What do we mean by 'Gifted and Talented'?

What do we mean at Guru Nanak Sikh Secondary School when we talk of 'gifted and talented' learners?

Definitions:

'Gifted' learners as those who have abilities in one or more subjects in the statutory school curriculum other than art and design, music and PE

'Talented' learners as those who have abilities in art and design, music, PE, or performing arts such as dance and drama.

Characteristics to look for

The gifted and talented are a diverse group and their range of attainment will be varied. Some do well in statutory national curriculum tests or national qualifications. However, being gifted and talented covers much more than the ability to succeed in tests and examinations. For example, gifted and talented learners may demonstrate leadership qualities, high-level practical skills or a capacity for creative thought.

It is important to recognise that not all gifted and talented learners are obvious achievers. Many actually underachieve -- their potential is masked by factors such as frustration, low self-esteem, lack of challenge, or low teacher/parent expectations. Others underachieve because they have learning disabilities that obscure or eclipse their gifts or talents. To enable these children and young people to fulfil their potential, it is vital to give everyone the opportunity to excel.

Many people believe that it is possible to use generic characteristics to identify the majority of gifted and talented learners. They suggest that gifted and talented children and young people are likely to:

Think quickly and accurately;
Work systematically;
Generate creative working solutions;
Work flexibly, processing unfamiliar information and applying knowledge, experience and insight to unfamiliar situations;
Communicate their thoughts and ideas well;
Be determined, diligent and interested in uncovering patterns;
Achieve, or show potential, in a wide range of contexts;
Be particularly creative;
Show great sensitivity or empathy;
Demonstrate particular physical dexterity or skill;
Make sound judgements;
Be outstanding leaders or team members;
Be fascinated by, or passionate about, a particular subject or aspect of the curriculum;
Demonstrate high levels of attainment across a range of subjects within a particular subject, or aspects of work.

Checklists of this kind should be used with caution. Gifted and talented young people do not necessarily fit these expectations. However good the quality and scope of provision, there may reasonably be the expectation that the potential of some young people remains unlocked or untapped. The presence of such individuals and groups should always be anticipated. This will be particularly the case for gifted and talented learners who also have one or more learning disabilities.

Gifts and talents are often overlooked or go unrecognised when they lie outside the standard curriculum (for example in less common or popular areas of sport, or in certain aspects of dance and music).

Similarly, the nature of the curriculum and the way young people perceive it can prevent them engaging fully with the curriculum and revealing their gifts and talents to their teachers (and themselves).

For more on how to engage or motivate learners and enable them to make use of their talents, see Case study 23: Extending opportunities for musicians. http://www.nc.uk.net/gt