Able, Gifted & Talent Report 2010-2011 Julie Wishart AG&T Co-Ordinator
Art & Design AG&T students in art are given sketchbooks to work on at home which they bring in to show on a termly basis. A higher level of questioning is used in starters, plenaries and group discussions for AG&T students. Differentiated tasks & worksheets are also used to push students further. AG&T students took part in a ceramic workshop, run by Jan Lane; they learnt techniques that can be applied in a variety of ways to make 3D forms out of clay.
English Three AG&T students had work submitted to a National Poetry Anthology and their work was published. Year 9 Cory Evans and Jack Davies are encouraged to work independently and produce longer, sustained pieces of creative writing. Both performed in a production of Macbeth earlier in the year.
ICT At Key stage 4 students are currently working through OCR Nationals Level 2. This gives them an opportunity to achieve a grade A, B or C. Students who are more gifted will work towards achieving grades A and B. This work is more challenging and really pushes students in terms of their skills and knowledge. At Key stage 3 students are given extension activities, high level questioning and often the chance to demonstrate their skills and knowledge to their class members. They also have the opportunity to support other pupils in the class with difficulties.
Performing Arts Drumming lessons have continued this year and several other students have been found to be talented in this area. There are some talented performers in year 7 so Matthew, Ethan and Henry part in a workshop with a professional group of performers, based on Hamlet. From year 8 Richard and George Y also took part in the Hamlet workshop. They also rehearsed at John Bentley School for a musical performance of Macbeth with Rich gaining a speaking role which gave rise to a public performance at JBS.
PE In Core Physical Education lessons all of AG&T students are set and expected to be working at a higher level to inspire peers and lead by example. Challenging learning objectives are set and these are shown on displays highlighting the fact that they are ahead in PE and what they need to do to improve.
Both Ethan and Cameron are gifted in PE and are being stretched. Also they are given a variety of different roles within the lessons, such as leader or coach that will help them think how they can use their skills to help others and to support progress in the Social outcomes of PE. Furthermore, they have both been allowed to join the Bristol City Football Academy to train with the rest of the academy squad. This experience has allowed these students to truly extend and challenge their football skills in a higher level environment with higher level coaches. Working alongside other gifted performers is challenging their physical, cognitive and personal abilities. Calumâ€™s work within the County Rugby set-up, Sports Leaders and his own drive and determination to improve has made significant difference to his progress. To support his progress in Rugby specifically, Alan Low, the Community Coach for Dorset and Wilts and Calumsâ€™ County level coach, has been brought in to run a programme of 1-2-1 training sessions throughout the off-season to support his fitness and development as a Front-Row forward. This programme was unfortunately stopped early as Calum sustained an injury. Jessica too has benefitted from the Sports leadership programme however not as much. The main success has been organising for her to join Devizes Moonrakers Athletics Club and working with the Zimbabwean running coach at the club. Leslieâ€™s main success was with the RAMP programme. Corey Overend was being stretched in PE being given a wider Sports Leadership role and going out to lead small group at Fynamore Primary school.
Primary Lewis Andrews identified as AG&T in Literacy and Science. He was offered several courses at Braeside to encourage his creative writing but did not wish to attend. However Lewis was given a free writing book in which he could write his own creative writing. He benefited from one to one work with the teacher to improve his sentence level work. This included using ambitious vocabulary and different openers for his sentences. This proved
successful and he recently achieved level 4 in his writing SAT. In addition to this he has been involved in song writing to develop his use of vocabulary and extending his use of language. For science Lewis recently attended an AG&T science day at Oxenwood. In lesson time, Lewis is given higher level scientific vocabulary to research and use in his work. He is asked open questions and always encouraged to explain his predictions using the appropriate scientific vocabulary. Ross Vugts has been given project based work to complete during unit/homework time. The idea is for him to become more independent with his learning in science and to carry out a research based project with a design and make outcome which he can test. In addition to this he has attended an AG&T day at Oxenwood to learn about forces. Natasha has been involved in song writing and singing. Her singing and musical skills have been challenged by her creating her own sounds and melodies to sing to.
Science The provision for AG&T students in science lessons continues to come from differentiated tasks which are referenced to a higher level assessment focus. Differentiation is by task and less by outcome which enables the most gifted to be stretched even further with more appropriate work. The introduction of Additional Science at GCSE secured a more appropriate course for our AG&T students to not only challenge them but to give them the opportunity to study science beyond KS4. It is highly likely that Conor and Henry will achieve A/A*. KS4 AG&T students were invited for evenings out at the Royal Society of Chemistry family lectures. These took place at Bristol University or the University of the West of England. This not only gave students an insight on how chemistry is applied in the real world it also gave them a taste for what university life is life hopefully inspiring them to consider studying at
university. Students attend 3 lectures, the first from Jubilee Fireworks. We got to see how fireworks were given their colours, sounds and sparkles. The lecture theatre was full of smoke and at one point there was a rogue firework shooting around the place! It was a thrilling and informative lecture.
The second lecture was ‘Chemistry for the Terrified’ with John Kilcoyne-‘the man in the shed’ from Brainiacs. He was amazing. He looked at energy use but linked it to as many explosions, bangs and shocks as he could. We were mesmerised for the entire lecture and he was a truly inspiring scientist who demonstrated that science is exciting, relevant and thought provoking.
The final lecture was â€˜Art-forgery, copy or fake?â€™ which explained how forensic science is used to determine the authenticity of rare and valuable art treasures. We learnt how through complex analytical techniques the origins of an object can be traced and hoaxes and forgeries can be detected. Despite the lecture being very descriptive students really enjoyed the forensics elements.
KS3&4 students attended an evening lecture at St Johns School regarding the Bloodhound project. The project is a British based effort to break the world land speed record by building a supersonic car. Students were shown how engineers and scientists worked together to design and build the car and how intricate details such as the type of tyre can make huge differences to performance.
Once again our year 9 AG&T students had success at the Climate Change Conference securing yet another bronze! The turn out from other schools was lower than previous years but we still battled hard against other schools. Matt Crosby was inspirational during the question and answer session really grilling other teams regarding their proposals and the team worked really well together.
Whole School AG&T The Grand Tour of Europe trip was cancelled this year so we organised our own tour of Europe. A visit to Morzine in Eastern France was organised. A 7 day event took place with visits Lake Geneva, Chamonix and Annecy. Students travelled in cable cars to Mont Blanc, toured glacial gorges and most impressively visited CERN.
Students experienced a different culture and realised the potential for them outside of the UK. For some the highlight was the visit to CERN, the heart of particle physics, for others it was the ascent to Mont Blanc albeit via cable car. Students really appreciated the tour and it was a great success.
A tracking system is up and running to monitor data for AG&T students across each department area and whilst it is still in itâ€™s infancy it is useful to ensure students that have been identified are being catered for.
Two staff meeting were dedicated to AG&T sharing good practice. The first was a little underwhelming with not many staff bringing ideas to share. The second meeting was far better with a â€˜speed datingâ€™ activity where staff shared ideas on a one-to-one basis and rotated around the room.
AG&T provision within lessons is being observed and with the introduction of the new lesson plan document the activities to stretch these individual must be identified.
Developments for 2011-2012 AG&T team building event. An event for KS3 and another for KS4 needs to be planned and delivered. Ideas are related to a residential experience at Oxenwood or Braeside. AG&T links to professional bodies. Looking to link departments to their professional bodies who usually hold events that can be used to inspire our AG&T students. For example, the Royal Shakespeare Company, the Institute of Physics and STEM network. AG&T displays with the school and in department areas to celebrate the work of these students. Further developments of the AG&T data tracking system.