resources.hwb.wales.gov.ukresources.hwb.wales.gov.uk › VTC › ngfl › guidance › more… · Web viewSchool brochure which refers to meeting the needs of all children;

for all for life . i bawb am byth

CONTENTSIntroduction

LEA Policy

Primary Policy

Secondary Policy

Databases

Individual Action Plans

Letters to Parents and Carers

Sample Questionnaire

Links to other agencies

Directory

Bibliography

Acknowledgements

IntroductionWe want all our pupils to have the best start in life, the opportunity to reach their full potential, and a clear entitlement to influence the services that affect them….

The Learning Country, 2001

In 2002, a working party was set up to explore ways of supporting schools in meeting the needs of our More Able and Talented children.We recognise that these groups of children have exceptional talents which often require additional and/or different support in order to continue to develop their special skills.Following publications from ACCAC and WAG throughout 2003-4, we have completed resource packs for Primary and Secondary phases, as well as this pack, which is also supplied electronically, and is provided as a starter pack to support schools in addressing this area.This pack is available in Welsh, although many commercially produced resources are only produced in English. Some resources and links are suggested, but schools will need to expand these according to their own context and scheme of work.

Policies

LEAPrimary

Secondary

DIRECTORATE OF EDUCATION AND LEISURE

“DARE TO EXCEL !”

A POLICY ON MORE ABLE AND TALENTED CHILDREN:

The National Agenda:

The House of Commons, WAG,ACCAC and Estyn have focused attention on the needs of More Able and Talented children as part of the national inclusion agenda.

The professional challenge is to ensure that this group has its needs identified and addressed.

The Caerphilly Agenda:

Caerphilly’s policy for More Able and Talented children reflects its commitment to equal opportunities and to quality provision for all learners.

All learners will have access to opportunities which enable them to develop as successful learners and to value the achievements of others.

The key focus is to meet the needs of children who challenge, surprise and make demands on our knowledge, expertise and resources.

We recognise that although learning may come more easily in certain subjects for More Able and Talented children, they do not always have an easy passage through school. Their abilities make them vulnerable to pressures at home and at school. Together these pressures often contribute to underachievement by this group of young people.

Children in each school excel in one or more of the areas listed under Definitions overleaf. In Caerphilly we identify these children as the More Able and Talented and include them on an authority- wide register.

Caerphilly has been proactive in meeting the needs of its More Able and Talented children by setting a consultative group made up of school, advisory service and LEA staff.

The consultative group has formulated the authority’s policy on More Able and Talented children.

This group will help create a Primary and Secondary starter resource pack as well as an administration pack. This will be bilingual as far as possible and the latter will be available on CD Rom.

Definitions:

The term “ More Able and Talented” is the generic term used to describe children who are More Able across the curriculum as well as those who demonstrate a significantly higher level of ability than most children of the same age in one or more specific areas such as:

physical talent; artistic talent; practical ability; leadership; academic thinking; creativity.

It is important to add that More Able and Talented children can be:

good all-rounders; high achievers in one area; of high ability but with low motivation; of good verbal ability but poor writing skills; very able with short attention span; very able with poor social skills; keen to disguise their ability.

(Deborah Eyre, 1993)

In every school there are children who are More Able and Talented in one or more areas. It is recognized that up to 25% of an average cohort may be identified in this way, either generally or in a particular subject area.It is important to stress that percentages are for guidance only and should serve to raise our expectations.

As well as using this title, we will also refer to the Most Able group, who will have an exceptional ability in a particular area. These situations will be less common. In order to meet the needs of these children, additional and different curriculum opportunities may be required. This would be recorded on an IAP.

Aims:

Caerphilly LEA aims to support schools in their work with More Able and Talented children so that teachers are equipped to:

use a range of suitable identification and assessment procedures to ensure that the needs of this group of children are known and understood;

develop and implement strategies to meet the learning needs of these children through differentiated provision, extended and enriched lessons and through organisational arrangements which support children’ learning and development.

recognise and address underachievement and, in doing so, raise the standards of all children;

enable children to be actively involved in the development of their own talents;

work in partnership with parents / carers to develop their children’s talents;

form productive links with external agencies.

The LEA will encourage and facilitate schools to:

develop a policy on provision for the More Able and Talented, embracing this area within the Inclusion agenda;

establish manageable systems for identifying children who perform, or have the potential to perform, at a level well above that of their peers;

further develop teaching and learning strategies so as to provide these children with an appropriate level of challenge;

explore opportunities beyond the school, through links with other schools, community groups, business and industry to enhance these children’ learning experiences;

work in partnership with parents / carers to ensure that their views and concerns are taken in to account in planning and making arrangements for their child;

ensure children are actively involved in setting their own goals;

monitor and evaluate the quality of provision;

report on their strategies to their governing bodies and to parents through their Annual Report on how they identify and meet the needs of More Able and Talented children.

provide IAPs for the Most Able and Talented where additional and different provision is required;

enable these children to deal with peer pressure;

liaise with parents to develop a healthy, balanced attitude towards the skill or talent;

to transfer information from one phase to another effectively;

access a range of resources and sources of advice from external agencies;

contact and inform parents in an appropriate, supportive way.

nominate a person responsible for More Able and Talented children who will:

set in place a register of More Able and Talented children; the LEA will then aim to establish its own authority-wide register;

lead staff discussion and raise awareness through effective INSET provision

Liaise with class teachers, subject leaders, ARR coordinator and the Since

Set up and manage a whole school resource facility to inform on recent materials, specialist facilities and share good practice

To give advice and guidance on extending opportunities and linking to other agencies

The LEA will:

Designate a member of the School Effectiveness Unit (SEU) to co-ordinate, in liaison with the consultative group, the implementation and development of the authority’s policy on More Able and Talented children;

Provide quality in-service training for teachers, governors and other school staff on provision for More Able and Talented children;

Support schools through the dissemination of good quality learning materials and practice. It will do this through the Caerphilly Learning Forum, the SENCO Forum and other quality network initiatives;

Develop partnership projects with the authority’s arts, music and sports development officers and with other external partners, eg. UWIC and ACCAC;Ynys Hywel etc

publish a list of internet sites containing differentiated and extension materials for More Able and Talented children;

provide operational guidance to support schools in meeting the needs of their More Able and Talented children

Identification:

A More Able and Talented child is identified through teacher assessment and judgement, liaising with parents whenever possible.This professional assessment is carried out through:

analysis of attainment data; discussion of children with colleagues; teacher observation and nomination; discussion with the child; consultation with parents / carers; on-going assessment using open / differentiated tasks;

Special Ability Scales (Hodder and Stoughton) may prove a useful aide-memoire to assist teachers in the identification of More Able and Talented children.

It is important to remember that the abilities of some More Able and Talented children cannot be measured by standardised assessments. In addition, research indicates that More Able and Talented children sometimes choose not to do well in assessments so as not to stand out amongst their peers. We must be sensitive in our identification and in the expectations we make of these young people.It is vital that this information is passed on when children transfer from class to class and from one phase to another.

Monitoring and Evaluation:

The LEA’s policy and support for schools will be monitored and evaluated through:

analysis of the LEA’s attainment by comparison with its targets;

reviewing the range and quality of in-service training provided;

discussion with schools’ teaching staff, parents / carers and governing bodies;

the annual school review and development programme; analysis of Estyn inspection reports on the LEA and its schools; an annual report to the cabinet.


CHECK LIST FOR WRITING A SCHOOL POLICY

FORMORE ABLE AND TALENTED CHILDREN:

PRIMARY.Rationale:

Equality of opportunity and provision; Breadth of curriculum and beyond; Whole child.

