Able_ Gifted and Talented Provision at Didcot Girls' School

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					Able, Gifted and Talented
        Provision
            at
   Didcot Girls’ School
Contents
Able Gifted and Talented Provision at Didcot Girls’ School....................... 2
Coping With Stress................................................................................................5
English........................................................................................................................7
Mathematics.............................................................................................................9
Science......................................................................................................................11
Art and Design........................................................................................................13
Bite - Business, ICT, Economics and Retail.....................................................14
Design Technology................................................................................................15
Drama ......................................................................................................................16
Humanities .............................................................................................................17
Geography .............................................................................................................18
History.....................................................................................................................18
Religious Education................................................................................................19
Modern Foreign Languages [MFL]......................................................................20
Music.........................................................................................................................21
PE...............................................................................................................................22
Care, Support and Guidance...............................................................................23
Appendix 1...............................................................................................................25




                                                                    1
Able, Gifted and Talented
Provision at Didcot Girls’
This booklet has been designed to       art, drama, dance or a particular
inform parents of Able, Gifted and      sport in PE.
Talented students, and the students
themselves, about the in class provi- Q. How do you identify students as
sion and out of class opportunities     Gifted and Talented?
that a student identified as Gifted     A. There are 2 main methods:
and/or Talented can expect from our
school.                                 External test results – CAT and
                                        SAT scores – where students score
We aim to give all of our Able, Gifted over a given level in a battery of tests
and Talented students the opportuni- or perform at an exceptionally high
ty to reach their full potential and in level in one tested subject area.
so doing create benefits for their fel- These students are identified for us as
low learners, the school and the wid- academically Gifted.
er community.
                                        Teacher identification – where a
We will give students the support,      student fulfils the criteria for Gifted
inspiration, encouragement and infor- or Talented in a subject – as de-
mation they need to maximise their      scribed in the National criteria for
gifts and talents, whatever they might that subject. All criteria can be found
be. We hope that you find the infor- at www.qdca.org. This is the method
mation useful and would welcome         for identifying Talented students, but
any feedback and comments.              it can also be used to identify Gifted
                                        students who might not have sat the
Frequently Asked Questions:             relevant tests or who have developed
Q. Is there any difference between      Gifts subsequent to the tests.
Gifted and Talented?
A. Yes. Gifted students are those who Q. Can a student be BOTH Gifted
excel at academic subjects such as      and Talented?
English and maths. Talented students A. Yes. A student might be academi-
are those who have a talent in a par- cally Gifted and also be a Talented
ticular creative area such as: Music,   musician for example.

                                       2
Q. How many subjects could a stu-            letter. If your daughter has been iden-
dent be Gifted and Talented in?              tified through external testing or if
A. There is no limit – some students         your daughter is being added to the
are on the list for one subject and          list for more than one subject this
others for as many as seven. If a stu-       letter will come via the teacher re-
dent does exceptionally well in all          sponsible for Able, Gifted and Talent-
CAT and SAT tests for example –              ed provision across the school
they are likely to be on for all three
core subjects – English, maths and      Q. Why would a student be taken off
science.                                the list?
                                        A. A student could come off the list in
Q. When are students put on, or         a particular subject for a variety of
taken off, the list?                    reasons. For example: They might
A. Relative ability changes over time   have been ahead of their peer group
so students can go on or off the list   in a subject but their learning plateaus
at any time during their school life –  and their peers catch up; if they cease
from primary school to sixth form.      study of that subject [following GCSE
For administrative purposes we re-      options for example] or if they have
view the list in terms 2, 4 and 6 and   absences from school that prevent
update it at least annually. Therefore, them from covering the syllabus.
if your daughter is added to the regis-
ter she will remain on it for a mini-   Q. How do you identify if a student is
mum of one year.                        Gifted or Talented but underachiev-
                                        ing?
                                        A. Students who are on the list are
Q. My daughter was on the list at her carefully tracked, as with all students,
primary school so will she transfer     to enable teachers to put in place
onto your list?                         support and interventions if they are
A. A student on the list at primary     not making the expected levels of
school will not automatically transfer progress.
to the AG&T list in the bigger cohort
of a secondary school.                  Q. What should I do if I am con-
                                        cerned that my daughter has a partic-
Q. How will I know if my daughter is ular gift or talent that the school has
added to the list and for what sub-     not recognised?
jects?                                  A. Contact the Coach in the relevant
A. The Gifted and Talented Coach for subject area.
the subject in which a student has
been identified will contact you by
                                         3
    Able, Gifted and Talented




