Progression from 14-19 Advanced Diplomas to Higher Education in West Yorkshire, which found that in most cases, HE admissions tutors were willing to accept the Diploma as an entry qualification. In fact some tutors thought the advanced Diploma would be a better preparation for HE than some other qualifications – including A Levels.

Encouraging more able pupils to consider DiplomasThe Diploma offers a range of new possibilities for your G&T cohort. As G&T lead teacher or coordinator, you can take an active role in supporting your most able learners to better understand what Diplomas have to offer them. This can be achieved by:

Informing yourselfLiaise with those delivering Diplomas in your ll

school to keep up with developments/opportunities. Where feasible, attend Diploma networking, ll

training and CPD events.Build links and partnerships with local and ll

regional universities.

Informing others Provide clear information, advice and guidance ll

about Diploma opportunities to more able pupils

and their parents (via newsletters, parents/options events, mentor sessions etc).

Encourage your more able learners to attend ll

Diploma ‘taster’ sessions in little known areas.Get involved in the recruitment and selection ll

process to promote the new opportunity to the most able.

Providing ongoing supportConsider additional support you could offer to ll

your G&T learners who are on Diploma courses, for instance forging links with universities, employers and other organisations/agencies.

Work with those who deliver Diplomas to ll

monitor learners. It is possible that, through exposure to new subject disciplines and new ways of learning, some may display gifts and talents you were previously unaware of.

Final points What Diplomas can offer your more able learners is an alternative to the traditional route, and with it a broader set of learning opportunities and experiences. What this means is more choice and this can only be a good thing. However, additional choice adds complexity and may lead to confusion, and this in itself makes decision-making more difficult: young people will certainly require more support and clarity of information, to enable them to make appropriate and informed decisions about their futures.

If you are used to steering your most able learners down a more traditional academic route, making sure you are well informed about Diplomas, and being open-minded to the opportunities they can present, is important. In the end, the true merits of Diplomas will only be revealed when the first cohort of Diploma students come through the system, secure university places and jobs, and show us what they are truly capable of.

Sophie Craven works for the Schools and Colleges Liaison Service, University of Huddersfield. Contact sopcraven@hotmail.com

Further information

Organisation Web address

UCAS www.ucas.ac.uk

14-19 Diplomas www.direct.gov.uk/Diplomas

Connexions www.connexions-direct.com

Universities UK www.universitiesuk.ac.uk

Progression from 14-19 Advanced Diplomas to Higher Education in West Yorkshire (WYLLLN, 2009)

www.wylln.ac.uk/DocsAndMedia/WYLLN%2014-19Leaflet.pdf

Sutton Trust – results of NFER survey (January 2009)

The full report, Qualifications and University Admissions: Questions Submitted by the Sutton Trust, October 2008, is also available online

www.suttontrust.com/news.asp#a056

www.nfer.ac.uk (search for Teacher Omnibus Survey)

In the end, surely it is about personalisation rather than pigeon-holing

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a-z of g&t

A-Z of G&T education (19): TransitionsIn education terms, the major transitions are seen as starting nursery/school; moving from primary to secondary school/college; and moving from school to university/work. Other transitions worth considering, however, are transitions between classes/year groups/Key Stages, and for G&T students, transition back to the mainstream classroom from specialist training or enrichment experiences. This can create problems for young athletes or performers, for example, who effectively live in ‘two different worlds’ and may struggle to maintain friendships and fit in with their peer group back in school. Each situation will be unique to the student and the setting, so consider how the support of a tutor/mentor could help.

Transition between schoolsTransitions are challenging for all children and young people and most schools and colleges have measures in place for welcoming and supporting new intakes.

However, many children experience a dip in achievement during the early stages of being in a new environment – especially during Y7. This is often attributed to an overlong ‘settling in period’ (when children are actually very keen to get going with new learning), and repetition of work already covered (especially in schools with a large catchment area where teachers feel the need to ‘make sure they’ve all done it’). This situation can be especially damaging to G&T pupils whose motivation may suffer significantly if boredom sets in. There is also the potential to underestimate an individual’s ability. Where communication between settings, staff, parents and pupils is not effective, and information incomplete, the receiving school may waste valuable time in recognising the child’s ability and making appropriate provision. A positive aspect of transition, however, is that the move to a different setting presents an opportunity to reassess, with fresh eyes, what s/he can do – and what s/he might be able to do given the appropriate experiences and support.