Aims:

Early identification; Extending opportunities and expectations; Recognise and meet the “whole child’s” needs; Produce IAPs where individual additional and different support is

needed; Promoting the child’s self- esteem; Address specific skills and talents; Extending teaching and learning skills; Involve parents in the identification process and give them

advice and support; Celebrate the further development of the school as a learning

community.

Definitions:

More Able and Talented is the general term for this concept;

Children may be more able and/ or talented in diverse fields (academic, creative, sporting, social, leadership);

More able children would demonstrate a higher ability than average for the class and would often require differentiated tasks and opportunities to learn through challenges;

Most able children will be working at two levels above the majority of children in the class and would sometimes require additional and different provision. This would be supported by an IAP;

Talented children demonstrate an innate talent or skill in creative or sporting fields

More able and talented children may be “high flyers”, coasters or disaffected.

Identification Strategies:

School adopts a clear, recognised checklist (see toolkit); All staff have a clear understanding of the terms, “more able”,

“most able” and “talented”; Judgements will be consistent within and between schools.

Roles and Responsibilities:

More Able and Talented Co-ordinator; Class teachers; Parents; Child; Governors; LEA co-ordinator.

Partnership and Communication:

School More Able and Talented Register and IAPs for most able/talented;

Communication with parents; Appropriate internal communication; School- cluster group communication;

School- LEA communication; LEA register; Communication with specialist groups; School brochure which refers to meeting the needs of all

children; Governors’ annual Report to Parents; Summer schools / residential courses; Links with the community; Links with industry.

Organisation of Provision:

Work reasonably within the school’s curriculum policy; Agree expectations; Planning Flexible and efficient use of resources; Evaluation and consideration of appropriate organisational

strategies; Effective differentiation; Extension and enrichment Teaching and learning strategies.


School self- evaluation; Monitoring and evaluation policy; Review of register; Pupil Profiles/ portfolios; Governors’ Reports; Annual Report to Parents; Children review of their individual targets. Children tracking

EXEMPLAR SCHOOL POLICYFOR

MORE ABLE AND TALENTED CHILDREN: PRIMARY

Rationale:

At ------- Primary/ Infants/ Junior School we recognise that we have more able and talented children. Individual children should be encouraged to develop their attributes, skills and potential within a learning environment that embraces equality of opportunity and provision. Abilities and talents will emerge in a wide range of subjects and fields: it is important to develop the whole child. Schools and individuals can thrive in a culture of ambition and aspiration.

Aims:

To make early identification of our more able and talented children;

To promote the child’s self- esteem; To recognise and meet the whole child’s needs; To address specific skills and talents; To widen opportunities and expectations by extending teaching

and learning skills; To celebrate the continued development of the school as a

learning community. To liaise with parents.

Definitions:








Our school has adopted a checklist for the identification of More able and Talented children. This will be informed by assessment, observations and staff discussions;

We will take into account information from parents, possibly using the questionnaires in the appendix

Staff must have a clear understanding of the distinction between “more/most able” and “talented”

We must ensure that our judgements of More able and Talented children are consistent by regular discussion and moderation.


The More able and Talented Co-ordinator:

Our school has appointed a More able and Talented Co-ordinator whose first task was to formulate a register based on the guidelines suggested by the LEA. The Co-ordinator will:– monitor progress of the children identified on the register;– lead staff discussion and awareness raising about the aims

and expectations;– liaise with classteachers, subject leaders and the SENCO and

negotiate individual action plans where needed;– purchase and organise resources, keep abreast of new

developments and have a knowledge of specialist facilities;– offer advice and support for parents

Class teachers:

The class teacher will liaise with the More Able and Talented Co-ordinator over the early identification of more able and talented children in his/ her class;

The class teacher should discuss planning for most able and talented children with the Co-ordinator so as to ensure (s)he meets their needs;

Class teachers should use a variety of strategies to meet the needs of more able and talented children (see section on Learning and Teaching below);

The class teacher should keep parents informed; The class teacher should produce an IAP for those most

able/talented children who require additional and different provision.

Parents/ carers:

We want our parents/ carers to be aware that we are committed to meeting the needs of all our children.

Parents of children who are most able and talented will be made aware of this and their child’s IAPs will be shared with them.

The child:

The school aims to provide a stimulating learning environment for all its children, this includes the more able and talented child;

Most able and talented children will be asked to contribute towards the formulation of their IAPs and subsequent evaluation.

Governors:

The governing body will be responsible for ensuring that this policy is fully implemented;

A governor has been given specific responsibility for children who are more able and talented;

The Annual Governors’ Report to Parents will comment on the implementation of this policy.

LEA Co-ordinator:

The LEA Co-ordinator will assist schools with their teaching of more able and talented children;

The Co-ordinator will facilitate in- service training for schools and organise special events for More Able and talented children.


All more able and talented children will be entered on the school’s database.

The school will register most able and talented children on the LEA database.

This information will be passed on throughout the school and to the next phase;

Class teachers will liaise with the More able and Talented Co-ordinator so as to make appropriate provision for these children;

The school will share IAPs for most able and talented children with their parents/ carers;

Where necessary and appropriate the school will link up with the LEA Co-ordinator, external providers and industrial links;

The school brochure will contain a section on provision for more able and talented children.

Organisation:

The school’s policy for more able and talented children will work within the framework of the curriculum policy;

Teachers and children will share expectations for lessons; Staff will make flexible and efficient use of resources; Teachers will deploy appropriate teaching styles (see following

section) with children and evaluate their outcomes; Teachers will use their assessments to inform future planning; There will be sufficient differentiation for all children, offering

sufficient challenge for the more able.

Learning and Teaching:

Teaching and learning strategies should include where appropriate: Setting for literacy and numeracy; Varying groups to suit tasks; Extension opportunities; Child initiated learning opportunities; Differentiated teacher questioning; Targeted use of classroom assistants; Adopting a problem solving approach;

Adopting a skills based approach; Awareness of learning styles; Special tasks of responsibility; Visits by experts; Consultation with LEA Co-ordinator; Use of more able and talented children as tutors.


All monitoring and evaluation should reflect the school’s self-evaluation procedures and monitoring and evaluation policy;

The More Able and Talented Children Register together with children’s IAPs should be regularly monitored and reviewed by the co-ordinator;

Children should be aware of testing data and the IAP review process so that they can be instrumental in setting their own learning targets;

The co-ordinator should liaise regularly with the governor with responsibility for more able and talented children;

The governing body will comment in their Annual Review on progress and developments in implementing this policy.

EXEMPLAR SCHOOL POLICY


SECONDARYRationale:

At ------- school we believe in creating an inclusive learning community that celebrates the uniqueness of all children. The school will promote stimulating and challenging experiences through a broad balanced curriculum that also offers quality learning activities that focus on the particular needs and talents of the children. We are also committed to identifying and meeting the needs of these children as early as possible in order to enable them to achieve their best.

Aims: To develop provision for more able and talented children that

reflects the LEA policy. To develop a curriculum that extends and enriches the learning

experiences of this particular group of children. To develop a range of learning and teaching strategies that

extend and support children’ development. To work effectively in partnership with children and parents/

carers to develop individual learning programmes.

Objectives: To identify a more able and talented co-ordinator who will work

proactively in developing a whole school approach to meeting the needs of more able and talented children.