4
Coping with stress
Just because students are Able, Gift-         Improve organisation and time man-
ed or Talented does not mean that             agement: Break large tasks down into
they feel less pressure than other            manageable steps, and complete
students – in fact they might even feel       work as soon as possible after it is
more as they have high expectations           set to avoid work building up. Learn
of themselves and want to do well.            to say ‘no’. Do not take on too much.
Here are some healthy ways of cop-            A student can say no to doing some-
ing with stress:                              thing one week – but you will find
                                              time to do it the week after.
Take a break: Do something for 20
minutes that has nothing to do with      Take time off to relax: Do not give up
what is causing the worry.               other hobbies and interests to focus
                                         solely on a Gifted or Talented area.
Confront the source of the stress: If Make sure you still find time to spend
it is a deadline – ask for an extension, with friends and just to relax.
if it is an area of study the student
can not master, ask the teacher for      Ignore the source of the stress: If a
extra help.                              student is finding a particular task or
                                         activity stressful – leave it and come
Talk about it: Students should tell      back to it later. Sometimes things
someone how they are feeling. Talk       appear easier when we have had a
to: Parents, carers, tutor, friends,     break from them.
relatives, support and guidance work-
er.                                      Eat well and exercise: Being physically
                                         fit helps us to stay mentally fit. Exer-
Shift perspective: The student should cise reduces stress and relaxes mus-
make a list of what is positive about    cles having a break from studying.
the situation. For example, if it is a   Unhealthy ways of coping with stress
looming deadline, remind themselves – signs to look out for:
that this will be one less piece of
coursework to complete once this         Eating disorders. Both overeating and
assignment is handed in.                 denying themselves food are ways in
                                         which some students seek to manage
                                         stress.


                                          5
                                                    Able, Gifted and Talented
Coping strategies: Not trying, or set-  Over scheduling daily life: Constantly
ting impossible goals, are ways that    having time slots for each part of the
students can ensure they cannot fail –  day, filling time, fussing over details
they will be viewed as not trying –     and altering and re-altering assign-
and they prefer this to being seen as   ments to perfect them, often express-
less intelligent.                       ing disappointment in their own
                                        performance, even where this per-
Aiming low: Some students reduce        formance is exceptional. All this al-
stress by eliminating all pressure to   lows the student to set goals,
achieve. Repeated procrastination in impossible to achieve. A student may
starting tasks, selecting less competi- then use this as their reason not to
tive colleges or less rigorous courses, attempt tasks, as they are seemingly
choosing less challenging subjects and impossible.
career paths all allow the student to
avoid failure in the short term, but
will lead to underachievement in the
long term.




                                         6
English
A gifted English student is imaginative       Use of Assessing Pupil Progress (APP)
and creative, analytical and sensitive.       and Assessment for Learning (AFL) to
The student often adopts original or          give students a clear sense of their
sensitive viewpoints in their writing         Levels, strengths and targets to aid
or reading of texts. The student is           improvement. For Able, Gifted and
able to take on challenging tasks, en-        Talented students the work necessary
gaging with and reacting to, the con-         to move from Level 6 to 7 and be-
tent, with vigour and enthusiasm. The         yond, is made particularly clear.
student is able to synthesise this ma-
terial in a variety of ways.                  Self and teacher evaluation of work
                                              to ensure gifted students reflect on
In class provision:                           their learning and continue to
The English Department believes that          progress effectively.
providing opportunities within the
classroom is integral to the support          Extra-curricular opportunities:
of gifted students. The production of         Beyond this in-class differentiation,
carefully differentiated classroom ac-        the Department has several extra-
tivities and homework tasks allows            curricular strategies in place to chal-
the student to both satisfy assess-           lenge and extend learning for gifted
ment criteria and prepare effectively         students. These are detailed below:
for examinations. These activities
allow freedom for interpretation,             • Reading lists for Key Stage 3 and 4,
independent analysis and original             which offer diverse suggestions for
cross-referencing with their own              independent reading.
reading and research.                         • A/A* exam preparation groups pri-
                                              or to GCSE exams
Opportunities:                                • New voluntary lunchtime seminars
To increase confidence in expressing          (twice a term on average) offering
themselves in differentiated group            materials for exploration.
debates and reading groups.                   • Carnegie Book Awards reading
                                              groups.
Peer mentoring and leading group              • Participation in Oxfordshire Book
tasks to increase independence and            Awards 2010: Students invited to re-
teamwork skills.                              view short-listed books. (Key Stage 3)
                                              Coach: Ms. F.Taylor