Some positive ‘bridging’ strategies include: putting together a comprehensive picture of a ll

pupil’s abilities. Include qualitative as well as quantitative data – attitudes to work, what motivates or inspires the pupil, achievements outside school etc (ensure that relevant information reaches relevant subject HoDs)

supporting those who have additional social/ll

emotional and/or learning needs understanding that a dip in performance during ll

the settling-in period may mask true potential establishing and building on prior learning and ll

experience rather than using a fixed starting point for all learners in the group

expecting some children to ‘blossom’ within a ll

new environment and/or subject area, and being ready to capitalise on this.

For children who have been on the G&T register in primary school, there can be a particularly difficult situation. The secondary school will represent a larger ‘pool’ than the primary, with possibly a higher threshold for being considered ‘G&T’. Being in the top 10% at school A doesn’t guarantee being in the top 10% at school B, and self-esteem can plummet.

This is something that schools need to discuss and work out between themselves so that they can prepare pupils for the fact that they may be in a different achievement context once they arrive at secondary school. Can different terminology be used in different settings, for example? Professional trust between G&T coordinators is essential in acknowledging any tensions in perception of high ability and how this might create problems.

For more information see the DCSF report What Makes a Successful Transition from Primary to Secondary School? This report forms part of the Effective Pre-school, Primary and Secondary Education (EPPSE) 3-14 project, and presents the findings of a sub-study on transitions

At all stages, the ‘enjoyment’ element of ECM should be as important as the ‘achievement’; look out for children who seem isolated in any way and take steps to help build friendships – possibly with like-minded children.

Foundation Stage to KS1Look out for signs of potential, such as good attention span, well-ll

developed vocabulary and social skills, but remember that development in young children can be very ‘uneven’, with dramatic fluctuations in maturity and performance.

Find out from parents/carers how they perceive their child’s ll

achievements.

KS1 to KS2Remember that emotional and social development may not keep pace ll

with cognitive growth. The most able may not necessarily be the most mature; they may not thrive in the more formal (and static) learning environment of KS2.

Watch out for slow development of literacy (especially writing) skills ll

masking potential.Begin to acknowledge and celebrate achievements outside school.ll

Within KS3Explain to pupils what is special about the subject curriculum in each ll

year (providing opportunities for new beginnings, with more independence).

Recognise the increasing maturity of students, adapt praise and rewards ll

as appropriate and provide opportunities for pupils to take additional responsibilities.

Organise grouping to allow movement between groups/sets. ll

Conduct learning conversations.ll

14-19Support students in the important decisions they have to make about ll

course/career choices, providing clear and detailed information about Key Stage 4/5 courses.

Help them to be independent, and develop good social skills.ll

Ensure that students have an accurate picture of themselves, their ll

achievements, interests and gifts/talents to use when considering opportunities and preparing for interviews.

Transition between stages

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Differentiated activities (6): dilemmasBrin Best and Sophie Craven continue their series showing how differentiated learning for more able pupils can be achieved in the classroom

Lesson theme: dilemmas and decisionsDilemmas and decision-making exercises offer the opportunity for exciting and stimulating teaching and learning experiences; they create the opportunity for both written and oral learning, both inside and outside the classroom. The best decision-making exercises are those that allow for creativity, for example through role-play, and those which have a real-life dimension. Such scenario-based learning can be used to really stretch your most able pupils and help them develop higher-order skills of reasoning and logical decision-making.

The exercises can be used across subject areas and also in extracurricular areas, eg debating society, school council and enrichment and enterprise activities. The example below is based on a geography decision-making exercise about where to build a new bypass.

Learning brief A proposal has been made to build a new bypass around the village where you live. As a resident of the village, you need to decide whether you oppose or support the plans. You will each be given a role as someone who lives in the village, and based upon the evidence you are given and your own individual circumstances, you must make a decision either for

or against the development. You will all take part in a public planning meeting and at the meeting you must put forward your argument and give reasons for your decision.

Guidance notesGive each pupil a card containing details and information about the character eg name, description, where they live, their job etc. Pupils should be put into small groups and each group should be given generic information about the bypass development, eg location, probable impact, etc. Pupils should be given one lesson to prepare and one lesson to take part in the public meeting (to be held as a chaired debate).