To identify and place on a data base more able and talented children in our school

To ensure effective monitoring and evaluation systems are in place

Definition: More Able and Talented is the general term for this

concept; Children may be more able and/ or talented in diverse fields

(academic, creative, sporting, social, leadership); More able children would demonstrate a higher ability than

average for the class and would often require differentiated tasks and opportunities to learn through challenges;




Talents can be in one or more areas, such as:

core subjects CS specific curriculum subjects SCS organisational ability OA leadership L creativity C thinking skills TS social skills SSThe school recognises that more able and talented children can fall into three broad categories:

High achievers Children who display a level of ability beyond that of their

peers. They are highly motivated and thrive on different and challenging learning experiences.

Underachievers Tend to be withdrawn, shy members of the class who choose

not to draw attention to themselves.

Disaffected Often engage in anti social behaviour as a result of poor

motivation or lack of sufficient challenge. If educational needs are not met they can rebel against authority.


We are committed to identifying children in response to this policy’s definition on more able and talented, which will enable us to accurately identify the diverse range of abilities. This will be achieved by using a variety of strategies as part of the identification process. It is not intended to define a pupil as more able and talented based on the results of a single strategy, but rather, from a combination of any of the following:

Examination results, including NC and other external test marks, school exams, a range of other national tests including CATs (see school assessment policy);

Teacher observation and nomination based on course work; Assessment of preferred learning styles based on Gardiner’s

multiple intelligence theory; Pupil checklist of characteristics; Parent nomination based on skill, interests and abilities,

possibly using questionnaires in the appendix.

Roles and responsibilities

The school recognises that successful provision for more able and talented children is dependent on partnership. We realise that all parties involved in this process have rights and responsibilities that need to be acknowledged and respected. These will include:

Children

The school aims to provide a stimulating learning environment for all its children, this includes the more able and talented child;

More able and talented children will be asked to set their own rigorous learning targets and will be provided with differentiated work to meet these targets.

Parents/ carers

We want our parents/ carers to be aware that we are committed to meeting the needs of all our children;

Parents of children who are more able and talents will be made aware of this and their child’s IAPs will be shared with them.

More able and talented co-ordinator

The Co-ordinator will: set in place a register of More Able and Talented children; the LEA will then aim to establish its own authority-wide register;

monitor and track the progress of children identified; lead staff discussion and raise awareness through effective

INSET provision Liase with class teachers, subject leaders, ARR coordinator

and the SENCo set up and manage a whole school resource facility to inform

on recent materials, specialist facilities and share good practice

give advice and guidance on extending opportunities and linking to other agencies

Heads of Departments

The Head of Department will liaise with the More able and Talented Co-ordinator over the early identification of more able and talented children in his/ her department;

Each department will nominate a teacher with responsibility for more able and talented children.

Teachers

Teacher should discuss the planning for these groups of children with the Co-ordinator so as to ensure (s)he meets their needs;

A variety of teaching strategies should be used to meet the needs of more able and talented children (see section on Learning and Teaching overleaf).

Governors:

The governing body will be responsible for ensuring that this policy is fully implemented;

A governor has been given specific responsibility for children who are more able and talented;

The Annual Governors’ Report to Parents will comment on the implementation of this policy.

LEA Co-ordinator:

The LEA Co-ordinator will assist schools with their teaching of more able and talented children;

The Co-ordinator will facilitate in- service training for schools and organise special events for more able and talented children.


All more able and talented children will be entered on the school and the LEA’s more able and talented register;

Where necessary and appropriate the school will link up with its cluster group, the LEA Co-ordinator, external providers and industrial links;

The school brochure will contain a section on provision for more able and talented children.

Organisation:

The school’s policy for more able and talented children will work within the framework of the curriculum policy;

Teachers and children will share expectations for lessons; Staff will make flexible and efficient use of resources within

and across departments; Teachers will deploy appropriate teaching styles (see following

section) with children and evaluate their outcomes; Teachers will use their assessments to inform future planning; There is a nominated teacher in each department with

responsibility for more able and talented children.


Teaching and learning strategies could include where appropriate: Setting; Varying groups to suit tasks; Extension opportunities; Child initiated learning opportunities; Differentiated teacher questioning; Targeted use of classroom assistants; Adopting a problem solving approach; Adopting a skills based approach; Awareness of learning styles; Special tasks of responsibility; Visits by experts; Consultation with LEA Co-ordinator;

Use of more able and talented children as tutors and/or mentors

Acknowledging children’s success through displays/rewards/newsletters

Encouraging identified children to share their expertise and skills, supporting others within and outside the classroom


All monitoring and evaluation should reflect the school’s Self-evaluation procedures and monitoring and evaluation policy;

The More able and Talented Children Register together with children’ IAPs should be regularly monitored and reviewed by the co-ordinator;

Children should be aware of testing data and the IAP review process so that they can be instrumental in setting their own learning targets;

The co-ordinator should liaise regularly with the governor with responsibility for more able and talented children;

The governing body will comment in their Annual Review on progress and developments in implementing this policy.


CHECK LIST FOR WRITING A SCHOOL POLICY


SECONDARY.

Rationale:

Equality of opportunity and provision; Breadth of curriculum and beyond; Whole child.

Aims:

Early identification; Extending opportunities and expectations; Recognising and meet the “whole child’s” needs; Promoting the child’s self- esteem; Addressing specific skills and talents; Extending teaching and learning skills; Celebrating the further development of the school as a

learning community Recognising emotional needs

Definitions:




Most able children will be working at two levels above the majority of children in the class and would sometimes require

additional and different provision. This would be supported by an IAP;




School adopts a clear, recognised checklist (see toolkit); School engages with parents, possibly using the questionnaires

in the appendix All staff have a clear understanding of the terms, “most able”,

“more able” and “talented” (see case studies); Judgements will be consistent within and between schools.


More able and talented Co-ordinator; Class teachers; Parents; Child; Governors; LEA co- ordinator.


School More able and Talented Database and IAP; Communication with parents, (possibly via questionnaires in

appendix); Appropriate internal communication; School- cluster group communication; School- LEA communication LEA register; Communication with specialist groups; School prospectus; Links with higher education; Governors’ annual Report to Parents; Summer schools/ residential courses; Links with the community; Links with industry.

Organisation:

Work reasonably within the school’s curriculum policy; Agree expectations; Flexible and efficient use of resources; Evaluation and consideration of appropriate organisational

strategies; Differentiation; Grouping/ setting; Extension and enrichment


Planning (complementing existing structures); Teaching issues; Learning issues: Developing enrichment and extension activities (see Toolkit / list

of websites). Creative; ICT. Out of school experiences


School self- evaluation; Monitoring and evaluation policy; Register/ IAPs; Pupil Profiles/ portfolios; Governors’ Reports; Annual Report to Parents; Children review of their individual targets.

Databases

Staff will be asked to identify children who are more able/most able and /or talented, and register them on the school database. IAPs will not be required for the More Able, as their needs can be met through normal differentiated tasks when appropriate.This database should be reviewed regularly by the More Able and Talented co-ordinator and the headteacher. Progress of all children should be monitored carefully to ensure that adequate challenge is provided in their area of talent.Details of children who are registered as Most Able and/or Talented will be collected and collated by Mrs Keri Cole and Mrs Marion Solomon, so that their progress can be tracked, particularly at the point of transition between key stages.A pilot of this process will take place in June 2004. Findings will be reported.

Confidential: For School Use Only

More Able and Talented Children Database

School: __________________________________________________________________________________________________

Name of Co-ordinator for More Able and Talented Pupils: ______________________________________________________

Name of Pupil D.O.B. Unique Pupil Number

Year / Group

Date of Referral

Reason for inclusion

School Logo

Individual Action Plans

Children who are Most Able and/or Talented, and who require additional and/or different provision to ensure that their needs are met should have an Individual Action Plan (IAP).When these needs have been identified, children should be registered on the database and parents/carers should be informed at the first opportunity.IAPs should be reviewed annually.