                                          7
Mathematics
Mathematics follows the school’s      Extra-curricular opportunities:
Able, Gifted and Talented policy      • To compete in the National Mathe-
guidelines.                           matics Challenge in Years 8, 10 and
                                      12.
A gifted mathematician is analytical, • Participating in extra-curricular vis-
creative, logical and intuitive. They its, to hear mathematics lecture and
enjoy tackling challenging problems   take part in workshops.
and applying their mathematics knowl- Coach: Ms E.Cuthill
edge to solve them. The student
shows an enthusiasm for all areas of
mathematics and strive to further
their understanding.

In class provision:
Pupils receive differentiated class-
room activities which allow them to
extend their understanding in a varie-
ty of areas of mathematics. At Key
Stage 4, students may be given the
opportunity to study for their GCSE
at their own pace, with teacher sup-
port.

The Mathematics Department offers
further support for talented mathema-
ticians through classroom and extra-
curricular activities including:
• Taking GCSE mathematics at the
end of Year 10.
• Possibly taking the Free Standing
Qualification in Additional Mathemat-
ics in Year 11. Having completed
GCSE in Year 10, this gives an insight
to A-level mathematics.


                                         9
10
Science
In class provision:                     Wednesdays, each from 3.15 p.m. to
Students are encouraged to work         4.30 p.m.
beyond the curriculum. They also
have the opportunity to broaden         The aim of the Club is for students to
their horizons by taking part in        experience the challenge and excite-
events such as:                         ment of practical science. The Club
• The Biology Challenge – run by the    proves a safe environment to experi-
Institute of Biology                    ment, raise questions and if possible
• The Chemistry Challenge – run by      undertake further experiments, to
the Royal Society of Chemistry          answer these questions.
• Poster Competitions – School Sci-
ence Conference                         Recent activities include:
                                        • CREST Awards – individual or small
The teachers actively encourage stu-    group research projects
dents to increase their scientific      • Café des Sciences – participation in
knowledge and skills and encourage      interschool science conferences
the students to excel. Progress is      • Crystal growing competition – or-
regularly reviewed to support and       ganised by the Royal Society of Chem-
encourage them to achieve their full    istry
potential.                              • Festival of Chemistry – held at Ox-
                                        ford University
Encouragement of all students and
particularly the Able, Gifted and Tal- Extra-curricular opportunities:
ented, to take part in the after-school Students are encouraged to attend a
Science Club.                           wide variety of science based events
                                        run by external organisations. Some
                                        are undertaken as school visits and
Didcot Girls’ School                    others may be attended on an individ-
Science Club                            ual basis.
Science Club has been running for
over 10 years. The club is divided     Chemistry Camp –
into Juniors (years 7 and 8) and Sen-  A residential event at a university
iors (years 9 and above). Juniors meet
on Tuesdays and the Seniors on         Triple Science Day – based at Ruther-
                                       ford Appleton Laboratory

                                       11
                                                 Able, Gifted and Talented
 Oxfordshire Key Stage 3 Science Day Science Oxford Apprentice – held at
– based at the Rutherford Appleton     Science Oxford
 Lab                                   Coaches: Dr L. Nickerson, Ms
                                       R.Menzies-Sacher
 Master classes – held at Reading Uni-
 versity




