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APEX News Sept 2011Use SHIFT+ENTER to open the menu (new window).
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This is a taster of APEX.

Developing inclusive educational register of talentsUse SHIFT+ENTER to open the menu (new window).
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We are developing and sharing inclusive educational gifted and talented theory, practice and provision. This term we are going to focus on 'registers' of talents - what educational purpose can they serve and how can they be developed with children, young people and educators. You might like to use the attached.

HOW INCLUSIVE IS YOUR GIFTED AND TALENTED EDUCATIONAL POLICY IN PRACTISE? Do you and colleagues know which pupils are in groups at particular risk of marginalisation? These are the groups identified in the ‘closing the gap’ and other initiatives and strategies:

Black or a member of a minority ethnic group (BME),

Eligible for free school meals (FSM),

Looked after by the local authority (LA),

Young carers (YC),

Identified as having a special educational need (SEN),

Fragile/disaffected/passive compliant learners, who are often invisible (I),

At risk of not attending (A),

The youngest in their year group as they have summer birthdays (Y).

What talents do they want to develop? What talents have they developed and want to enhance? How can you improve the educational experience for all to develop talents to create and offer gifts of learning? You might want to bring some pupils/students with you to the 10th November workshop to have that conversation and to help you develop your enquiry leading improving inclusive gifted and talented education in your school.


APEX Summer Opportunities 2009 Songwriting SpectacularUse SHIFT+ENTER to open the menu (new window).
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This is the presentation of the Songwriting Spectacular module at the Forum. Enjoy!
DCSF latest G&T initiativeUse SHIFT+ENTER to open the menu (new window).
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Visit the DCSF for the latest story
Extracts from White PaperUse SHIFT+ENTER to open the menu (new window).
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The key message of  the White Paper, ''Your Child, your schools, our future: Building a 21st century schools system' is:

 '... ensure that every school develops and extends the potential and talents of every child and young person to give them the broad skills they need for the future, so that every child can enjoy growing up and achieve high standards.' (White Paper p.96)


These are a few extracts that illustrate points reiterated throughout the document.

    2.2 'The school system that will achieve this is one that is ever more tailored to the needs, talents and aptitudes of each pupil – and where every child experiences the orderly, structured environment in which they can learn best. This is a system that creates opportunities for every child to find and develop their talents and stretches them to make the best of themselves; one that tackles weaknesses rigorously and helps children to catch up if they fall back; one that is capable of identifying wider problems in the lives of children and young people and of finding the right support to overcome those problems; and one that believes that every child has potential and can succeed and never gives up on any child.' (p.25)

There is an explicit expectation that schools will:

- ensure their pupils are known as individual people:

'Every child will have a Personal Tutor, who knows them well.' (p.7)

- help all pupils develop talents and learn to live a productive life they find satisfying:

'... ensure that every school develops and extends the potential and talents of every child and young person to give them the broad skills they need for the future, so that every child can enjoy growing up and achieve high standards.' (p.96)

- attend to enhancing wellbeing and listen to their pupils and their families:

'Every pupil will go to a school that promotes their health and wellbeing,…- where they have the chance to express their views and where they and their families are welcomed and valued… every child should receive personal, social, health and economic education (PSHE) as part of their curriculum entitlement.’ (p.7)

- support pupils to enhance talents and gifts they have developed:

‘... that every pupil identified as gifted and talented receives written confirmation by their school of the extra challenge and support they will receive, by September 2010; and

'...Parents receive written confirmation of the extra challenge and support their child will receive if they are identified as gifted and talented and a clear understanding of what they should do to help them…'(p.35)

 - educate for life not just attainments:

'The challenge to our education system is clear: it should prepare not just most children but every child to make a success of their life, developing the broader skills, knowledge and understanding they will need for this future world... ' (p.6)

- develop access to out-of-school and beyond curriculum learning opportunities:

'… every pupil should have access to activities out-of-school hours, which may include study support, play/recreation, sport, music clubs, arts and crafts and other special interest clubs, and

business and enterprise activities, by September 2010. And every young person should have access to a range of positive activities in their local area.' (p.36)

If you have been working to develop inclusive gifted and talented educational theory, practice and provision you will be well placed to deal with the challenges of the White Paper and the government 'Closing the Gap' agenda, which, like inclusion and personalisation of learning, will be directly related to the implementation of the gifted and talented education agenda.

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