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Using a discussion framework to develop learning awareness in gifted and talented pupils

This guidance explains why it is important to improve pupil self-awareness as learners (metacognition) and offers a simple and easily adaptable framework that can be used in a variety of ways with pupils, teachers and parents.

Identifying gifted and talented learners – getting started

This publication is intended as a starting point for schools in all phases in developing good practice in identification, including in relation to under-achieving gifted and talented learners, and those groups who are not traditionally well-represented in gifted and talented populations. This is the second edition of core guidance on the identification of gifted and talented learners, and provides an update to initial guidance published in 2006. Ref: 00367-2008 Publication date: May 2008

Effective provision for gifted and talented children in primary education

This publication sets out general principles for primary schools to follow in order to plan and deliver effective provision for gifted and talented learners. It sets out expectations of schools, as well as the range of support and resources which are available through the national programme for gifted and talented education. This guidance is an updated version of the initial guidance published in October 2006. Ref: 00379-2008 Publication date: June 2008

Effective provision for gifted and talented students in secondary education

This publication sets out general principles for secondary education providers to follow in order to plan and deliver effective provision for gifted and talented learners. It sets out expectations of schools, as well as the range of support and resources which are available through the national programme for gifted and talented education. Ref: 00830-2007BKT-EN Publication date: June 2007

Excellence for All: A Gifted and Talented approach to whole-school improvement

This Excellence for All guidance explores the characteristics of successful G+T learners and considers how those characteristics can be developed in under-achieving or potential G+T pupils, particularly those from a disadvantaged background. Ref: 01019-2009PDF-EN-02 Publication date: December 2009

Excellence for All in practice

A series of mini case studies that describe G+T practice in schools that improved provision for all and achieved 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.

Focusing on the question set – an approach to improving pupils’ question analysis skills

This resource focuses on teaching strategies and pupil activities that develop question analysis skills. This first page explains why question analysis is important in exams and coursework as well as life.

Academic study support

Academic study support materials which are a collection of useful strategies and tools for supporting potential G+T pupils who may have underachieved in the past, or 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.

Gifted and talented Black pupils’ achievement: Continuing professional development (CPD) module and briefing pack

This CPD module supports leading teachers for gifted and talented education and school senior leadership teams to improve school-wide provision for G+T Black pupils, through exploring ways to identify, support and challenge these pupils to raise their achievement and make good progress. Ref: 00526-2009 Publication date: August 2009

National Challenge: Raising standards, supporting schools – overview of the gifted and talented pilot programme

This is the first in a series of resources to be published by the National Strategies to help schools in this National Challenge pilot to accelerate the progress and enrich the learning of gifted and talented (G+T) pupils. The G+T National Challenge pilot is designed for schools that are supported by National Challenge, are already close to national floor targets and have enough leadership capacity to make it happen. Ref: 00390-2009 Publication date: April 2009

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