SCHOOL LOGO

Individual Action Plan

Pupil details: Individual Pupil Number: _____________

Surname:______________________________ First Name(s):______________________

DoB:_________________________________ Year/Class/Form:____________________

Date referred:__________________________ Referred by:________________________

Pupil Strengths:

Targets

Outcomes

Teaching and Learning implications (extension/enrichment activities):

Pupil contribution:

Parent/ carer contribution:

Date of review:Evaluation/review:

Signed:_________________ _________________ ______________

(teacher) (pupil) (Parent/carer)

Date:_________________ _________________ ______________

Letters to parents/carers

All parents/carers need to know that the needs of their children will be met. As a working party, our advice is to send a generic letter to all concerned, expressing this view and alerting them to the possibility that from time to time, in order to meet some of these needs, special activities will be arranged and parents will be contacted.(Samples 1 and 2).This contact may be by separate letter at the beginning of a term or appear as part of a brochure. At certain stages, you may well want to accompany the letter with the parents’ questionnaire which is at the end of this pack.When the special events occur, schools should advise parents/carers accordingly.(Sample 3)

Dear Parent/Carer,

As part of our school’s Inclusion policy and commitment to promoting learning for all, we have in place strategies to ensure that all pupils realise their full potential.

In order to achieve this our school has developed a number of strategies designed to challenge and extend individual pupils’ strengths.

When these strengths have been identified, it may be appropriate to provide a pupil with an Individual Action Plan designed to enable this pupil to achieve their full potential.

Your child is very important to us. To assist the school in identifying and developing your child’s strengths and interests would you please help us by filling in and returning the enclosed questionnaire.

We look forward to working closely with you. Do not hesitate to contact us if you would like further information.

Yours sincerely,

Dear Parent/Carer,

As part of the schools Inclusion Policy and Commitment to promoting learning for all, we would like to take every opportunity to work in close partnership with yourself to ensure your child receives the best possible education.

As a school we recognise that some pupils may stand out because of their talents be they musical, artistic or sporting. We also appreciate that some pupils also perform better than others in an academic setting.

We appreciate that such pupils need to be supported if they are to achieve their potential. More Able and Talented pupils may face barriers to learning or to taking a full part in school life.

In order to prevent this the school recognises the need to work with you in developing ideas that help your child be successful and gain the most from their time in school.

If you would like to know more about what we are doing in school please feel free to contact __________________ on ________________________. This member of staff will be able to discuss the work being undertaken by your child in school. They will also be able to discuss ways in which your child can be supported at home.

Yours sincerely,

Dear Parent/Carer,

We are pleased to inform you that an opportunity has arisen for __________________ to develop his/her artistic talents by attending an afternoon session with an artist in residence. This activity will take place at the Education Offices, Ystrad Mynach on 24th April 2004.

The aim of this activity is to design and point a wall mural that represents aspects of life in Caerphilly County Borough.

This is a tremendously exciting opportunity for your child to work with a professional artist and other pupils with similar talents.

Transport will be arranged and there is no fee for this activity.

We hope your child is able to attend. Please fill in the permission / reply slip below and return to Mr(s) ________________ at the above address.

Yours sincerely,

Permission Slip

Name: _______________________________________________________________

School: ______________________________________________________________

DOB: _______________________________________________________________

Emergency Contact Numbers: ____________________________________________

Any medical conditions: _________________________________________________

Brought and Collected by: _______________________________________________

SampleQuestionnair

e

Parents’ Questionnaire

Name of Child: __________________________________________________________

Date of Completion: __________________ Class: _____________________________

What does your child do really well?

What single achievement do you think your child is proudest of?

What sort of people does your child most like to be with?

What do your friends most admire in your child?

What does your child most enjoy about school?

What aspects of schoolwork does your child most enjoy?______________________________________________________________________

What does your child most like doing at home?

What seems most important to your child at this time in his or her life?

Is there anything else which might help us identify your child’s particular abilities andtalents?

Links to other agencies

More Able and Talented children often benefit from extra-curricular support and challenge. Schools should liaise with outside agencies to provide an enriching curriculum when possible and should direct parents and carers towards these facilities.The LEA co-ordinator will organise county-wide initiatives whenever possible.

Ynys Hywel Activity Centre

Opportunities for more able and talented pupils.

Outdoor Activities

Challenge ActivitiesChallenge activities are designed to give pupils experiences that present them with an opportunity to try out something different: activities which pupils may find challenging, daunting or just plain scary.Outcomes of these activities are:Increased self-esteemIncreased self-confidenceHigher levels of motivation

Stretch ActivitiesStretch activities are designed to improve the following skills:Team buildingLeadershipCommunicationProblem solvingDecision MakingThis is done by presenting pupils with a series of scenarios that require some or all of the above skills to achieve. Examples of such activities are raft building, mountain rescue exercises, bridge construction. The complexity and difficulty of the exercises can be tailored to meet the needs and requirements of different groups.

Residential ActivitiesResidential activities can be run together with the above activities, as a stand-alone experience, or in conjunction with curriculum studies for revision or extended study sessions. The critical factor in residential experiences is the amount of time students and staff spend together. This creates the opportunity for staff to get a greater appreciation of their pupils’ needs.Residential activities allow pupils to develop:Communication skillsSelf-confidenceCommunicationAcademic confidencePositive relationships with staff

(See Flyer)

Funding for Arts Projects

1. Do you need funding for your project?Most arts organisations (particularly those in receipt of Arts Council of Wales revenue funding) have extensive programmes of outreach work and are particularly looking for partners within the “Objective 1” areas. You may be able to buy into an existing scheme at little cost. It is always worth approaching suitable arts organisations and arts venues to see if they have anything planned that will suit your needs. You might be asked to support a funding application being made by that organisation but in the long run this will save you a lot of time and paperwork. The disadvantage is that you might have less choice and less control in the project.

Venues are often willing to book specific artists/ outreach work if they know that there is a demand for this type of work – although you may have to work to their timescale. However, the maxim is….if you don’t ask, you don’ get!

Local Authority Development Officers also organise some arts projects in which your school might be able to participate. It’s worth asking…

2. Going it aloneIt is possible to work directly with a suitable arts practitioner or arts organisation to devise a tailor-made project for your school. This has the advantage of being absolutely in your control, although it might mean a bit of extra work.

To find a suitably qualified artist for your project you can get advice via ESIS, Arts Development Officers, the Arts Council of Wales, the Academi (literature projects and events), and Cywaith Cymru/ Artworks Wales (visual arts projects). Artist in Schools Fairs provide an excellent opportunity to “shop around” and make useful contacts for potential projects.

Once you have made contact with a suitable artist or arts organisation you will find that most of them are happy to help with sorting out a draft budget and will have an idea of potential funders. Advice can be obtained from the agencies listed above, plus the Arts Council, the Foundation for Sports and the Arts and a variety of charitable trusts. Books detailing the latter are available through library reference sections. Some organisations (e.g. Gwent Association of Voluntary Organisations) have specialised computer programmes which can suggest potential sources of funding.

Often, it is worth joining with another school or cluster of schools to devise a project, as a better deal with the artist/ arts organisation can be negotiated because it involves them in a much more sustained period of work.

3. Points Towards Organising a Successful Project and Securing Funding

Have clear aims and objectives what do you want to achieve (short term and long-term) what specific skills do you want developed? (make priorities) consider what transferable skills might be developed? Make the project as “inclusive” as possible.

Be imaginative Make your project really special and interesting! Make it memorable Try and make the most out of this opportunity (e.g. link to other areas of the curriculum/ alternative curriculum weeks etc.)

