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Supporting our most able Year 9 February 2013

Supporting our most able Year 9 February 2013. King Edward VI School Bury St Edmunds. What’s tonight about?. How have we identified the students? What are the characteristics of G & T students? Implications and expectations Discussion – how can you best support your child?

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Supporting our most able Year 9 February 2013

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  1. Supporting our most ableYear 9February 2013 King Edward VI School Bury St Edmunds

  2. What’s tonight about? • How have we identified the students? • What are the characteristics of G & T students? • Implications and expectations • Discussion – how can you best support your child? • Making the most of school • Looking ahead – preparing for university (from now?) • Finding out more

  3. Identification • Core group - top 35 students in Year group • Data - combination of indicators • Teacher nominations

  4. Characteristics He or she may • Be a good reader • Be very articulate or verbally fluent for his/her age • Give quick verbal responses (which can appear cheeky) • Have a wide general knowledge • Learn quickly • Be interested in topics which one might associate with an older child • Communicate well with adults (often better than their peer group) • Have a range of interests, some of which are almost obsessions • Show unusual and original responses to problem-solving activities • Prefer oral to written activities • Be logical • Be self-taught in his/her own interest areas • Be a perfectionist

  5. Characteristics • Have an ability to work out things in his/her head very quickly • Be artistic • Be musical • Excel at sport • Have strong views and opinions • Have a lively and original imagination/sense of humour • Be very sensitive and aware • Focus on his/her own interests rather than what is being taught • Be socially adept • Appear arrogant or socially inept • Be easily bored by what s/he perceives as routine tasks • Show a strong sense of leadership • Not necessarily be well behaved or well liked by others • Be just like any other teenager! • THESE ARE NOT ALL POSITIVES!

  6. Implications & expectations • Tracking and monitoring: progress checks • Expected achievement: 8 A* – A • Take up enrichment opportunities: Cambridge visits; Conferences etc.

  7. Discussion How to support? • Study at home • Emotional and personal • Broadening horizons

  8. Making the most of school • Work the teachers hard! • Additional opportunities • Asking for guidance - make it specific • Study facilities and resources • Talk to other clever students - about the subject • Keeping in touch (parents)

  9. Preparing for university? • Good degrees from ‘good’ universities • Oxford & Cambridge – ambition and pragmatism • Study the right subjects • Extra-curricular?

  10. Finding out more • School website – Gifted and Talented • Cambridge University and UEA courses for gifted and talented

  11. The Subject Leader Role • Teachers in department asked to identify subject specific G&T students • Seating plans highlight G&T students (core and subject specific) • Individual and sequences of lessons include stretch and challenge / extension activities • Homework designed to be an extension of learning • Extra provision for G&T students e.g. clubs, lunchtime sessions, trips etc.

  12. Year 9 G&T Coordinator Role • Drawing students’ attention to extra-curricular activities on offer e.g. Latin, Mandarin, Philosophy Club, Debating Society • Offering enrichment activities: Discovery Day (History and Archaeology), Cambridge College / Museum trip, Humanities Extended Project, Field Academy • Monitoring student progress on G04Schools, liaising with Heads of College and Tutors about progress, and offering intervention where appropriate • A person to contact with any questions or concerns for students and parents

  13. What next?

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