Unit 5.

4 Catering for SEN

Session 8: Practical guidelines for gifted and talented learners
Handout 1: Gifted and talented. Definition.

Read the information and compare with your own definition.

There is no general agreement about what the term 'gifted' means and its definition can
vary from culture to culture and even from school to school. A gifted and talented learner is
one who achieves, or has the ability to achieve, at a level significantly above their peers.
A gifted child comes into the top 5-10% of pupils per school as measured by actual or
potential achievement in the main curriculum subjects.
A talented child comes into the top 5-10% of pupils per school as measured by actual or
potential achievement in the subjects of Art, Music and PE.
The important point is that gifted and talented learners have the potential to excel in a
particular subject or skill which makes them special and different from their peers.

Definition from: Council of Curriculum examinations and assessment (CCEA) (2006) Gifted and Talented
Children in (and out of) the Classroom published by NCCA

Unit 5.4 Catering for SEN

Session 8: Practical guidelines for gifted and talented learners
Handout 2: Strategies with positive/negative outcome

Read about a young gifted and talented boy called Marco talking about his
experiences of school.
“I love words and books. I want to be a writer. I loved my first school, I could read and write
all the time. I was really excited about going to school every day because I knew I was
going to learn something new. But all of that changed when we had to move to another
part of the country when my father got a new job.
I felt very angry at my new school ‘cause nobody noticed me. I knew the answers to loads
of questions but when I put my hand up I was never chosen. I started calling out the
answers so that the teacher knew that I knew them, but when I did I got in trouble! The
teacher made me do lots of exercises that I’d already done in my old school. In the end I
sat at the back of the class secretly reading my own book. Then I got told off all the time
for kicking the desk and making noise in class. Nobody wanted to be my friend you know, I
was really bored... and you know quite lonely... and I think really sad.
But then things changed when I went to my new class. There was a new teacher who
didn’t know me and asked me lots of things about myself, like what I wanted to read and
how I remembered things. She gave me all the books we were going to use that term so I
could read and know what we were going to do. She gave me the job of finding extra
things that I could go and do in lessons. I was allowed to explain things to the other
children. The teacher let me use her computer at break and lunch times and that made me
feel important and happy. The teacher arranged for an expert to come in and talk to the
class about how to be a writer, because she knew that was my dream.”
Have you had a learner like Marco in your classes? Here is a list of strategies that Marco's
teachers used. Which strategies had a positive outcome and which had a negative
outcome?
Sort out the strategies under the categories
Positive Negative

1. Punishing Marco for interrupting.

2. Ignoring Marco when he puts his hand up.
3. Asking Marco about his way of learning.
4. Allowing Marco to find extra things to do in the lesson.
5. Giving Marco books to read in advance.
6. Arranging for an expert to talk about his special interest.
7. Letting Marco explain answers to the other children.
8. Criticising Marco for being noisy in front of the class.
9. Asking Marco to repeat work he could already do.
Unit 5.4 Catering for SEN
Session 8: Practical guidelines for gifted and talented learners
Handout 3: Teachers' perspectives. Resource

Read the information; ask questions to clarify any uncertainties.

Talking to other teachers is one place where gifted and talented learners can be identified
and strategies can be developed.
The teachers’ ideas:
 supporting each other
 getting to know the learners and finding out what motivates them
 trying to think of reasons for any behavioural issues.
In addition they could:
 try to find 'real world' examples for whatever is being taught
 find links to the wider curriculum and let the learners develop ideas wherever they
find a link
 find ways for learners to support each other
 look at how pair and group work is set up. Pair and group work should be
considered as an alternative to individual work.
 ask the learners to identify the skills needed for tasks
 ask them what they think they need to know to complete tasks
 ask the learners to reflect on what they have gained from an activity
 think what the personal rewards could be
 decide how they could monitor and mentor an activity so that the learners use their
initiative. e.g. body language, motivating words and sounds.
 make sure that they create a positive working relationship in the class
 consider if the physical space is contributing to a learning atmosphere, consider
rearranging the space with the help of the children.
Unit 5.4 Catering for SEN
Session 8: Practical guidelines for gifted and talented learners
Handout 4: Gifted and talented – Profiles
Read the profiles of the gifted and talented learners and then do the activity below.
‘Alpha’ children
The children we’ve called ‘alpha’ have carefully observed what happens at home and
school. They’ve worked out how the system works and have successfully developed a way
of being. They seek approval from adults and have learned about which behaviour gets
rewards from them. They often get high marks in tests but they may be bored at school
and so they do the minimum they can. These children may have a strong self-belief but
are dependent on the adults in their lives. It’s likely that some lack autonomy although they
do achieve. They may not be aware that they have any special needs, partly due to the
positive reinforcement and praise from adults. These children become competent but the
adults are unaware of the need to develop their talents. As a result the children are in
danger of losing their ‘potential’ abilities. This group may underachieve and become
frustrated because they have not been prepared for the challenges of life-long learning.
‘Beta’ children
This ‘beta’ group of gifted and talented children has a high level of creativity and often
challenges traditional ways and authority. They haven’t learned how to use the system at
school. They’re often not praised and recognised positively, partly due to their talents not
being acknowledged. These children can often upset their peers and find it difficult when
they are excluded from groups, while others use their sense of humour to help with
friendships. Some of their spontaneous behaviour may cause classroom management
problems. They may have a negative view of themselves which may lead to other
difficulties later in their lives.
‘Gamma’ children
Some of the ‘gamma’ group children often have other labels because they may have
challenging behaviours, may be physically or emotionally disadvantaged or have other
learning difficulties. Their handwriting may be difficult to read and they often do not finish
work. Low self-esteem and avoiding doing activities that may leave them feeling exposed
are common. These children may show signs of stress and often feel silly or even say that
they are stupid. They may not take feedback positively and are critical of themselves and
others. Adults often focus on their weaknesses and their talents can be overlooked.
‘Delta’ children
These children are generally independent and can be identified early in their childhood
because their parents are often aware that they have talents and gifts. They are good at
school and look for additional things to do. They often have a healthy level of self-esteem.
They get praise and recognition from adults and peers. Belonging to a group with similar
abilities may be one way to support these children.

