The Boswells School

1
The Boswells School

• Gifted, Able Talented

2
Introduction

• Our presentation will cover
• Our Role
• Definition of Gifted, Able Talented
• Identification of Gifted, Able Talented
  students
• Provision in the Classroom
• Enrichment Provision

3
Structure of Responsibilities
4
Our Role

• Our role as COORDINATORS is
• To identify G, A and T students
• To produce an up to date register
• To raise staff awareness
• To promote good practice
• To mentor G, A and T students
• To facilitate and support enrichment activities

5
Definition

• A GIFTED student displays outstanding academic
  ability in nearly all subjects.
• An ABLE student displays distinct academic
  ability in most subjects.
• A TALENTED student displays a specific talent
  often in the Arts and PE, and has not got the
  all-round academic ability.

6
Definition (continued)

• In accordance with National guidelines
• GIFTED students are the top 2-3 of each year
  group (approx 6 students)
• ABLE students are the next 7-8 of each year
  group (approx 15 students)
• TALENTED students are not restricted by number

7
Identification

• The following data is used to identify Gifted,
  Able Talented students (in order of
  importance)
• KS2 English Maths results
• FFT targets
• Year 7 Cognitive Ability Scores
• Teacher Recommendations

8
What do we do with the data?

• The register is released to ALL members of the
  Boswells staff (including non-teaching staff)
• Teaching staff are expected to highlight their
  registers with this information
• The data is used to formulate groups of students
  for enrichment activities

9
Gifted and Talented Projects

• PAST PROJECTS
• Reach for the Stars Noticeboards
• KEGS Project Phase 1
• INSET Twilight Training
• Key Stage 3 and 4 Study Guides
• Funded Humanities Brick Lane
• Hosted a local Consortium Performing Arts
  Masterclass

10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
Gifted and Talented Projects

• PAST PROJECTS
• Reach for the Stars Noticeboards
• KEGS Project Phase 1
• INSET Twilight Training
• Key Stage 3 and 4 Study Guides
• Funded Humanities Brick Lane
• Hosted a local Consortium Performing Arts
  Masterclass

15
Gifted and Talented Projects

• PRESENT PROJECTS
• KEGS Project Phase 2
• Staff INSET with JTY PWS
• Latin classes for Year 8 Gifted and Able students
• Year 8 and 11 Mentoring group
• Funding Boys Dance trip to Specialist Performing
  Arts school

16
(No Transcript)
17
Gifted and Talented Projects

• PRESENT PROJECTS
• KEGS Project Phase 2
• Staff INSET with JTY PWS
• Latin classes for Year 8 Gifted and Able students
• Year 8 and 11 Mentoring group
• Funding Boys Dance trip to Specialist Performing
  Arts school

18
(No Transcript)
19
Gifted and Talented Projects

• PRESENT PROJECTS
• KEGS Project Phase 2
• Staff INSET with JTY PWS
• Latin classes for Year 8 Gifted and Able students
• Year 8 and 11 Mentoring group
• Funding Boys Dance trip to Specialist Performing
  Arts school

20
Gifted and Talented Projects

• FUTURE PROJECTS
• NAGTY Membership
• Publish Register to parents
• Year 7 Afternoon Tea invitations to Year 6
  teachers
• Presentation at KEGs led by Year 10 students

21
How does it make a Difference?

• IN THE CLASSROOM
• Pupils and staff have higher expectations
• Approach should be different not more
• Intervention with underachievers
• Encourages key skills e.g. self motivation and
  independence

22
How does it make a Difference?

• OUTSIDE THE CLASSROOM
• Enriching their curriculum
• Exciting and challenging opportunities
• Taken out of comfort zone
• Chance to mix with like minded students
• Informal mentoring by SMA and DBZ