                                   12
Art and Design
Students who are identified as being      offered extra curricular opportunities,
Able or Talented in Art & Design are      where appropriate, through gallery
provided with a wide variety of in        and museum visits, artist’s workshops,
class strategies and extra curricular     art history seminars, cross curricular
opportunities to develop and extend       workshops, lunchtime & after school
their learning.. Students will access     art clubs and GCSE ‘Twilight’ art ses-
challenging, stimulating and innovative   sions. The Art & Design Able, Gifted
learning experiences across all year      and Talented Register is coordinated
groups, in a supportive and challeng-     and monitored on a regular basis in
ing learning environment. Students        accordance with both the Depart-
are encouraged to become independ-        ment and School policies.
ent learners with a shared responsibil-   Coach: Ms J. Parker
ity for their own creative
development. Students will also be




                                    13
                                                     Able, Gifted and Talented


BITE - Business, ICT
and Economics




BITE aims to create curriculum path-     An outstanding level of recall i.e.
ways and extra-curricular activities     knows the subject without having to
which provide challenging learning       revise, a consistent in-depth knowl-
opportunities to meet the needs of       edge
Able, Gifted and Talented students.
Students in these curriculum areas      All BITE students, particularly the
may display some or all of the charac-  Able, Gifted and Talented, will be of-
teristics                               fered opportunities for enrichment
                                        and extension through:
An enthusiasm for the subject mean- • Computing
ing that they go beyond expectations, • Computer Club 4 Girls
e.g. work completed for the task set • Young Enterprise
for homework.                           • Share Club
                                        • Opportunities for peer mentoring
The skill to naturally integrate topics Coach: Mr P.Butler
and theories into their answers i.e.
the ability to synthesise.
                                      14
Design and Technology
During Design and Technology les-       Food Show, linked to our specialist
sons we challenge our Able, Gifted      subjects.
and Talented students and offer sub-
ject related extension and enrich-     Information about participating in
ment work.                             external competitions is given to the
                                       students via lessons and/or The Bulle-
There is often an opportunity for stu- tin.
dents to work in the department at
lunch times and after school to ex-    The Design and Technology Depart-
tend their skills beyond those learned ment has developed links with exter-
in the classroom.                      nal agencies such as the NCT, the
                                       MOD, along with textile artists and
In addition, students are encouraged designers. The Department is partak-
to participate in residential courses, ing in “Adopt-a-Chef” Scheme.
summer schools, events and trips       Coach: Ms H. Loates
such as The Clothes Show and Good




                                       15
                                                     Able, Gifted and Talented


Drama




The criteria for identifying Able. Gift- es assessment; standardisation across
ed and Talented students includes:       classes and evaluation of written ma-
                                         terials. Students who are nominated
The ability to work independently        for inclusion on the Able, Gifted and
A high level of acting technique with    Talented Register are encouraged to
the talent to create and sustain a vari- participate in a wide variety of excur-
ety of different characters and roles    sions and to audition for leading roles
Ability to react positively and mature- in school and joint-schools’ produc-
ly to both peer and teacher feedback tions.
                                         Coach: Ms A.Schwartz
The Able Gifted and Talented stu-
dents are identified through: In-class
observation; moderated performanc-



                                           16
Humanities
Students who are identified as being       responsibility for their own develop-
Able, Gifted or Talented in any Hu-        ment of skills, appropriate to the par-
manities subject are provided with a       ticular subject. Students will be
variety of in class strategies and extra   offered extra curricular opportunities,
curricular opportunities to develop        where appropriate. The various Hu-
and extend their learning. Students        manities Able, Gifted and Talented
will access challenging, stimulating and   Registers are coordinated and moni-
innovative learning experiences            tored on a regular basis in accord-
across all year groups in a supportive     ance with both the Department and
and challenging learning environment.      school polices.
Project work in particular, nurtures       Coach: Mr R. Bowrage
independent learning with a shared




