Teaching Gifted Students in English

Teaching Gifted students in English

KS3 and KS4

Provision and progression issues

Classroom activities must provide opportunities for the expression of a range of special abilities.

Teachers can set higher expectations for gifted students and respond to their needs by offering them opportunities to:
 / pursue topics in greater depth or to a greater level of cognitive challenge
 / tackle a wider range of tasks
 / work through activities at a faster pace.

Gifted students could:

pursue objectives that are more complex and demanding than those being carried out simultaneously by other students
For example, the Media unit of work for a year 7 based on charity adverts. Students with special gifts in literacy could carry out a much more demanding 'review, research and rewrite' exercise. They could critically analyse the content and design of an existing campaign and generate alternative proposals for a new advert, incorporating the conventions of the existing campaign, or design a whole new campaign. This would allow the gifted students to explore how the use of language can be effectively related to illustrations and other design features of texts.
/ advance at a faster pace through the curriculum, doing work that would normally be associated with the skills and content of later key stages
For example, while most of a year 7 class are learning spelling conventions and rules by adding or changing suffixes to words, the gifted students could be experimenting with their knowledge of spelling by inventing words using prefixes and suffixes. (Jabberwocky could be used as a stimulus)
Students with special literary gifts might also find it challenging to explain or define the meanings of new words to other students, or to define the meanings of words by investigating how they are used in a range of texts. The gifted students could be expected to pursue this activity independently and Year 12 students, working with members of the English class could help by interviewing the students, or working with them on a more in-depth project.
/ work in greater depth on curriculum content that is being studied by the class as a whole
For example, when a whole class is engaged in reading a poem, the gifted students could work on a group of poems by the same author, studying the characteristics of the language and structure in order to prepare an author study highlighting particular features of the poet's style. This would involve them reading more texts than the majority of the class, considering and commenting in detail on what they have read, and presenting the results of their work in both speech and writing.

Identification

Students who are gifted in English are likely to show some or all of the following:

Creative flair
writing or talking in imaginative and coherent ways
 / elaborating on and organising content to an extent that is exceptional for their age
Stamina and perseverance
 / using any suitable opportunities to produce work that is substantial and obviously the product of sustained, well-directed effort

Communication skills

 / involving and keeping the attention of an audience by exploiting the dramatic or humorous potential of ideas or situations in imaginative ways
 / taking a guiding role in helping a group to achieve its shared goals, while showing sensitivity to the participation of others
 / writing with a flair for metaphorical or poetic expression
 / grasping the essence of particular styles and adapting them to their own purposes
 / expressing ideas succinctly and elegantly, in ways that reflect an appreciation of the knowledge and interests of specific audiences
 / using ICT to research ideas and create new texts
Ability to take on demanding tasks
 / researching, comparing and synthesising information from a range of different sources, including ICT
 / engaging seriously and creatively with moral and social themes expressed in literature
Arguing and reasoning
 / creating and sustaining accounts and reasoned arguments at a relatively abstract or hypothetical level, in both spoken and written language
 / grasping the essence of any content and reorganising it in ways that are logical and offer new syntheses or insights
 / justifying opinions convincingly, using questions and other forms of enquiry to elicit information and taking up or challenging others' points of view
Awareness of language
 / understanding the nature of language and showing a special awareness of features such as rhyme, intonation or accent in spoken language, and the grammatical organisation of written texts
showing an interest and enthusiasm for language study, including an awareness of the relationship between the sounds and words of different languages that are not apparent to most of their peers.

Some students who are gifted in English may generally perform at levels of literacy or oral skills that are notably advanced for their age group. For example, the attainments in English of some 11 and 14-year-olds may be best described by aspects of national curriculum levels 6 and 8 respectively.

Other students may have unusual abilities in specific areas -- such as poetry, drama, or their understanding of the nature and structure of language -- while being unexceptional in the rest of their English work. In these cases, it may be hard to relate students' ability to level descriptions.

It is vital to have a whole-school perspective in order to recognise how exceptional ability in English is revealed through other subjects. At key stages 3 and 4, when students' learning becomes increasingly specialised, it is important to make and review holistic judgements of students' attainments across different areas of the curriculum.

