RATIONALE
This course builds on the growing recognition that appropriate provision for gifted and talented children can help raise aspirations and levels of attainment and motivation for all. Different models of provision, including enrichment and acceleration, and their curricular and other implications, are considered.
AUDIENCE
This course is designed for all teachers, headteachers, and other staff in primary schools. It is appropriate for an individual school, a local partnership of schools or a larger group such as a group of teachers in training or on in-service courses, whatever their level of knowledge and experience. It can be adapted, where appropriate, for groups from different settings, such as school advisers or those three years into teaching.
TIMESCALE AND COMMITMENT
The course can be run either as one training day or a set of two or three staff meetings. Broadly speaking, the three modules deal with definition, identification and provision. Where policy development is required, advice can be offered, but usually as a separate activity. In line with the philosophy of ‘New Perspectives …’, brief theoretical and research inputs are included and discussion among the participants at both small- and wholegroup level are encouraged. Where there are separate sessions, additional benefit can be gained by the reflection and conversation which occurs, and is encouraged, between sessions. A conversation, in advance, with the head, or senior member of staff, will help to determine the current level of knowledge and to establish the school’s requirements and the course objectives.
INTENDED OUTCOMES
Drawing on the relevant research and his experience as a teacher and headteacher, and involvement in the DfES project, Primary Innovation Project through Action Research (PIPAR), where he helped eighteen schools, nation-wide, to research and write up innovative approaches practice in gifted and talented education, Dr Tony Eaude will help participants to:
- gain greater insight into what is meant by giftedness and talentedness;
- explore identification of gifts and talents through the provision of a broad, creative and balanced curriculum;
- consider the nature and importance of higher order thinking skills and teacher questioning techniques and the pedagogical implications;
- think about the advantages and challenges of approaches such acceleration and enrichment groups and the demands of different subject areas; and
- examine current opportunities available within the school and how these can best be developed both to improve identification procedures and to meet the needs of identified gifted and talented pupils.
This course can be linked to the development of a school’s learning and teaching policy. As with all ‘New Perspectives …’ courses, it is hoped that participants will come to see their teaching in fresh and innovative ways, building on and enhancing their professional knowledge and providing new energy and motivation. To discuss this course, or others offered by ‘New Perspectives …’, and how they can be most useful in your own context, please feel free to contact Dr Tony Eaude, 6 Long Wall, Littlemore, Oxford, OX4 4PG on 01865 711135 (phone/fax) or tony@edperspectives.org.uk