Consider your resources Staff with special skills (these can be developed alongside an artist) Local arts practitioners and organisations Theatres, arts centres and galleries Try and involve your local community (you stand more chance of

success What other advice and support is available?

Plan well in advance Work strategically (long term aims) Give yourself time to find the right artists Give yourself time to obtain adequate funding Consider how you will monitor/ evaluate the project? (who can help?) How are you going to recruit participants? (Marketing issues)

Think about sustainability of the work Develop the skills of your staff Build teacher training into your project, otherwise you will not get any

long-term benefits from the money you spend. (NB GEST funds can be counted in the project budget)

Have a written agreement between the school and the artist (drawn up by both parties) Agree schedule of work Schedule payments and arrangements Copyright issues Number of participants and age range Accommodation issues – where will the work take place? Do they

need a base or storage space? Who provides materials? Is there a separate budget? What arrangements are being made to monitor the project and

evaluate it? Who intervenes in the event of a dispute or disagreement?

Never expect the artist to take the place of a teacher. There should always be a member of staff present. Bear in mind child protection issues and make any necessary risk assessments.

Celebrate it! Send out press releases, take photos or a video. Organise a final performance or exhibition of work produced. It will give an extra dimension to your project, raise the profile of your school and help convince potential sponsors to support your next project! Be enthusiastic! If you have the energy and enthusiasm to want it to happen, it generally will. It is far easier to find funding for a well-thought-out project which excites the imagination than it is to get a project off the ground with unwilling and apathetic partners/ participants – regardless of the money involved.

Some useful contact addresses:

Arts Development OfficersMerthyr Tydfil: Carys Wynne 01685 725356 ([email protected])Bridgend: Gill Elfyn Jones: 01656 642682 ([email protected])Rhondda Cynon Taff: Strinda Davies: 01443 744096 ([email protected])Caerphilly: Kate Strudwick: 01495 224425 ([email protected])

Literature projects/ Creative writing residencies:Academi (029 20 427266)Mount Stuart HouseMount Stuart SquareCardiff, CF10 5FQ

Visual Arts residencies:Cywaith Cymru/ Artworks Wales (029 20 489543)Crichton HouseMount Stuart SquareCardiff, CF10 5EE

Capital Funding/ Arts Projects:Arts Council of Wales (029 20 376500Museum PlaceCardiff, CF10 3NX

Awards for All Wales (01686 611740)2nd FloorLadywell HouseNewtownPowys, SY16 1JB

mailto:[email protected]




Capital Funding/ Projects:Foundation for Sports and the ArtsEndicott OBESecretary to the TrusteesPO Box 20Liverpool, L13 1HB

Arts Council (Arts Lottery) Funding

Capital FundingCapital spending is money spent on buying, improving, restoring, building or creating an asset that will be used continuously. It covers equipment as well as buildings. Sometimes, you can apply for a grant to cover start-up costs (e.g. Training for use of new equipment). It does not include retrospective costs or running costs.

Size of grants: £2000 - £100000+

Partnership funding: Flexible. Local Authority applicants (including schools) usually require at least 25% partnership funding. You should aim to raise as much as possible from other sources.

How long will it take? £50000+ at least six months£10-50000 within four months£2-10000 a fast track scheme may be used (optimistically, within two months)

Arts Council of Wales/ Arts for All Lottery Grants

Recent changes to the way in which the Arts Council operates means that if you are seeking a grants, find the grant that most closely matches your project and submit an application. If the ACW supports your project, they will decide if it should

Arts Development in Caerphilly County Borough Council

Arts Development in Caerphilly is part of the Music and Arts Service within the Directorate of Education and Lifelong Learning.

The Arts Development Officers are based in the Blackwood Miners Institute (Tel: 01495 224425/ e mail: [email protected]).

Arts Development Officers work in the community and in schools to:

Offer advice about how to set up art projects/ events Help people of all ages explore and develop their creative and artistic

potential Help identify appropriately skilled arts practitioners for projects Put people in touch with funding bodies and help with applications Liaise with arts organisations to ensure that work is developed that

meets the needs of our area Innovate specific projects arising from discussions with focus groups

of voluntary arts organisations, community groups and teachers Organise arts INSET training for teachers Help organise international cultural exchanges Work strategically to increase access to arts events and participation

in arts activities in the community Create partnerships with a wide range of organisations to fund and

develop the arts in Caerphilly Organise events to help broaden people’s horizons and increase their

experience of the arts in their own and other cultures Help aspiring arts practitioners to develop their skills through

workshop activities and holiday projects.

(see flyers)


Caerphilly Music and Arts Service

Background Information

The award winning Caerphilly Music and Arts Service provides quality tuition to schools. Youth ensembles exist at county and four counties level. A Music Education Partnership Scheme with the Royal Welsh College of Music & Drama provides specialist tuition for the most talented pupils. A Caerphilly Schools’ Young Musician of the Year Competition takes place annually.

Arts Development Officers are based at Blackwood Miners Institute and are responsible for arts projects and activities across the county borough. Their brief covers all art forms and all age groups, both within schools and in the community. They work in partnership with other departments, external organisations and voluntary arts groups to increase participation and enjoyment of the arts. The Arts Development Officers also advise on funding applications and how to set up arts activities.

Blackwood Miners Institute is the only arts centre in Caerphilly borough. It is a focal point for live entertainment, performing arts, and film screenings. Facilities include the Memorial Theatre, Navigation Bar, Abingdon Dance Studio, and Britannia Restaurant. It is available for hire, functions and events.

Current Position

Currently, eleven of our able and gifted pupils attend classes at the Junior Department of the Royal Welsh College of Music and Drama in Cardiff on Saturdays. Funding is arranged on a Partnership basis with Caerphilly county borough paying 45% of the total cost. The Royal Welsh College pays 10%, which in cash terms is les than £200 per year. The Welsh College is able to fund their bursaries through grants from Trusts, and Caerphilly county borough through the GEST Music Development Fund. The annual cost to Caerphilly CBC is approx £8k.

To the best of my knowledge, no Caerphilly CBC students attend any of the specialist music schools – e.g. Chethams, Wells Cathedral etc.

A source of exploration for funding is the DfES Music & Dance Scheme, which offers bursaries for students to attend specialist schools e.g. Royal Ballet School, Chethams etc.

(see flyers)

elite Caerffili

Who can apply?

Junior and seniors at full international level with the SCW recognised sporting governing body. (It does not cover individuals who have been selected for national training and development squads.)

How can we help?

If you are eligible for enrolment onto the scheme, you will be entitled to:

*free use of changing rooms and showersFitness suitesSwimming pools

Other facilities may be available to “elite Caerphilly” holders dependant upon the sport in which international selection has been achieved and subject to availability and negotiation with Leisure Centre Managers.

Access to the above facilities will only be permitted on production of your “elite Caerffili” card.

How to apply?

