G & T: Supporting Gifted and Talented Pupils Manchester Grammar School, 27th February, 2015 Dr. Stephen M. Cullen Centre for Educational Development, Appraisal & Research (CEDAR), The University of Warwick. Today
CEDAR, University of Warwick, and G&T Background to G&T Who are the G&T? G&T provision: people, approach, activities, & structures Resources for G&T provision Questions About CEDAR Research base at the University of Warwick. CEDAR founded in 1992; has particular interests in a range of educational and
psychological issues. These typically focus on the interface between policy and practice and include research into new government initiatives across the age range of pre-school to higher education and continuing professional practice. We also specialise in researching special educational needs/inclusion, and parenting, families & early intervention. University of Warwick and G&T The University of Warwick has a long & continuing association with G&T provision for school students. The National Academy for Gifted & Talented Youth (NAGTY) was
founded at Warwick in 2002 as a DfES funded initiative. The university did not bid for NAGTY to continue after 2007. NAGTY was replaced by Warwick with its own centre, the International Gateway for Gifted Youth (IGGY) (2008-date). In October 2012, IGGY became an international network for gifted young people. Warwicks G&T work continues, with, for example, its national outreach programme for 14-18 year olds, Unitracks: http://www2.warwick.ac.uk/study/outreach/programmes/unitracks CEDAR & G&T evaluation CEDAR heavily involved in providing the DfES with independent evaluations of NAGTY projects:
Residential university summer schools (Warwick, York, Lancaster, Imperial, Durham, Bristol, Leeds, CCC Canterbury) Enhanced ITT PGCE Plus in maths and science Short, weekend university courses National competitions GOAL, GEP, Big Deal. These opportunities took young people beyond the national curriculum, both in terms of subjects and content. G&T : (recent) origins in England Could argue that the 1944 Education Act was early G&T, in relation to grammar schools.
Assisted Places Scheme, 1980-1997. In 1997, 35,000 pupils in 355 schools. Assisted Places ended in 1997, and Gifted & Talented became one of The National Strategies (1997-2011). But now.? G&T now Governments, the education department, embedding & sustainability. (or not) http://www.bbc.co.uk/news/education-30279230 http://www.bbc.co.uk/news/education-31005170 http://www.independent.co.uk/news/education/education-ne
ws/gifted-pupils-from-deprived-areas-to-attend-regular-semina rs-at-top-universities-9896616.html G&T Who are the G&T? it would be fair to say that a definitive answer of the question, Who are the highly able? has not emerged.(House of Commons Inquiry into Highly Able Children, 1999, para 7).
There are perhaps 100 definitions of giftedness around (Hany, 1993). High intelligence, measured by IQ? Top 5% in one or more subjects? Top 5-10% in one or more? Identifying G&T in school Teacher identification: Nomination; subject specific criteria; checklists or rating scales. National tests/assessments: KS2, KS3, GCSE. Reasoning tests:
Group Tests: e.g., CAT, MidYIS. Individual tests: BAS, WISC. Or: Children who are achieving, or have the potential to achieve, at a level substantially beyond the rest of their peer group (DfES, G&T guidance for primary schools, 2006). .some anecdotal examples. Bees and the La Nouvelle Vague The Bee Keeper
and The SPS candidate. https://www.youtube. com/watch?v=u1MKU JN7vUk Supporting the G&T: An English model ? The English model: an integrated approach to G&T education (an integral part of daily
provision; personalised learning) Core provision in school every teacher a teacher of the G&T Additional provision from external support. This model contrasts with, for example, the US model, typified by the John Hopkins Center for Talented Youth http://cty.jhu.edu/ . Supporting the G&T: people (i) Assigning responsibility: 1. Teaching staff and teaching techniques (quality-first teaching):
Setting open-ended problems; with a low threshold but a high ceiling Asking open questions Using Socratic questioning Limiting teacher-focused lesson delivery Including topical and current material. But you know this its good teaching
Supporting the G&T: people (ii) Assigning responsibility: 2. A G&T co-ordinator. Schools have SENCOs, they need GaTCOs To compile, maintain, update & revise a G&T register To liaise with departments
To provide resources To research external opportunities and links To monitor progress of G&T pupils. Supporting the G&T: people (iii) Leadership: For G&T provision to be effective, to be embedded & sustainable, the leadership has to be there. The message from the top has to be clear and consistent. The head teacher (and SMT) have to be the GaTCos big stick, so that he/she can speak softly, and successfully. What it looks like without leadership: None of the staff are aware of G&T issues & there is no real provision; Its low priority because G&T
education is not linked to funding, I think some of the senior management dont think much of G&T, they think it elitist. Supporting the G&T: approach Infinity and beyond! or going off-piste The aim should be to provide free-ranging, open-ended opportunities for children. Challenging children, encouraging them to really explore, helping them to soar. Going beyond and outside the national curriculum. What it is NOT an example from PGCE Plus (2004-07) involving 6th Form science and The Metro newspaper.
An e.g. of what it is: check understanding, or dont: Supporting the G&T: in-school activities Subject clubs and societies: After school clubs, lunchtime clubs; facilitated by staff, but led by pupils. Hobby clubs and societies: Chess, puzzle clubs, gaming clubs, journalists club. National, subject-based events: E.g. maths challenge: http://www.ukmt.org.uk/individual-competitions/intermediate-challen
ge/ 1st Story : http://www.firststory.org.uk/2014/09/24/first-story-national-writing-co mpetition/ Supporting the G&T: structures (i) If your school GaTCO (and G&T provision) is to survive and thrive in your school, then external buttressing structures are necessary. Links and networks: Local universities. Universities accepted that part of the quid pro quo for the 9k fee was that they would take widening participation (WP) seriously. Approach local universities,
contact the outreach & WP offices, find out how they can help make links with pupils in your school. / Supporting the G&T: structures (ii) Ensure that all departments are members of relevant societies, e.g., The Historical Association http://www.history.org.uk/ The HA provides support, publications, local and national events, CPD, and resources. An example of its provision of a local, accessible resource here in Manchester: http://www.history.org.uk/resources/he_resource_1208_17.html
Supporting the G&T: structures (iii) Links and networks: The G&T charity, the National Association for Gifted Children: http://www.potentialplusuk.org/index.php Warwicks IGGY: https://www.iggy.net/ The Brightside Trusts career-focused support, with well developed mentoring system: http://www.thebrightsidetrust.org/ Summer schools: http://www.etoncollege.com/USS.aspx Resources The links provided here represent a starting point for GaTCOs (the
presentation will be e-mailed to all). A useful document that also needs to be mentioned is, Effective Provision for Gifted & Talented Students in Secondary Education (DCSF, 2007): http://webarchive.nationalarchives.gov.uk/20130401151715/htt p://www.education.gov.uk/publications/eOrderingDownload/DC SF-00830-2007.pdf And a forthcoming is, Educating the More Able Student What Works and Why, Martin Stephen & Ian Warwick (SAGE, April 2015). Over to you.
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