ExtensionIn their groups, pupils could be asked to write a report or prepare a presentation for display that sums up all the findings of the public meeting. As a homework activity, pupils could investigate another dilemma of their choice (with some suggestions given for less able students). Possible dilemmas include: ‘should uniform/homework/packed lunches/mobile phones be banned in school?’ The points of view of children, teachers, parents and the local community should be taken into account.

Type of differentiation

Foundation activities Aimed mainly at less able pupils

Intermediate activitiesAimed mainly at more able pupils (top 50% of those in class)

High-level activitiesAimed mainly at very able pupils (top 10% of those in class)

Stimulus material

A range of stimulus material is provided, including maps, diagrams and a worksheet that outlines the proposed development.

Pupils extract basic information about the bypass to make appropriate decisions for their character.

Pupils are invited to ask the teacher for additional and more advanced stimulus material once they have extracted the basic information.

Intermediate material could include a ‘live’ interview with the teacher to ascertain their views on the bypass (in role).

If pupils complete the intermediate level tasks, they can then access a series of interview transcripts from other people affected by bypasses in other areas of the country.

Task challenge

Task 1 – as above, pupils are given one basic task: to make decisions about how the bypass will affect them and decide if they are for or against. Characters allocated to be the more ‘straightforward’ cases.

Task 1 + 2 – in addition, pupils take account of the views of others and how these may be different to their own within the local context (benefits to commuters from neighbouring towns, etc).

Task 1 -3 – in addition, pupils take account of the views of others and how these may be different to their own within a local and wider national context (national economy, environment, etc).

Pace Pupils work at an ability-appropriate pace in order to complete task 1.

Pupils work at an ability-appropriate pace in order to complete tasks 1 and 2.

Pupils work at an ability-appropriate pace in order to complete tasks 1-3.

Depth/breadth

Pupils consider the facts and make decisions within an individual context.

Pupils consider the facts and opinions of others and make decisions within an individual and local context.

Pupils consider the facts and opinions of others and make decisions within an individual, local and national context.

Independent learning

Pupils manage their own learning within the context of one set task and with support from the teacher where necessary.

Pupils make a decision about managing their time and workload appropriately, by moving from the basic set task, to the intermediate-level interview.

Pupils may make decisions early on about how much time they need to spend on each of the three activities – or divide the tasks between the group.

Increasing difficulty of activity

Sophie can be contacted at sopcraven@hotmail.com and Brin via his website at www.brinbest.com

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Taking a critical look at magazines for teenagers and pre-teensJoan Hardy describes a unit of work which proved interesting and challenging for G&T students

The idea of looking closely at magazines targeted at young people arose during a discussion among some of our gifted and talented students about the influence of popular media on young minds. Television and music have a big impact, but so do magazines: we decided to take a detailed and critical look at what was available.

I acquired permission to spend a little money and accompanied a couple of students to hit the magazine racks in a nearby supermarket. There is an astonishing selection, catering for every interest. Since they are not cheap to buy, hard decisions had to be made. I like to think that the students were not influenced by the various free gifts attached to the front covers, but I am not convinced! However, we made a selection of eight publications catering for the ‘young teens’ (12-14) age group and made our way back to school. The first observation was that more publications were aimed at girls than boys and that you could expect to pay between £2.50 and £3 for each magazine.

The next step was to make an action plan. The students finally narrowed down their analysis to the following points:

attractiveness of cover – including free giftll

quality of photographs and picturesll

ratio of text to picturesll

reference to celebrity and mediall

fictionll

help and advicell

real-life storiesll

advertisements.ll

Questions, decisions and high-level thinkingThe use of pre-established criteria is a valuable starting point because there has to be some kind of structure, albeit not a rigid one, for a project such as this. The lead students devised a grid that would help to provide an easy comparison. Everything went quiet as they settled down to read; they later admitted how enjoyable the whole thing was – around £25-worth of free magazines and permission to read them in school (not to mention a civilized sharing-out of the freebies)! But we all know that learning is most effective when it is relevant to a person’s background and experience and, of course, when it’s fun.

Although this was, in many ways, an individual research project, I built in regular opportunities for discussion and the sharing of findings, with reminders about staying objective. Question and answer sessions were used to stimulate thought and problem solving. For instance:

Question. ‘Do you think this article is suitable for the targeted age group?’

Answer. ‘Would you recommend it to your 10-year-old sister?’

Answering a question with another question generates a further strand of decision-taking and helps clarify issues and opinions. It also increases the complexity of the thought processes because the questions become more challenging. Within the context of an interesting discussion students are accessing higher levels of thinking, developing creativity and reaching self-drawn conclusions.