Below you will find a list of support strategies that may help gifted and talented learners.
Decide which type of gifted and talented learner might benefit the most from each
strategy. Some strategies might be suitable for more than one learner type.
1. Support to become more self-reliant.
Select one or more:

alpha

beta

gamma

delta.

2. Support to develop awareness of self and others.

Select one:

alpha

beta

gamma

delta.

3. Support to develop ways of showing what they can do.

Select one or more:

alpha

beta

gamma

delta.

4. Support to develop awareness of own strengths.

Select one or more:

alpha

beta

gamma

delta.
Unit 5.4 Catering for SEN
Session 8: Practical guidelines for gifted and talented learners
Handout 5: Sarah’s story

Read about Sarah and do the activity below.

Sarah is seven years old, she loves singing and remembers the words to many songs.
She wants to learn to play musical instruments; and tries to find out the names of
instruments and learn about them. She taps out tunes of songs whenever she can and this
sometimes gets her into trouble at school. When she learns her spellings she counts the
letters and makes a tune to help her remember them. She gets good marks for her
spelling. Most days she’s happy at school but recently she has not enjoyed it.
She says, “I can’t do the work and I don’t have many friends. The friends I do have don’t
want to sit next to me because I hum my tunes and it puts them off their work."

Choose the correct answers below.

1. Sarah is gifted and talented.
True

False

2. Of the four types of gifted and talented learner, which one describes Sarah the best?
alpha type

beta type

gamma type

delta type.

How would you support Sarah in your class? Make notes below.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Unit 5.4 Catering for SEN
Session 8: Practical guidelines for gifted and talented learners
Handout 6: Intencities

Read the descriptions and choose the correct intensity.

1. Gilda’s seven. She sits at the front of the class and listens to me intently. She’s already
finished all of the books in the classroom and is working her way through the school
library! She loves difficult puzzles and maths problems and she’s happy to work on them
for the whole lesson. She’s got an amazing memory and seems to automatically
remember everything she learns. She notices connections between things she has learnt
in different subjects, which most of the children don’t. She’s a pleasure because she’s
fascinated by the world around her and she’s constantly asking questions because of her
hunger for knowledge which is never satisfied.
Select one:
Intellectual
Imaginational
Psychomotor
Sensual

Emotional.
2. Elias is bursting with energy and has naturally graceful movements and an effortless
running style. He seems to know instinctively the right place to put himself on the football
pitch. With a quick glance he can judge the speed and angle of the ball and knows exactly
when to shoot at the goal. He excels at every sport he tries, winning running races without
seeming to try, he even sometimes stops in the middle of a race to let the other children
catch up. He loves skateboarding and makes me gasp with his daring tricks and fantastic
sense of balance.
Select one:
Intellectual
Imaginational
Psychomotor
Sensual

Emotional.
3. I worry about Leila because she feels things so deeply. If another child is upset, Leila
feels it too. Sometimes she gets so anxious that she gets a tummy ache. She loves
making the younger children laugh by telling them funny stories. She makes up tales about
imaginary places and creatures and the other children are so entranced they beg her to
carry on. I can understand how they feel because I’ve heard Leila’s stories and they are so
good you just want to keep listening and stay in the magical world she’s created. She
writes wonderful poetry as well, which shows an emotional maturity far beyond her years.
Select one or more:
Intellectual
Imaginational
Psychomotor
Sensual

