1. Gifted and Talented
Do Now Activity
Draw a picture which represents Gifted
and Talented in your eyes.

2. Learning Objectives
(What I will be learning today)
Must
(Level/Grade: E-D )
Should
(Level/Grade: C-B
)
Could
(Level/Grade: B-A*
)
Identify a personalised
learning agenda and
how to meet the needs
of Gifted and Talented
Students.
Apply ideas and
strategies to your own
teaching planning.
Evaluate the
effectiveness of
different strategies.
G&T…
Modify existing
strategies for own
subject teaching
practice.
Literacy… communicate with others through speaking and listening your G
and T ideas.

3. What does ‘gifted
and talented’ mean?
• Wide range of competing definitions and models
of ‘giftedness’ and ‘talent’
• Some focus on ‘intelligence’ as measured by
standardised tests
• Others consider an individual’s disposition /
character
• ‘We are aware that our collective understanding
of ability is still evolving’ (DCSF, 2008)

4. Task 1 – Defining the Difference
Working with people in your learning village,
describe what a Gifted and a Talented student
would be like.
Gifted Talented

5. DCSF definition
The DCSF working definition of ‘Gifted and Talented’:
‘Children and young people with one or more abilities
developed to a level significantly ahead of their year
group (or with the potential to develop those abilities)’
(DCSF, 2008)

6. Who are the ‘gifted
and talented’?
Gifted learners: ‘those who have abilities in one
or more academic subjects such as Maths or
English’
Talented learners: ‘those who have particular
abilities in Sport, Music, Design or Creative and
Performing Arts. It includes those who are
vocationally gifted’
(DCSF, 2008)

7. What’s in a name?
The term ‘gifted and talented’ is not universally popular. Some people may
feel it is elitist and excludes pupils who are merely ‘able’. In practice, schools
and colleges use a range of terminology:
• Able pupils
• More able pupils
• The very able
• Exceptionally able
• Gifted children
• Talented pupils
• Those with exceptional talent
• Pupils with marked aptitude………….
http://www.teachingexpertise.com/articles/z-gt-education-8-gifted-and-
talented-5284

8. What is ‘personalised
learning’?
‘Personalised learning and teaching means taking a
highly structured approach to each child’s and young
person’s learning in order that all are able to progress,
achieve and participate. It means strengthening the link
between learning and teaching by engaging pupils - and
their parents - as partners in learning’.
(DfES, 2020 Vision, 2006)

9. What does ‘personalised
learning’ set out to achieve?
It aims to:
• Tailor learning to the needs, interests and
aspirations of each individual
• Tackle barriers to learning to enable each child
to reach their potential

10. Task 2 - Discussion
• How do these ideas relate to pupils who are
‘gifted and talented’?
• What do you think potential barriers to learning
for pupils who are ‘gifted and talented’ might be?
• How can learning be tailored to the needs,
interests and aspirations of this group of pupils
(examples from practice?)

11. From identification to
provision
‘Personalised learning is about tailoring education to individual need,
interest and aptitude so as to ensure that every learner achieves and
reaches the highest standards possible…………’ (DCFS, 2008)
For ‘gifted and ‘talented’ learners this includes:
• Effective assessment for learning
• Learning activities in the classroom offer ‘additional stretch through a
combination of acceleration, enrichment and extension’
• Opportunities for independent learning, using a range of ‘learning
styles’
• Learning in settings beyond the classroom
• Support in specific areas alongside increased challenge in areas of
strength
• ‘Above all, a rich provision for all………’ (DCFS, 2008)

12. Task 3 – Application - Role Play
Using the menu, you are
going to complete a
typical Drama lesson
task.
Please carry out the task
relevant to the colour you
were given when you
came in.
What is the difference between the tasks?
How do we target our G&T students?

13. Why identify ‘gifted and
talented’ learners?
• Justified by considerations of entitlement and
inclusion
• Characterised by a ‘one size does not fit all’
stance (Winstanley, 2004)
• Supported by the personalised learning agenda
(DfES, 2005)

14. Task 4 – Application and
Evaluation
Apply this strategy / resource to your own
subject to ensure you cater for G and T
students in your classroom.

15. Plenary
How do you think you will ensure the needs
of G & T pupils will be met in your
classroom?

16. References (1)
• DfES (2004) Every Child Matters: next steps. Crown copyright. Chapters
3 & 4: The response. http://publications.teachernet.gov.uk
• DfES (2005) Higher Standards, better schools for all: More choice for
parents and pupils (Education White Paper, October 2005). London:
Crown Copyright.
• DfES (2006) 2020 Vision: report of the Teaching and Learning in 2020
Review Group. London: Crown copyright
• Maddern, T. (2011) Gifted and talented programmes face ‘decimation’ as
funding dries up. TES (17th June 2011)
• Winstanley, C. (2004) Too clever by half: A fair deal for gifted children
(Stoke on Trent: Trentham Books)

17. • The definition used by the DCSF is relational rather than objective. Being
identified as ‘gifted’ and ‘talented’ in one school may not apply within a
different educational setting
• Pupils develop at different rates and a particular pupil may fall within the
scope of the definition one year but not the subsequent year
• Some indicators of giftedness can be misleading eg. some children will
enter school with well developed language skills which may not be
reflected in their other abilities
• Although the definition refers to ‘actual or potential’ achievement,
everything within the school system is geared towards ‘actual’
achievement. How do we accurately measure the ‘under-achievers’?
• http://www.teachingexpertise.com/articles/z-gt-education-8-gifted-and-
talented-5284
Extended Learning
Opportunities