Organisation, discussion and abstract thinkingThe key skills brought into play next were those of organisation. To analyse the magazines’ contents there had to be decisions about which category a particular article went into and how we would then identify and record these categories. Students constructed a grid into which they inserted approximate word counts. This was quite difficult to achieve, but turned out to be very revealing. For instance, almost a third of one girls’ magazine was devoted to shopping and fashion, while another took up a quarter of the space with celebrity pictures. To enter into the area of abstraction we considered the underlying motives behind some of the editorial decisions and resulting articles, bypassing the obvious and considering issues such as symbolism. For example, to what extent was ‘looking good’ a symbol of being popular and successful?

LanguageEvaluation generates its own language. Students had to think of adjectives other than ‘cool’ so I set the test: two minutes to think of as many as possible:

Positiveintellectualinterestingconstructiveinformativethought-provokingrelevant

Negativetedioustrivialinsultingoutdatedirrelevantdogmatic

Examples of adjectives

We started using these terms during discussion and justifying their use. For instance, ‘He doesn’t change clothes or shower ‘cause he can’t be bothered. Betcha not keen to cosy up’ was described as insulting to the guy in question but relevant to dating and informative to girls who aren’t sure how to deal with the hygiene habits of some boys. Similarly ‘my mum Twittered my mate and she put it on my wall so everybody knew’ was considered to be outrageous.

Students were willing to state opinions even if they bucked the trend and they achieved a curious blend of humour and scepticism even as they claimed allegiance to the contents of the columns

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Review

The language used in the actual magazines generated discussion. The students were familiar with words like ‘fab’, ‘cool’ and ‘fave’ (favourite) but we discovered new ones. ‘Bezzies’ is ‘best friends’, arguments are described as ‘claws out’ and gorgeous guys are ‘drop-dead’.

Compiling a lexicon of teenmagazinespeak is fascinating; abbreviations such as ‘wanna’ and ‘gonna’ are commonplace as are ‘yep’ and ‘nope’, and a section of one magazine was called ‘Boysville’. You can be ‘right on’ and ‘out there’ at the same time and the worst insult we found was the term ‘chavvy waster’ which the teenagers seemed to understand even if I didn’t…

The sense of belonging communicated through language is a whole area for discussion. Students use an incredible number of registers to suit different occasions and audiences and it is very interesting to explore these. It was suggested by one of our team that the language ‘shuts out’ adults, making the magazines the sole property of the young. Now there’s a subject for debate!

EvaluationA selection of the written evaluations shows the individual responses of the team. They have clearly assessed the material and made a personal comment.

‘There are very cheesy photos of stereotypical teens ll

modelling dressy, expensive outfits which I couldn’t afford…’‘Lots of bright colours are used and one page is ll

decorated with hundreds of shoes round the edges – these will appeal to all girls…’

‘Readers tell funny stories or reveal embarrassing ll

moments – I didn’t find these interesting at all and I didn’t even believe some of them…’

‘I liked the real-life stories (which were shocking) and ll

the cringes (which were hilarious) much better than the celebrity gossip columns.’

‘The magazine convinced me that all boys are dumb ll

and lazy. Is this right?’‘I learned lots of ways to dump a boyfriend which I ll

shall memorise for the future…’‘Do I really care which celebrities moved house last ll

week? I’d rather hear about people of my age and the exciting things they’re up to…’

‘I love clothes, fashions and boys so this is perfect for ll

me, but I would not let my sister (who is 11) read it…’‘The horoscopes were all very similar. I think they rely ll

on us reading only one …’

These extracts show students being analytical and honest about what appeals to them. They were willing to state opinions even if they bucked the trend and they achieved a curious blend of humour and scepticism even as they claimed allegiance to the contents of the columns.

The finished document is interesting if not wide-ranging and we are already planning a sequel to the activity: to produce an ideal teen magazine. The students are really enthusiastic about the project, and have already begun to make editorial decisions and divide the resulting tasks between them. It will be interesting to see the finished product and perhaps even give others the opportunity to evaluate the contents.

Further enrichment opportunities in this area (primary and secondary)

What’s out there ll

for kids? (a study of children’s magazines and comics)

What’s out there ll

for boys/girls (how are they different?)

‘Make your own ll

magazine’ projectProviding reader ll

feedback for magazines

Compiling a lexicon ll

of the language usedDebate: how ll

important is image?