Enrichment

The following are activities which would enrich and extend students who are gifted in English:
 / opportunities to participate in workshops or study days organised by local theatres or drama groups in association with live performances
 / being part of a reading group, perhaps organised with the help of older students or an interested parent. The Internet could be used to link students from different schools and in different countries by means of a shared website.
 / clubs and societies, such as those dedicated to creative writing and poetry, giving students the opportunity to write for pleasure outside school
 / visits to the offices of newspapers, radio stations or publishing companies to provide stimulating insights into the world of professional journalism and perhaps give students a chance to contribute copy of their own.
 / access to departments of English in further or higher education may enable students to attend lectures or seminars on topics of special interest as a way of extending the breadth and depth of their subject knowledge.
 / daytime lecture programmes at galleries, museums and concert halls, often topically related to special exhibitions or performances, which can enrich students' general knowledge of the broader cultural context of English studies.
taking part in competitions at a national level, such as Spelling Bee, shadowing the short or long list of a national book prize
Writing review of school productions, films watched int eh film club, or a review of a special sports event. Prizes offered will add a more competitive edge and hep the child to pitch his or her skills against those of similarly-talented peers, and those in other years groups.

Resources

For students

Students have access to a wide range of challenging reading, such as newspapers, technical magazines and more challenging fiction texts

(Resources Centre – Sue Hyde will select books or prepare box sets if asked)

Teachers should take note of what students are reading and find time to talk with them about their choices. The role of the teacher, whether working with groups or with individuals, is to pose critical questions and suggest other ways of responding to reading.

Other adults can also be a valuable resource for able students. For example, parents with particular expertise might be invited to develop occasional workshops for students in different year groups. These workshops could span a range of topics, from work in the arts to demonstrations of practical or linguistic skills.

For teachers

Guidance on teaching able children (National Literacy Strategy)

(Print copy available from DfES, order reference: LNGT)

The Able in English File at KS3 Michele Paule, Heinemann

(copy in English base)

Inclusion
Overcoming potential barriers to learning and assessment

The English curriculum offers many opportunities, both in breadth and depth, to develop students' interests and abilities. Within each programme of study, there is a range of skills to be learned and a wide range of contexts suggested for their use and assessment. Students also use English as a means of communication and learning across the whole curriculum. Some students' highest attainments in the use of English may not appear in the context of English-specific tasks; knowing this can help teachers assess whether there are unexpected barriers to progress.

Students can use English to explore imaginative worlds and create and shape important experiences. By paying careful attention to the range of resources used and the formats in which they are made available, students should have the opportunity to extend and deepen their knowledge of English and literature in English in ways that are rewarding and stimulating.

Responding to students' diverse needs

Exceptional ability is developed through good teaching and the provision of stimulating experiences. Special ability does not always appear consistently and may be shown only in isolated instances of exceptional work or interest. Gifted students sometimes seem difficult or unmotivated because normal activities in English offer them too few challenges and opportunities for new learning. The behaviour of these students may present a distinct challenge for teachers, as may students whose abilities are far in advance of their peer group.

The English curriculum offers opportunities to build on the particular strengths that different groups of students bring to the subject, such as their knowledge of other languages, or the gifts that they show as readers, writers or talkers. It is important to use different teaching and assessment approaches to secure the motivation and commitment of all able students. For example, an oral retelling of a story geared to an audience within the class may give an able student a better opportunity to demonstrate understanding and response than a written summary.

Learning and assessment tasks for able bilingual students could draw on the resources of another language in order to forward understanding of English. This also helps to confirm that the school values linguistic and cultural diversity.

Sensitivity to students' preferred learning styles may prompt greater use of ICT or drama for making presentations, or opportunities for students to manage their own collaborative reading and writing tasks in English.

Setting suitable learning challenges

There is considerable potential for teaching English in ways that differentiate appropriately. Teachers may need to take into account different students' profiles in speaking and listening, reading and writing, and their strengths and weaknesses in particular areas of the subject. For example, outstanding skills in talking may not be matched by similar skills in writing. An appropriate challenge for a student with a strong interest in narrative fiction might be to develop equal skills in a range of information writing.

