Gifted and talented: Leadership and school improvement
Secondary school leaders, Gifted and Talented (G+T) leading teachers, subject teachers and governors can use these tools, frameworks and resources to help develop G+T education as part of a whole-school approach to school improvement. This information is part of ‘Gifted and talented: Leadership and school improvement’.
A series of mini case studies that describe G&T practice in schools that improved provision for all, some achieving developing or exemplary standards according to the appropriate G&T Quality Standards and Ofsted criteria. This page provides an introduction to these mini case studies.
- Use of pupil voice to develop evidence of Quality First teaching in school
- Empowering G+T pupils as leaders of learning
- Embedding critical thinking skills in the curriculum through teacher learning communities
- Developing research skills – a project for pupils and teachers
- Using G+T CQS to improve provision for all in Key Stage 3 science
Academic study support materials are a collection of useful strategies and tools for supporting potential G+T pupils who may have underachieved in the past, or may be in danger of underachieving. The focus is on skills needed by Key Stage 4 pupils but can be easily adapted for the needs of younger pupils.
This introduction to a whole-school approach to Gifted and Talented (G&T) education outlines the main principles of the programme and the need for a Quality First teaching environment which encourages specific and effective interventions for all G&T pupils.
The aim of these professional development materials is to encourage schools to take a more strategic approach to identifying their gifted and talented pupils, to improve gifted and talented education in schools and settings and so improve the attainment, aspirations, motivation and self-esteem of gifted and talented pupils, especially those who are underachieving.
Get an overview of the purpose of progression skills modules.