Nurturing gifted and talented children at Key Stage 1

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Gifted and Talented

What are the implications?

In completing this digest the authors began to ask the following questions about implications for practitioners:

Teachers may like to consider the following implications of this study:

parental involvement was a common theme across the 14 projects and where strategies were adopted this helped to identify potential talents and skills. In reviewing your approaches to identifying young gifted and talented children, how could you involve parents?

could you hold a partnership meeting where you help parents explore how to observe and recognise individual gifts and talents in their child?
could you develop a questionnaire for parents to complete with their child about their interests and learning preferences?
could you use ‘I like learning about’ journals to find out more about how the children learn outside school?
could you provide homework enrichment tasks to provide parents with the appropriate stimulus material to observe their child?

recording and tracking information about children’s interests, aptitudes, talents and gifts and the effective transfer of this information was considered important in ensuring the continued well-being of the child through their primary education and beyond. In your school, how effectively do you share knowledge about the special interests, achievements and learning preferences of children at Foundation and Key stage 1?

how do you track children’s’ achievements and attitudes to learning?
could your school work with the local Sure Start centre to raise awareness of potential gifts and talents at the very earliest stage?
how could some of the information gathered from observation of children undertaking extended tasks be included in the Foundation Stage profiles to support transition from Reception to Year 1?

School leaders may like to consider the following implications of this study:

building flexibility into the curriculum to allow for more open-ended activities and enrichment opportunities was critical across all projects in enabling children to explore their gifts and talents. In your school, how effectively do you exploit the opportunities for flexible curriculum planning?

could you develop mini-enrichment tasks, around the children’s interest, to explore and identify potential talent?
as part of these mini-enrichment tasks could you take a more detailed look at assessing the children’s learning behaviour?
could you extend the numeracy session to enable gifted and talented children to engage in deep mathematical activity?
what is the role of your teaching assistant in supporting gifted and talented children? Could you extend their role by providing additional training to help them understand the extended learning activities that enable gifted and talented learners probe their potential more deeply and provide tools to support work in the classroom?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What skills did teachers find useful in identifying children’s gifts and talents? What helped children to demonstrate and develop their individual gifts? What do we know about successfully supporting gifted and talented children? What is gifted and talented? How was the study carried out? What are the implications? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Nurturing gifted and talented children at Key Stage 1 This digest found in Gifted and Talented Send to a friend Word doc 70KB Printer friendly Collate for later What are the implications? In completing this digest the authors began to ask the following questions about implications for practitioners: Teachers may like to consider the following implications of this study: parental involvement was a common theme across the 14 projects and where strategies were adopted this helped to identify potential talents and skills. In reviewing your approaches to identifying young gifted and talented children, how could you involve parents? could you hold a partnership meeting where you help parents explore how to observe and recognise individual gifts and talents in their child? could you develop a questionnaire for parents to complete with their child about their interests and learning preferences? could you use ‘I like learning about’ journals to find out more about how the children learn outside school? could you provide homework enrichment tasks to provide parents with the appropriate stimulus material to observe their child? recording and tracking information about children’s interests, aptitudes, talents and gifts and the effective transfer of this information was considered important in ensuring the continued well-being of the child through their primary education and beyond. In your school, how effectively do you share knowledge about the special interests, achievements and learning preferences of children at Foundation and Key stage 1? how do you track children’s’ achievements and attitudes to learning? could your school work with the local Sure Start centre to raise awareness of potential gifts and talents at the very earliest stage? how could some of the information gathered from observation of children undertaking extended tasks be included in the Foundation Stage profiles to support transition from Reception to Year 1? School leaders may like to consider the following implications of this study: building flexibility into the curriculum to allow for more open-ended activities and enrichment opportunities was critical across all projects in enabling children to explore their gifts and talents. In your school, how effectively do you exploit the opportunities for flexible curriculum planning? could you develop mini-enrichment tasks, around the children’s interest, to explore and identify potential talent? as part of these mini-enrichment tasks could you take a more detailed look at assessing the children’s learning behaviour? could you extend the numeracy session to enable gifted and talented children to engage in deep mathematical activity? what is the role of your teaching assistant in supporting gifted and talented children? Could you extend their role by providing additional training to help them understand the extended learning activities that enable gifted and talented learners probe their potential more deeply and provide tools to support work in the classroom?