G & T

(Gifted and Talented in Geography)

Try these ideas out for size with your top level AS/A2, GCSE and KS3 candidates (plus KS2 and KS1...)

G&T / Exceptional Performance Workshop by members of the GA SESC was held at GA Conference in Derby in March 2005. Materials for this workshop were distributed on the day on a CD ROM. More details on the resources, and some downloads can be seen lower down the page.

The starting point has to be the QCA's GUIDANCE SITE. This has guidance on all major subjects. Click on the GEOGRAPHY LINK and you'll be taken to a page which lists the likely characteristics of a G&T Geographer..

Pupils who are gifted in geography are likely to:
	understand concepts clearly so that they can apply this understanding to new situations in order to make interpretations, develop hypotheses, reach conclusions and explore solutions they understand geographical ideas and theories, and apply them to real situations;
	communicate effectively using both the written and spoken word they communicate knowledge, ideas and understanding in ways that are appropriate to the task and audience (for example, writing formal letters and reports, producing brochures representing particular groups). They learn subject-specific vocabulary, use it accurately and are able to define words;
	reason, argue and think logically, showing an ability to manipulate abstract symbols and recognise patterns and sequences they use and apply mathematical principles (such as area, shape, spatial distribution) and formulae (such as Spearman's rank correlation coefficient) to solve geographical tasks and problems. They identify their own geographical questions and establish sequences of investigation. They understand, and are able to explain, complex processes and interrelationships (for example, within and between physical and human environments);
	enjoy using graphs, charts, maps, diagrams and other visual methods to present information they transform relief shown by contour lines into three-dimensional models in their minds. They are competent and confident in using the wide range of visual resources required in geography -- aerial photographs, satellite images, maps of different types and scales, GIS systems and so on;
	be confident and contribute effectively when taking part in less formal teaching situations they take part readily in role-play situations or simulations and enjoy contributing to outdoor fieldwork;
	relate well to other people, showing an ability to lead, manage and influence others, appreciating and understanding others' views, attitudes and feelings. they are willing to share their knowledge and understanding, and steer discussion;
	have a more highly developed value system than most pupils of their age they have well-considered opinions on issues such as the environment and the inequalities of life in different places;
	have a wide-ranging general knowledge about the world they have good knowledge of where places are in the world and of topical issues;
	be able to transfer knowledge from one subject to another they transfer their knowledge of physics, for example, to understanding climate. Or they transfer knowledge of the industrial revolution from history to help explain the location of industry in the UK;
	be creative and original in their thinking, frequently going beyond the obvious solution to a problem for example, if faced with the problem of storm pipes being unable to cope with sudden storm surges in an area, they might suggest taking measures like afforestation to reduce storm surges, rather than proposing technical improvements to the pipe system. If faced with the problem of congested roads, they might suggest taxing cars more heavily, improving public transport or changing land use patterns, rather than building bigger roads.

In your planning, you need to provide opportunities for these to occur, if you are going to be able to stretch and challenge the most able.

The NC ACTION site has some ideas in its Creativity section.

The NORTHERN GRID for the More Able and Talented section. There is guidance on identifying the able and talented student.

LONDON has its own site for G&T

An article in the 'Daily Mail' in March 2005 suggested that we should avoid using the phrase 'gifted and talented'...

IDENTIFYING THE G & T

How can they be identified ? May be a good idea to carry out an AUDIT.

According to HMI 10% of any year group will fall into this category. This means that with a year group of around 200 student, there'll be around 20 students who (to use those wonderful NC levels) would be expected to demonstrate a level 8 (or be capable of showing '8-ness'...) The Tomlinson Report talks about 'stretch', which needs to be provided for all, which includes those at the top end of the scale as well as those further down.

ACTIVITIES FOR USE WITH G & T

 (assuming they've been identified...)

Opportunities for ORAL assessment and preparation.

The aim is to introduce the opportunity for CHALLENGE. There is also the need to change resources and assessments to allow opportunities for all to reach the highest levels.

Need to ensure that you are challenging ALL pupils. This should not be EXCLUSIVE.

"If you're meeting the needs of gifted and talented students, you're meeting the needs of all students."

Here are some of the resources from the GA SESC workshop. This was led by Gary Dawson, with other contributions from Melissa Gardner, Alan Parkinson and Fred Martin.

Thanks to Alan Kinder, Advisory Teacher for passing on some of the details below, from the second workshop run by the SESC. The workshop was during the first session of the first day of the conference.

Contributions were made by Kathryn Stephenson, Dave Roberts and Tony Cassidy.

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