Emotional.
4. Johannes is nine and has a passion for music. When he was three he said to his mother
‘How can music be so beautiful?’ He has been playing the piano since he was five and the
violin since he was seven, and has mastered both instruments. He plays beautifully, full of
emotion in his performance. He remembers all the pieces without the need for sheet
music. He writes melodies and loves all kinds of music, including jazz. He found an old
guitar in his grandfather’s house and is teaching himself to play it. He already sounds like
a rock star!
Select one:
Intellectual
Imaginational
Psychomotor
Sensual

Emotional.
Unit 5.4 Catering for SEN
Session 8: Practical guidelines for gifted and talented learners
Handout 7: Curriculum enrichment
Read the information and do the activity below.
What is curriculum enrichment?
Curriculum enrichment is an aspect of differentiation. It is a way for learners to develop and create
ideas which is extra and different to the normal curriculum. It is about the learner getting a deeper
understanding and learning experience from the topic and not about widening the topic. It is also
about the learner using higher order thinking skills such as analysing, evaluating and creating more
of the time.
In order for the learners to do this successfully the teacher needs to lay the foundations and
prepare the learner.
How does curriculum enrichment work?
The learner is given time out of class to become the 'expert' in the topic. The time is used to
research and put together a presentation for the class on the topic or one aspect of the topic that
will interest the class.
The teacher needs to:
 decide who will benefit
 set the ground rules for the enrichment time
 test what the learner already knows
 prepare a list of what the learner needs to know and by when in order to be on a level with
the class
 set the objectives and deadlines for each learner
 produce a task outline or task choice list.
It is a good idea to keep a distant eye on the learners to ensure that they are doing the tasks. It is
unlikely that these learners will abuse the time but if they do then they have the privilege withdrawn
next time.
What are the benefits for the learner?
The benefits can be intellectual, social and emotional. The greater understanding of a topic or
subject is one area which can be quantifiable. The social and emotional are not quantifiable but are
as important for the development of the whole person.
What sort of learner might benefit from curriculum enrichment?
Does your learner...
finish work quickly?
often appear to be bored?
seem not to listen to instructions?
sometimes get a little disruptive?
ask a lot of questions?
get asked for help by students quite often?
have a good vocabulary?
get good marks in tests but average or below average scores for homework and classwork?
Put the following stages of curriculum enrichment into a logical order.

 Think about what might prevent the learner reaching their objective.
 Decide whether the objectives need instruction or can be achieved
independently.
 Find or develop a pre-test which will give the information needed.
 Identify objectives for the learner.
 Identify the learner.
 Identify the learner's strengths.
 Provide curriculum enrichment resources which are at the appropriate level, are
motivating and time bound.

Unit 5.4 Catering for SEN

Session 8: Practical guidelines for gifted and talented learners
Handout 8: Bloom’s Taxonomy

Put the following in the correct order according to Bloom's Taxonomy. The bottom
of the list should be the bottom of Bloom's triangle taxonomy.

 Remembering
 Applying
 Creating
 Analysing
 Evaluating
 Understanding
Fill in the gaps using the words from the box:
six top comprehension knowledge synthesis application
analysis bottom

Bloom’s taxonomy has ______ levels. The base level is ________ and it asks us simple
questions. The level above knowledge is ________, which involves understanding. Putting
into practice what you know and understand is the next section and that is _______. After
you can apply what you know the next level is _______, to be able to analyse what you
know and understand. Evaluation is the next level which involves ________ of information.
The ability to do something in a new way is called synthesis and finally the top of the
triangle is Creation.
Higher order thinking skills (HOTS) refer to the _______ end of the triangle and are
another way of saying critical thinking skills. These are the skills of analysis, synthesis and
evaluation.
The ______ end of the triangle are the lower order thinking skills (LOTS) which include
knowledge, comprehension and application.
Unit 5.4 Catering for SEN
Session 8: Practical guidelines for gifted and talented learners
Handout 9: HOTS and LOTS questions

Read this traditional English nursery rhyme called 'Jack and Jill'.

Jack and Jill

Jack and Jill went up the hill
To fetch a pail of water.
Jack fell down and broke his crown,
And Jill came tumbling after.
Decide whether the questions below are questions which require HOTS or LOTS.
Write an answer in the space provided.

1. Where are they going? _______

2. How could you change what happened to Jill? _______
3. What made Jack fall? How could he stop himself? _______
4. Who is going up the hill? ________
5. What happened after Jack and Jill fell? _______
6. How could you stop Jill falling? _______
7. Why do you think Jack fell? _______
8. What's the name of the boy in the story? _______