So, there I was in school with my eight-year-old son. The scene: imagine an impressive Christmas tree in the entrance hall with ‘presents’ beneath it in boxes satisfyingly large, boxes wrapped with a consummate professionalism, boxes artfully arranged at the tree base. My first thought was of Minecraft blocks – by the way, if any of you can unlock the secret of Minecraft addiction, then educational fame and fortune surely await you, gentle reader, since my boy applies a level of concentration and application to this game hitherto unmatched in his learning.The boxes were empty. The ‘presents’ had no future. Promising, enticing, illusory, they defrauded my son with a Fool’s Gold promise. I’m pushing the metaphor outrageously in this post, but let me unwrap it a little further and get to the point.
Schools have come a long way in the last twenty years in recognising the needs of able, gifted and talented students. We now have whole-school policies in place, together with faculty and departmental guidance on provision for able students; CPD sessions have been run and we are all professionally much better informed about the learning needs of a huge range of children than ever before. Yet, unease remains. Who exactly are our gifted students (see my previous post) and, once we’ve solved that tricky little conundrum, what do we do with them? Here’s where we start to unpack the box.
The box itself won’t fool any Non-Specialist Observer. My son, once bitten, may now look on the faux-wonderland of public-space Christmas decoration with a more critical eye. We can construct and review our sparkling, shiny and seductive G and T policies, revised and laden with CPD updates and blog links until they reflect back to us exactly what we want to see, like horrible shiny foil gift wrap. Which is us, looking slightly too pleased with ourselves, if we’re not too careful. Many schools now have an SLT member whose role will include the shaking, unwrapping and inspection of the box contents, as a Non Specialist Observer or hyper-critical eight-year-old seeking, I hope, to find good provision in order to praise it and share it. Christmas tat, Secret Santas and cardboard containers won’t cut it.
Gifted is for life, not for Christmas. I’m not here to tell you what to do, but here are some festively acrostic thoughts about what I’m going to be trying in 2014 to build sustained interest in learning for the academically talented, sportingly gifted and musically magnificent students for whom I have some responsibility. Feel free to steal, disagree or ignore.
School Library-a precious but still underused resource. I want to track my Scholars’ lending habits (quite openly) and see what that tells me. You are what you read…
A Game of Chess. I’ve read a suggestion that chess may have therapeutic qualities for some very able students quite apart from the development of thinking skills we would expect.
New qualifications: in our school, the EPQ has been a big success, offering genuine stretch-and challenge outside the conventional A Level curriculum. There are now ‘mini EPQs’ for KS3 and 4 which may well be worth a look – and if that’s too formal I may go with an in-house project or enquiry to foster independence and breadth
The Day – our Library has a subscription to this online newspaper. It’s no good just telling students to watch the news or develop an interest in current affairs if we don’t give them the simple and direct means to do so
And most excitingly of all, MOOCS – several of my students are already looking at these with interest. Free, online high-level courses, and doubtless a mixed bag, but what better way to find out than have students sign up? And to have a go at one myself.
Those are all cheap or free suggestions, with the exception of the subscription newspaper.
Inside the classroom is still where G and T provision matters most, though: every day, every lesson. ‘SANTA’ is bolt-on; ‘CLAUS’ does the gripping:
Challenge, challenge, challenge in questioning, in written work, in behaviour. Rigour essential, aiming high natural, teaching to the top while supporting at the bottom de rigueur.
Link. ‘Only connect’, as E.M Forster said. Geography doesn’t exist in French schools without History: it’s Histoire-Geo. Nothing exists without Philosophy (discuss!). Teaching any subject without bringing in numeracy and economics doesn’t add up. Everything connects to everything else, and RS departments take a lead here which we can all follow.
Assessment does at least some of the differentiation for me – never miss a chance to ask a question when marking and push it to the next level.
Unconditional Positive Regard is my biggest challenge. @vicgoddard says it’s the bedrock for all students, and he’s right. That includes our very best students, who need it just like everyone else. Tough for me to show, and I need to work on it.
Support. As Deborah Orr says, it shouldn’t surprise us that very able students may need careful pastoral care, but it still seems to surprise some teachers, and it shouldn’t. http://www.theguardian.com/commentisfree/2013/dec/06/boris-johnson-missed-point-iq
So, there we have it: a SANTA CLAUS of stocking-fillers or early New Year’s Resolutions on G and T learning for my own amusement and delectation for 2014, and perhaps for yours. When he was younger my boy had one of those stacking box sets. Each box on its own seemed rather flimsy, but when neatly stacked inside each other they proved surprisingly robust. Maybe that’s telling me something. His experience in my school’s entrance hall doesn’t seem to have scarred him too deeply, if his enthusiasm for Santa’s Grotto yesterday afternoon was anything to go by, so the wonder of learning which should be integral to any 8 year old, or indeed any child in our personal or professional care, is alive and well.