Work with the gifted students needs to recognise and consolidate exceptional achievement, while being mindful of areas that students find challenging.

How is inclusion ensured in English?

Most importantly, inclusion is provided in English through good teaching and the provision of differentiated challenges in lessons. However, other opportunities are provided.

There are various activities provided by the English department that offer opportunities for students to be stretched and for their diverse needs to be met. Included among these are booster sessions for A and A* students when approaching KS4 exams. Last year was the first time that the TES Newsday was run for specially selected students in KS3, and it provided new and different challenges; for instance, students worked in a pressurised environment, working to deadlines to produce a professional newspaper. Additionally, an English enrichment day is run for selected students on the able, gifted and talented register. The enrichment day is shared with another subject, for example Modern Foreign Languages. The aim of this day is to approach English from another perspective and to enjoy varied challenges in a learning environment outside of the classroom.

KS3

Year 7: Private Peaceful

This scheme of work is one that was created specifically for gifted and talented students and is taught to top sets in Year 7. Students study the novel and various challenges are presented to them. Firstly, the scheme of work is heavily linked with History which provides an opportunity to establish cross-curricular links and experiences. The setting of the novel in the First World War allows students to explore the social, cultural and historical context. Soldier’s experiences are considered and personal responses to the context and the subject matter of the novel are encouraged. In the past, students have linked the novel with World War One poetry by poets such as Wilfred Owen, looking at ‘Dulce et Decorum Est’. In response to this they have created a poem, experimenting with Owen’s style and technique. Furthermore, students are also asked to write a final chapter for the novel. This asks them to consider character, theme, style and language as well as encouraging creative flair.

Planning notes

The gifted students were asked to:
/ Read and analyse the novel
/ Analyse war poetry, focusing on language and style
/ Use their acquired understanding to create their own poetry
/ Use their understanding and knowledge of the novel to create their own chapter.

KS3

Year 8: Jane Eyre

Gifted students study Jane Eyre in Year 8. Reading and analysing a pre-1914 novel provides a challenge for students through both language and content. The scheme included an exploration of the Gothic genre and how Jane Eyre fits into this particular genre. Furthermore, students consider character and theme through a variety of different exercises such as role play and imaginative writing.

Planning notes

The gifted students were asked to:
/ Read and analyse parts of the novel
/ Explore the Gothic genre and relate it to the novel
/ Explore characters and language
/ Develop understanding and analysis through drama and writing

KS3

Year 9: Now for something completely different

While a class read a satirical novel (such as Animal Farm), students with a special talent for dramatisation were asked to use the techniques of irony and parody to explore a controversial contemporary issue. They were told this could take various forms: an individual or group performance, a piece of writing in the form of a newspaper article, a script, a poem, or a song that parodied an existing text. Work involved reading a range of satirical and other model texts, and exploring the use of linguistic devices, stereotypes and other cultural images.

Planning notes

Gifted students were asked to:
/ read a range of satirical and other model texts
/ compare and contrast the techniques to achieve irony, satire and parody
/ discuss how best to present their work
/ present their work to the class.
N.B. LCC has a unit on Parody and Satire, which worked extremely well with a top year 9 set.

KS4

Year 10: Othello

During Year 10 a class completed a Literature coursework essay on ‘Othello’. In order to challenge the students and enrich their experience of studying Shakespeare the class looked at criticism of the play.
Students studied the criticism of F.R. Leavis, T.S. Eliot, A.C. Bradley and Samuel Johnson. They then staged the trial of Othello. Students were in role as the four critics and during the trial they had to use the criticism to inform their responses. The other students also had to use their knowledge of the critics’ positions in when asking questions or putting forward arguments.
This exercise was not only stimulating but also cemented the criticism in the minds of the students. They had to use the criticism in their coursework essays.

Planning notes

Gifted students were asked to:

/ Study and analyse the play
/ Study and analyse criticism
/ Use the criticism in a role play and drama activity to extend understanding
/ Use the criticism to inform essay response.

This policy last revised: November 2010