Gifted and talented policy
Appendix A
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Gifted and talented policy Appendix A |
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� Return to the Gifted and Talented Policy � Appendix B Appendix C GIFTED AND TALENTED NOMINATION FORM Appendix D �
� This policy has been produced as an example and is intended to provide a basis for any primary schools that have yet to write their own policy.� It may also prompt some schools to review what they have previously written or inform work in progress. � In order to be of any use at all, a policy has to reflect specific practice within a particular environment.� Obviously, it is not possible to write a single catch-all policy in which every part of it will be applicable to all schools and I have tried to be mindful of this when writing this draft.� Although this policy is not intended to be prescriptive, of necessity I have had to be quite specific on occasion.� I recognise that certain sections of the policy are over-detailed � a strategy that is intended to furnish schools with useable ideas.� I anticipate that schools will want to omit, re-write or adapt certain sections of this draft to suit their own circumstances.� (Where sections are to be omitted, it is useful to consider replacing them with more accurate descriptions of what your school actually does.) � This draft policy was originally produced by myself in my role as Gifted and Talented Innovator within �The Zone� (the David Lister Learning Partnership Action Zone, Hull).� I am happy for schools to use this work to further the development of their own school policy so that it accurately reflects each school�s commitment to providing maximum opportunities for all pupils to realise their potential.� I would appreciate being informed how this policy has been used. � This draft policy is available as a Word document file or as a text file, on request.� Go to the Contact & Feedback page on this site. �� John Fewings April 2004 |
RECOGNISING MULTIPLE INTELLIGENCES � LINGUISTIC� (Linguistic intelligence) � Children with strong linguistic intelligence are likely to �always have their head in a book�.� Not only do they like reading, they also write (stories, poems and letters) for pleasure.� They usually mention things they have read about.� They will have a wide vocabulary, be good at spelling, and are often fascinated by words and their meanings.� They explain themselves well and like to teach others.� They enjoy word games & puzzles (Scrabble, crosswords, etc.) and may also enjoy quizzes.� They may be talkative (but not necessarily). � MATHEMATICAL� (Logical-mathematical intelligence) � Children with strong logical intelligence are likely to score highly in Maths tests.� They are good at mental arithmetic and most aspects of Maths.� They are interested in science and how things work.� They will often count things for no apparent reason.� They may have particular ways of doing things (even to the point of obsession).� They can become frustrated by people who cannot see their point of view or way of doing things.� They are likely to be well-organised� and punctual.� They may make lists (perhaps of things to do).� They may also enjoy jigsaws and mazes.� They often prefer to work alone. � NATURALIST� (Naturalist intelligence) � Children with strong naturalist intelligence like all kinds of animals and may be responsible for looking after a pet.� They may be interested in gardening and the countryside and will probably prefer to be outside.� They may show an interest in insects, dinosaurs or archaeology and will enjoy nature programmes on TV.� They probably collect things (such as cards, etc. but especially insects, bits of rock) and may keep a scrapbook.� They may be tidy and well-organised. � VISUAL-SPATIAL� (Visual-spatial intelligence) � Children with strong visual-spatial intelligence are �natural artists�.� They notice small differences in detail and have a good visual imagination.� They will be good at drawing and enjoy drawing sketches, cartoons & doodles.� They have a strong sense of colour.� Given the opportunity, they will enjoy taking photo�s and making videos.� They can find their way around easily.� They use their hands when talking or explaining.� They may also enjoy jigsaws & maze puzzles. � MUSICAL� (Musical intelligence) � Children with strong musical intelligence like a wide range of music.� They recognise tunes easily and quickly and are quick to learn songs.� They may play a musical instrument (if provided with opportunity).� They will probably be good singers.� They are likely to hum or sing to themselves (or out loud) whilst doing other things.� They may tap out rhythms.� They are fascinated by different sounds. � PHYSICAL� (Physical / bodily / kinaesthetic intelligence) � Children with strong physical intelligence are good at sport & physical activities.� They like practical activities (such as model-making, sewing, cooking, making things).� They cannot help touching things and probably use their hands when talking.� They have expressive facial features and may be good at drama.� They are well co-ordinated with a good sense of balance, and may be good dancers. � SOCIAL� (Interpersonal intelligence) � Children with strong interpersonal intelligence get on well with people.� They are friendly and outgoing and relate well to people both older and younger than themselves.� They are good listeners, patient � and may be a �peace-keeper� amongst their friends. They notice how people are feeling and may act as a �comforter�.� They have a number of close friends and may be the �leader� of the group (albeit subtly).� They prefer team games and working in groups.� They are likely to be a member of a club. � PERSONAL� (Intrapersonal intelligence) � Children with strong intrapersonal intelligence are �thinkers�, though they may be seen as �dreamers�.� They prefer to �keep themselves to themselves� and may appear shy and withdrawn.� They may not respond in class but prefer to talk to the teacher about the topic after the lesson.� They usually have a clear idea about their future and will set themselves personal targets & challenges.� They are interested in life stories and may keep a personal diary. � |