Contact: Sports Development UnitYstrad FawrYstrad MynachHengoedCF82 7SF

for all for life . i bawb am byth

Directory

More Able and Talented Directory

Websites

GeneralNACE www.nace.co.ukNC www.nc.uk.net/gt/general/index.htmDFES www.dfes.co.ukNAGCwww.nagcbritain.org.uk/

Alsowww.worldgifted.orgwww.chi-charity.org.uk/www.warwick.ac.uk/gifted/www.positivelymad.co.ukwww.techniquest.org/

Thinking Style Testswww.callington-comm.cornwall.sch.uk/teaching&learning/teach&learn.htm

Thinkingwww.standards.dfee.gov.uk/guidance/thinkingwww.reviewing.co.uk

Resourceswww.bbc.co.uk/education/schoolswww.uis.edu/-schroede/schools/taglink.htmwww.teachingideas.co.ukwww.2learn.co.ukwww.learntolearn.co.ukwww.brookes.ac.uk/ablepupils

Subject Specific

Maths and Sciencewww.xcalibur.ac.ukwww.primarygames.co.uk

Englishwww.creativedrama.comhttp://ourworld.compuserve.co.uk/

Historywww.schoolhistory.co.uk

http://www.schoolhistory.co.uk/

http://ourworld.compuserve.co.uk/

http://www.creativedrama.com/

http://www.primarygames.co.uk/

http://www.xcalibur.ac.uk/

http://www.brookes.ac.uk/ablepupils

http://www.learntolearn.co.uk/

http://www.2learn.co.uk/

http://www.teachingideas.co.uk/

http://www.uis.edu/-schroede/schools/taglink.htm

http://www.bbc.co.uk/education/schools

http://www.reviewing.co.uk/

http://www.standards.dfee.gov.uk/guidance/thinking

http://www.callington-comm.cornwall.sch.uk/teaching&learning/teach&learn.htm

http://www.techniquest.org/

http://www.positivelymad.co.uk/

http://www.warwick.ac.uk/gifted/

http://www.chi-charity.org.uk/

http://www.worldgifted.org/

http://www.nagcbritain.org.uk/

http://www.dfes.co.uk/

http://www.nc.uk.net/gt/general/index.htm

http://www.nace.co.uk/

Publisherswww.networkpress.co.ukwww.letts-education.co.ukwww.clairepublications.co.ukwww.crownhouse.co.ukwww.pearsonpublishing.co.uk

Softwarehttp://www.inspiration.com/freetrial/index.cfm(free trial mind mapping download)

http://www.inspiration.com/freetrial/index.cfm

http://www.pearsonpublishing.co.uk/

http://www.crownhouse.co.uk/

http://www.clairepublications.co.uk/

http://www.letts-education.co.uk/

http://www.networkpress.co.uk/

Bibliography

Bibliography

Able and Talented Children – General

English

Maths

Thinking Skills

Social Skills

Creative

Outdoor Pursuit

Sports

Problem Solving

Commercially Produced Materials

Able and Talented Children – General

Burnett G. Learning to Learn. (Crown House) Clark C & Callow R, Educating Able and Talented Children Resource

Issues and Processes for Teachers. (NACE/Fulton) Eyre D & McClure L, Curriculum Provision for the Gifted and Talented

in the Primary School. (NACE/Fulton) Eyre D, Able Children in Ordinary Schools. (Fulton) Eyre D, Effective Teaching of Able Pupils in the Primary Classroom – A

Report form the Oxfordshire Effective Teachers of Able Pupils Project. (National Primary Trust)

Goddard D, Gifted and Talented – Support Guide for Co-ordinators. (Pearson)

Hughes M, Closing the Learning Gap. (Network Educational Press Limited)

Leyden S, Supporting the Child of Exceptional Ability. (NACE/ Fulton) Smith A & Call N, The Alps Approach – Accelerated Leaning in Primary

Schools. (Network Educational Press Limited) Smith A, Accelerated Learning in Practice. (Network Educational Press

Limited) Teare B, Effective Provision for Able and Talented Children. (Network

Educational Press Limited) Teare B, Effective Resources for Able and Talented Children. (Network

Educational Press Limited) Teare B, More Effective Resources for Able and Talented Children.

(Network Educational Press Limited) Wallace B, Teaching the Very Able Child Developing a Policy and

Adopting Strategies for Provision. (NACE & Fulton) Webster C, Able and Gifted Children. (Folens) Winebrenner S, Teaching Gifted Kids in the Regular Classroom.

(Freespirit) Eyre, D, ‘Teaching More Able Pupils’ (National Association for Able

Children in Education, with Funding from the National Lottery, 1998) Dean, G, Challenging the More Able Language User (NACE& Fulton)

Freeman, J, Educating the Very Able – research evidence from home and abroad (OFSTED/ The Stationery Office 1998)

Buzan, T, Use Your Memory,(BBC Books, 1995) Fisher R, Teaching Children to Learn, (Stanley Thames 1995) Dansel, M, 50 Best Memory Methods and tests. (Foulsham 1997)

English

Dean G, Challenging the More Able Language User. (NACE/ Fulton) Whittaker P, Practical Communication Skills in Schools. (Longman) Green M, English for the More Able – Books 1 – 6.(Folens) Lane S & Kemp M, Approaches to Writing and Language. Shaymkiw G, Proof Reading and Editing. (Primary Education)

Maths

Delbert’s Practice Questions for KS2 Maths SATs. (Badger) Folens Maths for the More Able – Books 1 – 3. Gardner A, Mathematical Challenges. (OUP) Gardner A, Mathematical Puzzling. (OUP) GINN Numeracy Extras, Maths Express Pupil’s Book. Heinemann Maths Assessment and Resources pack. Kell H & Mills S, Developing Numeracy – Solving Problems. (A&C

Black) Nickels W & Livingstone J, 100 Maths Homework Activities Year 6.

(Scholastic) Stracker A, Brainteasers. Wiltshire County Council and Education Department, MAGPIE –

Mathematical Activities, Games, Puzzles and Investigations for Enrichment. (NES Arnold)

Thinking Skills

Buzan T, The Mind Map Book Hollingberry P, Thinking Skills PSHE and Citizenship Activities

(Hopscotch Educational) Jeffries M & Hancock T, Thinking Skills – A Teachers’ Guide. (Hopscoth

Educational) Oxfordshire Primary School Teachers, Classroom Challenges.

(Research Centre for Able Pupils)

Social Skills

Adderley A, Peterson L, Gannone A, ‘Stop Think Do’, First 3 years of schooling.

Leydon S. 1998, Supporting the Child of Exceptional Ability. (London NACE/ Fulton)

Peterson L, 2002, ‘Stop, Think Do, Social Skills Training. (London NFER Nelson)

Stopper M.J., 2000, Meeting the Social and Emotional Needs of Gifted and Talented Children. (London NACE/ Fulton)

Creative

All our Futures, Creativity, Culture and Education. (DFEE Publications) Christopher Achenbach, Creative Music in Groupwork. (Winslow Press

Ltd) Creative Reviewing. (Groundwork Group Development.) Donald C. Stewart, DRAMATTACK! An Essentially Practical Manual for

using Drama in Youth Work (Russell House Publishing) Helen Payne, Creative Movement and Dance in Groupwork, Winslow

Press Ltd. Jean Campbell, Creative Art in Groupwork. (Winslow Press Ltd)

John Hunt, Introducing Role Play (Groundwork Group Development) Robin Dynes, Creative Writing in Groupwork. (Winslow Press Ltd) Sue Jennings, Creative Drama in Groupwork. (Winslow Press Ltd)

Outdoor Pursuits

Alan Dearling, Youth Action and the Environment. (Russell House Publishing)

Countryside Activity Pack, (For Teachers, Parents of Youth Leaders)(Caerphilly Mountain Countryside Service)

Dave Ruse, City Adventures. (Butler and Tanner Ltd) Games, Games, Games II, Produced by the Woodcraft Folk Geoff Cooper, Outdoors with Young People, Leaders Guide to Outdoor

Activities, the Environment and Sustainability. (Russell House Publishing)

Karl Rohnke, Fun Stuff, Volume I, II and III. (Kendall /Hunt Publishing Company)

Karl Ronkhe, The Bottomless Bag Again! (Kendall / Hunt Publishing Company)

Ken Jones, Icebreakers Activities, A Sourcebook of Games, Exercises and Simulations (A photocopiable resource)

Mark D. Havens, Bridges to Accessibility, A Primer for Including Persons with Disabilities in Adventure Cirrcula, Project Adventure, Inc.