                                       17
                                                     Able, Gifted and Talented
Geography                               History
The Able, Gifted and Talented geogra-   Able, Gifted and Talented history stu-
phy student may be identified as hav-   dents may have advanced literacy for
ing one of more of the following        their age. They may access complex
abilities: Having a wide-ranging knowl- sources independently. They follow
edge and curiosity about the world in   and contribute effectively to a line of
which they live; relating well to oth-  argument in discussion, by making
ers, leading and managing them, ap-     relevant points and substantiating
preciating and understanding different  these with evidence.
views, attitudes and feelings. The
student may have more highly devel- The student may have extensive
oped values system than her peers.      general and/or historical knowledge.
                                        The student is then able to place this
The student may be able to apply        new knowledge into their existing
clear conceptual understanding to       chronological framework.
new situations, transferring knowl-
edge from one subject to another.       In addition, the student may
                                        independently use criteria to form
The gifted geography student thinks     and express historical theories and
creatively and originally, and goes     arguments. The student appreciates
beyond obvious solutions to solve       that a conclusion can depend on the
problems. The student confidently       original question being asked. The
contributes and communicates in         student identifies historical patterns
both formal and informal situations.    in her studies, whilst being aware that
Such students are able to undertake     there are limits to what historians
independent project work in class       can explain.
and encouraged to participate in geog-
raphy trips and field work exercises. Finally, the Able, Gifted and Talented
                                       history student has good reasoning
                                       and problem solving skills. The ability
                                       to think creatively and imaginatively.
                                       She selects facts and evaluates
                                       historical evidence with
                                       discrimination, and will question
                                       subject matter in a challenging way.
                                       Independently resourceful and
                                       determined when undertaking
                                       historical research, the Able, Gifted

                                      18
and Talented history student is            Religious Education
intrigued by the complexity of
                                     The Able, Gifted and Talented RE
different historical experiences, times
and places, and demonstrates strong  student may show high levels of
curiosity about history beyond the   insight into, and discernment beyond,
taught curriculum.                   the obvious and ordinary, making
                                     sense of, and drawing meaning from,
Such students will be offered both   religious symbols, metaphors, texts
enrichment and extension work        and practices. The student is
within the classroom and for         sensitive to the numinous or the
homework and given the opportunity mystery of life, and has a feeling for
to develop their areas of interest.  how these are explored and
They will be invited to take part in expressed. Finally, she understands,
trips and visits arranged by the     applies and transfers ideas and
department.                          concepts across topics and into other
                                     religious and cultural contexts.
                                     The Able, Gifted and Talented RE
                                     pupil is not automatically religiously
                                     gifted.




                                          19
                                                        Able, Gifted and Talented



Modern Foreign
Languages [MFL]
The Modern Languages Department             All MFL Able, Gifted and Talented
will ensure that Able, Gifted and Tal-      students are encouraged to take a
ented students are sufficiently chal-       second modern language at GCSE
lenged in languages to enable them to       and to participate in Language Col-
achieve their full linguistic potential.    lege activities and trips abroad, to
                                            improve their cultural and linguistic
Students identified as gifted in languag-   awareness. They are also encouraged
es are closely monitored in all four        to take a language at extension level
skill areas (reading, writing, speaking,    in Year 11, bridging the gap between
listening) and offered extra-curricular     GCSE and A-level, and to subscribe
opportunities for enrichment and            to the Mary Glasgow publications
extension, such as the opportunity to       which are offered to students every
attend Mandarin twilight classes, to        year, to enable them to access au-
use the language lab at a specific time     thentic reading materials in the target
every week for independent study            language.
and to complete the numerous exten-         Coach: Ms E.Green
sion tasks that are offered in home-
work booklets.




                                           20
Music
Talented in Music                           • A Chamber Choir, entered via an
A talented music student is someone         audition system.
who may show some of the following          • Students are encouraged to take
characteristics:                            part in regularly held concerts.
• Be captivated by sound and engaged        • Students are encouraged to attend
fully with music.                           live music performances through the
• Select instruments with care for          department.
composition and performance work.           • Students are encouraged to make
• Find it difficult not to respond physi-   music in their spare time.
cally to music.                             • Students are encouraged to set up
• Able to memorise music quickly.           small ensembles and bands.
• Able to repeat complex rhythmic           Coach: Mr B. Blyth
and melodic phrases.
• Able to sing and play music with
natural awareness of musical phrases.
• Able to demonstrate the ability to
communicate through music.
• May show strong preferences and a
desire to make music.


