supporting our most able year 9 february 2013
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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? - PowerPoint PPT PresentationTRANSCRIPT
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King Edward VI SchoolBury St Edmunds
Supporting our most ableYear 9
February 2013
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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 schoolLooking ahead – preparing for university
(from now?)Finding out more
What’s tonight about?
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Core group - top 35 students in Year group
Data - combination of indicators
Teacher nominations
Identification
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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
Characteristics
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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!
Characteristics
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Tracking and monitoring: progress checks
Expected achievement: 8 A* – A
Take up enrichment opportunities: Cambridge visits; Conferences etc.
Implications & expectations
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Study at home
Emotional and personal
Broadening horizons
Discussion How to support?
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Work the teachers hard! Additional opportunitiesAsking for guidance - make it specificStudy facilities and resourcesTalk to other clever students - about the
subjectKeeping in touch (parents)
Making the most of school
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Good degrees from ‘good’ universities
Oxford & Cambridge – ambition and pragmatism
Study the right subjects
Extra-curricular?
Preparing for university?
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School website – Gifted and Talented
Cambridge University and UEA courses for gifted and talented
Finding out more
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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.
The Subject Leader Role
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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
Year 9 G&T Coordinator Role
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What next?