Meynell Games On……, Parachute Play by Meynell, Meynell Games Publications.

Outdoor and Environmental Education in the National Curriculum, Education Department and Field Studies Council, Published by Manchester City Council.

Sports

Law Hardy, Graham Jones and Daniel Could, Understanding Psychological Preparation for Sport, Theory and Practice of Elite Performers, Published by Willey

Martin Hagger, Coaching Youth Performers, Published by the National Coaching Foundation

Sports Based Parenting Project for Men, from YMCA and Care for the Family

Terry Orlick, PHD, In Pursuit of Excellence, How to win in Sport and Life Through Mental Training.

Problem Solving

Resource More Effective Resouces for Able and Talented Children by Barry

Teore. National Numeracy Strategy, DFEE, ISBN 019312348, Mathematical

Challenges for Able Pupils, KS1 and 2.

Folens Maths and English for More Able, KS1 Developing Numeracy – Solving Problems, Y6, hilary Koll and Steve

Mills Challenging Resources for Able and Talented Children.

Word games, word power play, word play

A.R. Melrose, The Pooh Dictionary. (Methuen, 1995) Steve Palin, A Dissimulation of Birds’ – a wonderful, illustrated

‘collective nouns of birds’. (Minerva Press, 1998)

Jeffrey Kacirk, Forgotten English – a rollicking guide to archaic words and their definitions (New York:William Morris and Company, 1997)

The Oxford Dictionary of New Words – as a contrast to the previous reference! (Oxford University Press, 1997)

Jon Scieszka and Lane Smith, ‘Squids will be Squids’ – another brilliant book from these authors; this time ‘Fresh Morals: Beastly Fables’ (Viking 1998)

Daniel Mermet and Henri Galeron; ‘Lulubird Euchres the Noodleheads’ – nonsense words that convey more meaning than normal words! (Harlin Quist, 1998)

Richard Whiteley, Letters Play, - a treasure trove of word games and ideas. (Robson Books, 1995)

Literature – loosely speaking

Adrian Mourby, Whatever Happened To…. – The Ultimate Sequels – from Radio 4 and Winner of the Sony Silver Award for Creative Writing; the humour will appeal to older children (Souvenir Press, 1997)

Frank Barrett, Where was Wonderland? – a traveller’s guide to the settings of classic children’s books. (Hamlyn 1997)

Picture Books

David Macauley, Rome Antics – a heady mix of architecture, storytelling, spatial awareness, imagination, mystery and word play (Dorling Kindersley, 1997)

Colin Thompson, How to Live Forever. (Red Fox, 1998) Colin Thompson, The Tower to the Sun. (Random House, 1996) Colin Thompson, The Paradise Garden – these three books from Colin

Thompson are visually stunning and intriguing, with layers of meaning. (Jonathan Cape, 1998)

Quentin Blake, Clown – a challenge to write your own tect. (Red Fox, 1998)

Michele Coxon, Who will play with me? – try writing a two-way story of your own. (Happy Cat Books, 1995)

Quentin Blake, The Story of the Dancing Frog – another one for text interpretation; see what Pure Goodwin makes of it in – Great Books for the Literacy Hour and Beyond. (Red Fox, 1996)

Big Picture Books

Korky Paul and Valerie Thomas, Winnie the Witch. (Oxford University Press, 1998)

Korky Paul and Valerie Thomas, Winnie in the Winter. (oxford University Press, 1998)

Ruth Brown, A Dark, Dark Tale – visually dramatic, especially at this size (as are the two references above) and full of opportunities for text exploration. (Anderson Press, 1998)

Children’s Reading Books

Children’s literature is alive and well, despite the gloomy comments about reading. As well as the classics and the modern classics, there are some wonderful titles. Try the following and many, many others.

Philip Pulman, Northern Lights. (Scholastic, 1995) Philip Pulman, The Subtlle Knife. (Scholastic, 1997) Gillian Cross, Pictures in the Dark. (Oxford University Press, 1996) Anne Fine, The Tulip Touch, (Puffin, 1996) J.K. Rowling, Harry Potter and the Philosopher’s Stone. (Bloomsbury,

1997) J.K. Rowling, Harry Potter and the Chamber of Secrets. (Bloomsbury,

1998) Theresa Tomlinson, Meet Me by the Steelmen. (Walker Books, 1997)

Malorie Blackman, Lie Detectives. (Scholastic, 1998)

Reading Guides

Michael Rosen and Jill Burridge, ‘Treasure Islands 2’ (BBC Books, 1995)

Wendy Cooling, ‘The puffin Literacy Hour Booklist’ (Puffin/W.H. Smith)

‘Great Books for the Literacy Hour and Beyond’ (Random House Children’s Books)

‘The Children’s Book Handbook’ (Young Book Trust, 1998)

‘Off the Shelf’ (Book Trust Scotland)

‘100 Best Books, 1996’ (Young Book Trust, 1996)



Mathematics – or with that sort of angle

Wilson Ransome, ‘Number-Cell Challenge’ – a collection of ingenious number puzzles (Tarquin, 1996)

Magdalen Bear, ‘Days, Months and Years’ – a perpetual calendar for the past, present and future (Tarquin, 1996)

Heather McLeavy, ‘The Knots Puzzle Book’ – looking at knots in a different way; a collection of interesting mathematical ideas (Tarquin, 1994)

Gerald Jenkins and Magdalen Bear, ‘Sundials and Timedials’ (Tarquin, 1987)

Reg Sheppard and John Wilkinson, ‘Strategy Games’ – a wealth of activities involving games (Tarquin, 1989)

Ian Stewart, ‘The Magical Maze’ – two videos and a booklet covering the brilliant Royal Institution Christmas Lectures, 1997 (BBC Publications, 1997)

Adam Case, ‘Who Tells the Truth?’ (Tarquin 1996)

Davis Blather, ‘The Joy of – ’ certainly joy to those who love number but produces a shudder with others! (Penguin, 1997)

Carol Foreman, ‘How Mathematics Works’ – a beautifully presented book containing a large number of practical experiments (Dorling Kindersley, 1996)

Jon Scieszka and Lane Smith, ‘Moths Curse’ – simple examples but a wonderful text to emulate (Puffin, 1998)

Brian Bolt, ‘A Mathematical Pandora’s Box’ – another in the series; the title tells you all you need to know! (Cambridge University Press, 1993

Christopher Clapham, ‘Oxford Concise Dictionary of Mathematics’ – excellent in stimulating greater use of mathematical language. (Oxford University Press, 1996)

‘The 24 Game’ – popular for stimulating mental mathematics at many levels of difficulty (Syntax International, 1993)

Miscellaneous and unusual dice, educational suppliers, shows, exhibitions – who knows where they might lead?

Science – but certainly not pure

Gerald Jenkins and Magdalen Bear, =The Sun, Moon and Tides’ – model-making book (Tarquin, 1995)

Boring Van Loon ; DNA: The Marvelous Molecule; - another model-building book (Tarqiun, 1990)

BNFL and Royal Botanic Gardens, Kew, ‘Looking for Links’ – books and video.