Provision for Talented Musicians
Within lessons, extension tasks are
offered for talented pupils. All
schemes of work have such tasks in
place.

The Music Department offers support
for Able and Talented musicians
through classroom and extra-curricu-
lar opportunities such as, various ex-
tra-curricular clubs.
 • An Orchestra for those of Grade 5
and above.


                                        21
                                                        Able, Gifted and Talented


PE
Able, Gifted and Talented students          Extra-curricular opportunities:
may demonstrate some of the follow-         • The opportunity to gain leadership
ing:                                        qualifications.
• A very high level of competence           • Aims to develop their personal qual-
across the five strands; creative, physi-   ities this will enable them to maxim-
cal, social, cognitive and personal.        ise their sporting potential.
• Performing exceptionally at one           • Enrichment activities that develops
sport or to a good standard in many.        their experiences of the world.
• Good spatial awareness.                   • In appropriate situations students
• Good understanding of move-               are encouraged to work with older
ment quality, such as weight and            students.
time.                                       • Regular events or tasks are organ-
• Skilful body management showing a         ised to involve all students.
high degree of control and coordina-        • Students are encouraged to partici-
tion.                                       pate in the PE bulletin to make the
• Ability to learn, understand and          rest of the school aware of what PE
adopt technical aspects of a sport          activities are taking place.
very quickly.                               Coach: Ms V. Griggs

In class provision:
The PE Department aims to identify
the needs of the individual student. It
provides a supportive, challenging,
stimulating and innovative learning
environment within the curriculum.
Able, Gifted and Talented students
are encouraged to take responsibility
for their education, becoming confi-
dent and independent learners. The
PE department encourage a partner-
ship between students, school, par-
ents and other relevant agencies.




                                          22
Care, Support and
Guidance
Care, Support & Guidance Depart-             Support and Guidance workers, addi-
ment staff are aware of the emotional,       tionally provide specific support for
psychological or behavioural issues          individual cases.
affecting Able, Gifted and Talented
students. In liaison with the Senior          The Head of Inclusion will monitor
Leadership Team or House Teams,              the progress of any Able, Gifted and
Gifted and Talented students experi-         Talented students with dyslexia or
encing social, emotional or behaviour-       alternative learning
al difficulties may be offered the           difficulties/disabilities, and where ap-
opportunity to spend time in the             propriate, put in place specialist test-
Study Centre. Here, the Learning             ing to determine whether
Support team will be pleased to pro-         examination access arrangements can
vide support and a quiet space with          be sought. Such testing and examina-
the opportunity to learn in an alterna-      tion practices, together with appropri-
tive setting until such time as the diffi-   ate rooming and the provision of
culties have been resolved and the           Teaching Assistant invigilation will
student feels able to resume normal          enable students to perform to the
studies.                                     best of their ability in an examination
                                             setting.
If difficulties are ongoing, a referral      Mrs. S. Newey & Mrs. K. Bradshaw
may be made to the Educational Psy-
chologist. House teams, including the




                                         23
24
Appendix 1
COACH                         DEPT/FAC                          HOD
Vicki Griggs                  PE                                E.Carter
Bram Blyth                    Music                             B. Blyth
Frances Taylor                English                           D.Taylor
Paul Butler                   BITE                              R.Evans
Angela Schwartz               Drama                             M. Robertson
Jessica Parker                Art                               E. Burleigh
Donna Harris                  Classic Civilisation              D.Harris
Emma Green                    MFL                               V.Morris
Ross Bowrage                  Humanities [H, G, RE]             JS, SO, JH
Lynn Nickerson                Science KS3                       V. Cottrell
Rosie Menzies- Sacher         Science KS4                       V. Cottrell
Emma Cuthill                  Maths                             C. Edwards
Karen Bradshaw/
Sarah Newey                   Inclusion                 K.Bradshaw/S.Newey
Heather Loates                DT                        J.Paynter




* The photographs in this publication show a wide range of our students engaged in
Able, Gifted and Talented type activities.
                                        25