| Summary: | Schools must identify 5% to 10% of their most able pupils as Gifted and Talented. How can this best include children from all walks and backgrounds and how can schools ensure that all children are challenged in their work every single day? This programme features three secondary schools which have implemented the Gifted and Talented programme using the principles of provision, identification and monitoring.At Eastlea Community School, the new G+T programme has had a knock-on effect on the attainment of other students. Techniques employed include early identification of pupils still in Year 6 in local primary schools, and using gifted and talented pupils to teach other pupils. St Marylebone School focuses on provision with a view to stretching all students and encouraging higher-level thinking skills. The Capital City Academy recognises that academic and sporting skills develop at different rates and uses stage not age to provide for those with special sports abilities.
Schools must identify 5% to 10% of their most able pupils as gifted and talented. How can this best include children from all walks and backgrounds and how can schools ensure that all children are challenged in their work every single day? This programme shows how two inner-city primary schools have implemented the Gifted and Talented programme using the core principles of provision, identification and monitoring. It looks at the benefits the schools have reaped. For example, teachers at Christchurch Primary School embed techniques in the classroom - creating opportunities to show talents, embracing different learning styles and using different forms of identification. At Hampden Gurney, children use imagination and creativity to think beyond the paper and use higher-level thinking skills. These skills can be employed across all subjects - whether pupils are writing play scripts, classifying animals, solving problems in science or working on space and shape in art.
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