Humanities – any time, any place

Paul Warren, ‘Caleb Belmont’s Chronicle of the Three Counties’ – an imaginary land that should inspire children to create their own (Heinemann, 1995)

Terry Deary, ‘Horrible Histories’ – very popular with many able pupils (Scholastic)

‘London on Playing Cards’ – a chance for creative map work (1989)

Dyane Sheldon and Gary Blythe, ‘The Garden’ – a beautifully illustrated picture book, which could inspire local history projects (Red Fox, 1995)

Religion and Philosophy – something to think about

Andrew Matthews and Allan Curless, ‘Cat Song’ – a picture book with ‘a truly original view of creation’ (Red Fox, 1996)

Robert Martin Walker, ‘Politically Correct Parables’ – an unusual sense of humour from an ordained Methodist minister (Harper Collins, 1996)

Richard Fox, ‘Thinking Matters’ – a collection of stories, based upon Matthew Lipman’s work, which are meant to encourage children to think for themselves (Southgate Publishers, 1996)

Matthew Lipman, ‘Hany Stottlemeier’s Discovery’ – this, and many other texts, are used for the Philosophy for Children courses (Institute for the Advancement of Philosophy for Children, Montclair State College, 1982)

Imagination / Visual

Chris McEwan, ‘Eye See, Do You See?’ – a fantastical other world, full of paradox and illusion (Orchard Books, 1995) – investigating the connections between the natural and made worlds (Resources for Learning Ltd., 1995)

BNFL, ‘Energy-Picture Card Game’ – visual presentation for young children; what else could you do with them? (Resources for Learning Ltd., 1993)

Melvyn Bragg, ‘On Giants’ Shoulders’ – the book of the BBC Radio 4 series on great scientists and their discoveries (Hodder & Stoughton, 1998)

BNFL, ‘Energy Jingles’ – rhymes, limericks and verses; perhaps to suit a different preferred learning style (Resources for Learning Ltd.)

Brenda Keogh and Stuart Naylor, ‘Starting Points for Science’ – the concept cartoons, as seen on the London Underground, especially for children who have a visual preference (Millgate House Publishers, 1997)

Diva Sober, ‘Longitude’ – solving ‘the thorniest scientific dilemma of the day’ (Fourth Estate Ltd., 1995)

Gary Larson, ‘There’s a Hair in my Dirt’ – an eccentric and brilliantly funny look at ecology (Little, Brown and Company, 1998)

BNFL/Royal Microscopical Society, ‘The Young Detectives’ – video, incident wall map, photo cards, computer program and teacher’s

book, which ‘not only helps teachers to understand the remit of Sc1 but, by offering a hypothetical who dunnit’, opens to pupils the excitement of carrying out investigations for themselves’ (Resources for Learning Ltd., 1997)

Russell Standard, ‘The Time and Space of Uncle Albert’ – Faber, 1989)

Russell Standard, ‘Black Holes and Uncle Albert’ – (Faber, 1991)

Russell Standard, ‘Uncle Albert and the Quantum Quest’ – these three fairy stories from Russell Standard help explain the principles of modern physics to children (Faber, 1994)

Mike Wilks, ‘The Ultimate Spot-the Difference Book’ – a visual adventure to test the powers of observation to the very limit (Penguin Books, 1997)

The Templar Company, ‘Mythical Mazes’ – a collection of beautifully illustrated labyrinths associated with legends (Templar Publishing, 1996)

James Gurney, ‘Dinotopia: The World Beneath’ – ‘the balance of science and nature created by James Gurney’s imagination’ (Dorling Kindersley, 1995)

Guy Billout, ‘A Question of Detail’ – brilliant visual images and concepts (Harlin Quist, 1998)

Codes

Jeff Hawtin, ‘Secret Messages’ (Tarquin, 1990)

Gerald Jenkins and Ann Wild, ‘Be a Code-breaker’ (Tarquin, 1997)

John Foley, ‘The Guinness Encyclopedia of Signs and Symbols’ – a treasury of ideas to follow up (Guinness Publishing, 1993)

Detective Materials

(See ‘The Young Detectives’ – under Science)

David Parkinson and Guy Parker-Rees, ‘Pinkerton Inks – The Case of the Pigeon’s Pyjamas’ – a light-hearted picture book for younger children (Oxford University Press,1996)

An attractive set of small books form Lagoon:

Nick Hoare, ‘Murder on the Riviera Express’ – (Lagoon, 1996)

Nick Hoare, ‘Murder in Manhattan’ – (Lagoon, 1996)

Nick Hoare, ‘Death After Dinner’ – (Lagoon, 1996)

Commercially produced materials

Even though there is a shortage of good enrichment materials on the market, there are some notable exceptions. They come from diverse quarters and they are not always to be found in conventional education catalogues.

Section nine in ‘Effective Provision for Able and Talented Children’ has proved popular for its description of commercially produced materials, some of a rather unusual nature.

In the same spirit, here is a new and additional ‘catalogue’ of materials.

Texts

Alistair Smith, ‘Accelerated Learning in the Classroom’ – (Network Educational Press, 1996)

Alistair Smith, ‘Accelerated Learning in Practice’ – (Network Educational Press, 1996)

Chris Dickinson, ‘Effective Learning Activities’ (Network Educational Press, 1996)

Stephen Bowkett, ‘Imagine That’ -( Network Educational Press, 1997)

Pat O’Brien, ‘Teaaching Scientificcaly Able Pupils in the Secondary School’ – (National Association for Able Pupils in the Seconday School (National Association for Able Children in Education, sponsored by Glaxo Welcome, 1998)

Pat O’Brien, ‘Teaching Scientifically Able Pupils in the Primary School’ (National Association for Able Children in Education, sponsored by

Glaxo Welcome, 1998)

Nick Hoare, ‘Murder at Thrippleton Hall’ – (Lagoon, 1996)

Simon Melhuish and Jenny Lynch, ‘Sixty-Second Murder Puzzles’ (Lagoon, 1997)

Jigsaws/wooden puzzles

‘WASGIJ’ – three available so far; this is a jigsaw backwards and the puzzle is constructed from the position of one or more characters in the picture (Falcon Puzzles)

‘Scroll Puzzles’ – a range to suit different ages, right up to executive examples, which are used ‘by management training schools, universities and large multinational companies’; ‘the puzzles are made of very odd shapes, and the finished product is far from the norm (Active Education, Kentisbeare, Devon)

Acknowledgements

Acknowledgements

Marian Solomon LEA Inclusion ServicesNicola Williams Bargoed InfantsLynne Hawkins Cwmcarn PrimaryAmanda Jones Cwrt Rawlin PrimaryTrevor Cole Cwrt Rawlin PrimarySian Clemens Hendredenny Park PrimaryChris Parry Lewis School, PengamAngela Coughlin Llancaeach JuniorCarolyn Edmunds Pantside PrimaryAli Stevens Pontllanfraith ComprehensiveMary Olsen Rhymney ComprehensiveTracey Pead Trinity Fields Robert Davies Rhymney ComprehensiveWendy Gray St Cenydd ComprehensiveSteve Noel Tyn Y Wern PrimaryMags Griffiths Y G G CaerffiliMichael West Ysgol Gyfun Cwm RhymniOwain ap Dafydd Ysgol Gyfun Cwm RhymniCatrin Jones Ysgol Y CastellCatherine Lugg Ysgol Y CastellGwenllian Jenkins Ysgol Y CastellCatherine Davies Ystrad Mynach InfantsRuth Banks Ystrad Mynach InfantsHelen Thwaite Ystrad Mynach JuniorMarlene Kirkham Ystrad Mynach JuniorNick Gannon Hendredenny Park Primary

Documents

resources.hwb.wales.gov.ukresources.hwb.wales.gov.uk › VTC › ngfl › guidance › more… · Web viewSchool brochure which refers to meeting the needs of all children;