Joan Hardy is G&T coordinator at Belper School, Derbyshire. Contact joh@belperschool.co.uk

The Pre-Raphaelites are about as far removed from the world of technology as it is possible to be but www.preraphaelites.org scooped the Digital Collections and Resource Banks Award at BETT 2010. Perhaps this is not so surprising as these artists have always been popular with the public and even people who have no particular knowledge of art will recognise Millais’ Ophelia. In their lifetime, the Pre-Raphaelites were seen as an avant-garde group who challenged the art establishment with their use of colour and an emphasis on nature as a source of inspiration. In recent times, the life stories of Hunt, Millais and the Rosettis have been the focus of attention with TV programmes such as Desperate Romantics.

This website provides an opportunity for pupils to get a really close look at famous works such as The Last of England by Hunt. Users can browse and search, perhaps gathering all the works by one artist to look for stylistic similarities (so easy to do online and so hard to do in a gallery). Students can also do a keyword search which is a good way of finding works which, for example, deal with the theme of death. What is particularly useful for independent young researchers is that most pictures have an accompanying paragraph, so we learn that The Wife’s Remonstrance by James Campbell shows ‘a wife reproaching her husband for poaching a rabbit, a crime that could lead to prison.’ We are told that ‘the wife has the muscular arms of a labourer’ and that ‘John Ruskin went on to chide the artist for

the Pre-Raphaelite preference for “ugly things” rather than beautiful ones’. The notes help readers to pick out the key features of the works and also to see them as products of a particular time or as sources of historical evidence. The paintings often ‘tell a story’ and many gifted and talented pupils will be able to work out what is going on in the picture and identify some of the visual devices painters use to convey meaning such as choice of colour, use of paint, composition and symbols.

As well as being an online repository of images, the site also has a useful glossary of terms running from ‘aesthetic’ to ‘wood engraving’ and a series of personal collections. These provide interesting individual perspectives. One collection is about colour and pulls together a dozen paintings with an ’outstanding colour range’. There is also a poetry collection which picks out illustrations for poems ancient and contemporary including Poe’s The Raven.

Pupils can take part in the project by creating their own collections and posting them in a safe online area which can be accessed only by a class or study group. As well as improving their visual literacy and knowledge of social and historical contexts, working with the Pre-Raphaelite collection will involve collaborative work and discussion and extend pupils’ creative and critical skills.

Reviewed by Sal McKeown (www.sallymckeown.co.uk)

Website focus: the Pre-Raphaelites

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For teachers: Nurturing G&T Children (Four to Seven Years) 7 May, Brunel University, Uxbridge Speakers include Sue Mordecai, Professor Valsa Koshy and classroom practitioners.www.brunel.ac.uk/374/Educationp/FinalConferenceflier47forApril2010.doc

Creativity in the Curriculum 26 May, London Embedding creativity to enhance learning, raise pupil performance and develop a curriculum that supports creative approaches to learning. Sessions cover ‘outstanding lessons’; cost-effective resources; schemes of work; teacher collaboration.http://conferences.teachingexpertise.com/cpd/creativity/57/home/tex

Lancashire Able, Gifted and Talented Conference 28 May, Chorley Speakers will explore issues of provision within the classroom and within whole-school systems. Workshops will provide practical ideas for use in schools and in addition there will be a range of displays and exhibitions from publishers and educational companies.www.learningexcellence.net/index.php?category_id=168

Gifted and talented 8 June, Lincoln Delegates will be informed of current educational research and implications for future practice; and challenged to think and make decisions concerning G&T policy and practice.www.bishopg.ac.uk/docs/PDE/PDEGiftedAndTalentedFlyer.pdf

For pupils and families: Sustainable Energy Children’s Conference KS3 14 July, Keele University Contact: Kylie Cross at k.cross@acad.keele.ac.uk

Masterclasses at Tate Britain GIFT is running masterclasses for Years 7-11 at the Tate Britain Gallery, London SW1. These include:

Landscapes (23 May, 6 June, ll

20 June)Ready, Steady, Sketch (30 May, ll

5 June)The Language of Art or the Art ll

of Language (22 May)Portraits Through History ll

(29 May) In colour (for Y5,6) (19 June)ll

Sponsorship (including assistance with travel costs) is available to those in financial hardship. Contact Gabbitas Tomorrow’s Achievers (0207 734 0161) or The Potential Trust (01844 351666) for details.www.giftltd.co.uk

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