| Policy
for Gifted &
Talented Children |
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| Aims
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We
are committed to providing
an environment, which encourages
all pupils to maximise their
potential and this clearly
includes pupils who display
some form of giftedness.
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| Definitions
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“An
able child,
as defined
by our school, is one
who achieves, or has the
ability to achieve, at
a level significantly
in advance of the peer
group. This may be in
all areas of the curriculum
or in a limited range”
(Eyre, 1999.) |
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A
gifted pupil is
one who is in the top
5-10% of the pupil population
of the school or class
group (DfES definition)
who ‘has the capacity
for or demonstrates high
levels of performance
in an academic area’. |
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| A
talented pupil is
one who is in the top 5-10%
of the pupil population
at the school or class group
with a specific ability
in a non-academic area : |
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Physical
Talent |
sports,
games, skilled, dexterity |
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Visual
/ Performing Abilities
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dance,
movement, drama |
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Mechanical
Ingenuity |
construction,
object assembly (&
disassembly), systematic,
working solutions |
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Outstanding
Leadership |
organiser,
outstanding team member,
sound judgements |
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Social Awareness |
sensitivity,
empathy, career |
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Creativity
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artistic,
musical, linguistic |
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| Identification
of the gifted and talented |
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Before
identifying any child
gifted in a particular
area, we aim to ensure
that all children have
had the opportunity to
learn and succeed in this
area. This makes the identification
process fair.
Identification
of pupils as ‘gifted’
or ‘talented’
is a judgement which
applies to the current
class/school context
and refers to the current
level of performance
only. This means that
‘at this time
this child is showing
ability in a particular
area’. The school
recognises this and
will try to foster this
ability where possible.
Identifica-tion at Withymoor
does not mean that in
another school or context
the child would be identified.
A
gifted or talented pupil
should be identified
using a variety of methods.
The specific procedure
will vary according
to subject area but
will include elements
of the following:
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Teacher nomination |
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Assessment
results |
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Specialist
teacher identification |
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Parental
nomination |
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Peer
nomination |
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Self
nomination |
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| It
is worth remembering that
gifted pupils can be:
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Good all-rounders |
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Of high ability but
with low motivation |
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Very
able but with a short
attention span |
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High
achievers in one area |
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Of good
verbal ability but
poor writing skills |
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Very
able with poor social
skills |
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Keen
to disguise their
abilities |
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| Everyone
in school has a responsibility
to recognise and value pupils’
abilities. We are aware
that : |
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Unnecessary repetition
of work is de-motivating
and de-motivated
pupils will not
always demonstrate
potential |
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There
is sometimes peer
pressure to under-achieve |
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Gifted
pupils are not always
easier to reach than
other pupils |
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| Provision
for the gifted and talented |
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Opportunities
for extension and enrichment
are built into all our
schemes of work.
During policy review in
September 2005 we shall
ensure that every curriculum
area will have a reference
to gifted and talented.
This should state what
provision should be made
within that subject area.
We aim to:
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| This stands
for Special Educational
Needs. A child has Special
Educational Needs if he
or she has a learning difficulty
or a disability that make
it harder for them to learn
than most children of the
same age. |
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Maintain an ethos
where it is OK to
be bright. |
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Encourage
all pupils to be independent
learners. |
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Recognise
achievement. |
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Be aware
if the effects of
ethnicity, bilingualism,
gender and social
circum-stances on
learning and high
achievement. |
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Provide
a wide range of extra-curricular
activities and clubs. |
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Always
provide work at an
appropriate level. |
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Provide
opportunities for
all pupils to work
with like minded peers. |
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| Types
of provision |
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| » Classroom
differentiation |
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Teachers have high
expectations. |
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Tasks
are designed to take
account of levels
of existing knowledge,
skills and understanding.
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There
are planned extension
opportunities or open-ended
tasks. |
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There
is access to higher
tier assessment papers. |
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Small
group work |
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Grouping
by ability |
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Differentiated
homework |
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Schemes
of work that address
the needs of G&T
pupils |
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| » School
based provision |
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School clubs |
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Fast
tracking groups |
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Enrichment
opportunities |
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Opportunities
for performance |
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Artists
in residence |
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Specialist
teaching |
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Partnerships
with secondary schools |
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Out of school provision |
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National schemes/competitions/festivals
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| Role
of the Coordinator |
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The
Responsible Teacher for
G & T is to decide
on targets for the SIP
and to co-ordinate an
audit programme to monitor
School Development. The
RT is to
maintain a register for
G&T and to ensure
that appropriate records
are kept. The RT is to
liaise with subject coordinators
to identify strategies
and resources to achieve
the aims of the policy.
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| Process
for review and development |
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| This policy
will be reviewed regularly.
Next review: September
2005. |
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