Support gifted and talented pupils
Overview
Who is this unit for?
This unit is for those who work with teachers and others to support gifted and talented pupils.
What is this unit about?
This unit is about the support you provide to gifted and talented pupils. This involves working with a range of people to develop learning programmes and then supporting learning activities for pupils. Involving the pupils in negotiating learning objectives and planning for further learning is a key aspect of this unit.
Teaching and learning activities should take place under the direction and supervision of a qualified teacher in accordance with arrangements made by the headteacher of the school.
This unit contains two elements:
1. Work with others to develop learning programmes for gifted and talented pupils
2. Support learning activities for gifted and talented pupils
Performance criteria
You must be able to:
Work with others to develop learning programmes for gifted and talented pupils
P1 clarify and confirm your role and responsibilities for supporting gifted and talented pupils
P2 identify the pupils you will be working with and their particular gifts or talents and requirements for future learning
P3 consult relevant people about acceleration, extension and enrichment activities for the pupils you will be working with
P4 seek further advice, clarification and support from others when you have any concerns about:
P4.1 the pupils' needs
P4.2 your role in meeting these needs
P4.3 other peoples' roles in meeting these needs
P4.4 the nature and purpose of the proposed acceleration, extension and enrichment activities
P5 plan the learning activities to meet the agreed teaching and learning objectives and the personalised learning needs of the pupils involved
P6 structure teaching and learning activities based on the planned learning objectives to:
P6.1 add breadth and depth
P6.2 accelerate the pace of learning P6.3 develop higher order learning skills P6.4 promote independence
P6.5 support reflection and self-evaluation P6.6 maintain pupils' motivation and interest
P7 select and prepare teaching and learning resources relevant to: P7.1 the pupils' needs, interests and abilities
P7.2 the enriched teaching and learning objectives of the activities
Support learning activities for gifted and talented pupils
P8 establish and maintain a purposeful working environment for the learning activities which is appropriate for, and encourages the full participation of, the pupils
P9 work in partnership with the pupils to make effective use of learning opportunities
P10 give the pupils sufficient and appropriate information, guidance and support to enable them to participate fully in the activities
P11 use challenging questions to extend pupils' thinking and engagement with the learning process
P12 provide pupils with opportunities to negotiate learning objectives and make decisions about the methods they will use to achieve these
P13 encourage pupils to collaborate in achieving learning objectives
P14 encourage pupils to reflect on what they have achieved and what could be done next
P15 recognise and acknowledge pupils’ achievements
P16 work with the pupils to evaluate the extent to which the learning activities enabled them to meet their learning objectives
P17 seek the pupils’ feedback on ways in which the learning activities could be improved to better meet their needs
P18 provide information to the pupils, and their families if appropriate, about the learning opportunities provided by extra-curricular, community-based and extended services provided by the school or close by, to enable them to develop their particular gifts or talents
P19 provide feedback to relevant people on pupils’ participation and progress P20 maintain appropriate records of the teaching and learning activities and
outcomes in accordance with school procedures
Knowledge and Understanding
You need to know and understand:
K1 the nature and boundaries of your role in supporting gifted and talented pupils, and its relationship to the role of the teacher and others in the school
K2 the importance of having high expectations of pupils and how this is demonstrated through your practice
K3 the relevant school curriculum and age-related expectations of pupils, including learning objectives for older age pupils than the age of those with whom you work
K4 school policies for inclusion and equality of opportunity and the implication of these for how you support gifted and talented pupils
K5 the role of others in planning and delivery of learning programmes for gifted and talented pupils and the particular benefits and strengths which each brings to the process
K6 the purpose of clarifying your own role and that of others in meeting the needs of gifted and talented pupils
K7 the principles underlying effective communication, planning and collaboration
K8 the benefits of acting as a co-learner rather than supporter or `teacher' of gifted and talented pupils and how to do this
K9 the resources (people, equipment and materials, including ICT) that are available to enrich learning for gifted and talented pupils and how to make effective use of these
K10 the importance of starting pupils on a task at an appropriate level of difficulty, using challenging questions to deepen thinking and extending and opening up tasks
K11 strategies for challenging and motivating gifted and talented pupils to work in more depth, in a broader range of contexts and at a faster pace
K12 how to negotiate learning objectives with pupils
K13 the importance of independent learning for gifted and talented pupils and how to encourage and support this in pupils
K14 how to help pupils to reflect on their learning strategies and achievements and plan future learning
K15 the opportunities for learning outside of the classroom, school and school day to enable pupils to develop their particular gifts or talents and how to
support pupils in accessing these
Scope/range
Scope Performance
Scope Knowledge
Values
Behaviours
Skills
Glossary
Acceleration
provided by extending the pitch' of learning objectives to those expected of older pupils or introducing objectives from later yearsPersonalised learning' is not about individual lesson plans or individualisation, where children are taught separately, largely through a one- to-one approach.
Enrichment
applying skills and understanding to a wider range of problems, including unfamiliar contexts, and bringing together different strands of the subject or curriculum area
Extension
working in greater depth, with increasing complexity, subtlety or abstraction
Gifted pupils
pupils who have exceptional academic abilities
Learning resources
materials, equipment (including ICT), software, books and other written materials (e.g. handouts, worksheets), DVDs, etc. that are required to support teaching and learning
Personalised learning
maintaining a focus on individual progress, in order to maximise the capacity of all children and young people to learn, achieve and participate. This means supporting and challenging each learner to achieve national standards and gain the skills they need to thrive and succeed throughout their lives.
Talented pupils
pupils who have exceptional abilities in art and design, music, PE or in sports or performing arts such as dance and drama
Relevant people
people within and outside the school who can help in identifying gifted and talented pupils and acceleration, extension and enrichment activities appropriate to their needs and abilities. This includes subject specialists in the school and also in the next stage of education (e.g. secondary or FE/HE), local business people, undergraduate and postgraduate students with particular gifts and/or talents. The families of gifted and talent pupils will have a good understanding of their child and his/her needs for an enriched
curriculum, as will the pupils themselves.
Links To Other NOS
TDASTL18 Support pupils' learning activities
TDASTL23 Plan, deliver and evaluate teaching and learning activities under the direction of a teacher
TDASTL24 Contribute to the planning and evaluation of teaching and learning activities
TDASTL30 Contribute to assessment for learning