Gifted and Talented - History
Identifying students
We look for students who are able to do the following;
1) Understand abstract/ difficult concepts quickly
2) Express their understanding orally in a sophisticated and articulate
way
3) Express their understanding, in writing, in an articulate way
4) Make links between ideas and concepts
5) Develop their own ideas
6) Show a thirst for knowledge
7) Think independently
8) Think analytically
9) Show high powers of reasoning
10) Show an ability to transcend the confines of the work set
Extension Activities
These activities have been designed to provide further opportunities
for our most gifted students to flourish. Please contact Miss Brunskill
or any member of the History department if you have any questions
or queries.
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Topic
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Year 7
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Year 8
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1
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The Black Death - How to avoid the Black Death - using the
evidence from class produce an information booklet for a Medieval
Doctor's Surgery.
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Medieval Monarchs - William - Good King/Bad King? - using
a range of historical sources students are to provide a
balanced argument and then come to a conclusion on him as
a King.
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2
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Witchcraft - did witches really exist? Students are decide
upon an answer to this question (having used a wide variety
of resources) - produce a newspaper page, documentary, essay
etc.
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Elizabeth - Why has Elizabeth been seen as such a successful
monarch?
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3
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Industrial Revolution - Why did the boys run
away? - thinking skills activity - clues are given to students
and they have to come to a conclusion answering the Q.
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King Vs Parliament -What was it like to fight in the Civil
War? - using only pictoral sources and a few key definitions
students have answer the Q.
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4
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Black Peoples of the Americas - Why did Slavery end? - students
are to compose a set of instructions/plans to guide slaves
on the best ways to fight for freedom. (To then relay to the
class)
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20th Century Dictators - Own choice - students to choose
one of the dictators and think of a question/enquiry they
wish to answer/carry out.
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5
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Medicine - Project on Modern Medicine - comparison of the
Western world with the developing world, to include reasons
for differences.
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Empires - What was it like to be ruled? - Students to choose
either the Roman or British empire and produce a film (role
play) telling what the experience would have been like.
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6
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20th Century Warfare - Letter from the trenches - students
to produce a series (at least 2) of letters between soldier
and family based on contemporary sources (must also include
an evaluation of the usefulness of the sources used).
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Topic
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Year 9
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Year 10
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1
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Jack the Ripper - Why did Jack the Ripper commit the murders?
- using the work undertaken in class students are to produce
a detailed answer to the question, possible using information
on modern day criminals and their motivations.
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Weimar Germany - How do governments deal with threats to
their power? - Using information learnt on the different examples
of political violence in Weimar Germany students need to produce
a handbook for the government in Germany at the time outlining
the risks they faced, the reasons why they were hated and
then guidance on how to avoid being taken over.
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2
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20th Century America - How did life in 20th Century America
compare with that in Britain? Students need to choose any
decade from the 20th Century and research an aspect of life
(could be music, religion, entertainment, fashion, education,
or any other of their choice) in America. They then need to
do the same for Britain and complete their research project
using a wide variety of resources. They should end up completing
a comparative summary.
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How have political parties evolved and developed over time?
- students need to compare political groups/parties in the
1920s and 1930s (in Germany or Britain) with those today
- they need to consider policies that are supported, election
campaigns, types of people involved etc.
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3
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Elvis Presley - How would life be different
today if Elvis Presley had never got a recording contract?
- Using their coursework notes and understanding students
need to consider how the modern world might have been different
if Elvis hadn't been successful. Their ideas can be presented
in the format of their choice.
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Living in a dictatorship - using their knowledge on life
in Hitler's Germany students need to construct a diary of
what it would be like to live in a totalitarian dictatorship.
They can base it on Nazi Germany or choose any other dictatorship
from around the world (Stalin's Russia, Mussolini's Italy,
Mugabe's Zimbabwe, Kim Il Jung's North Korea or any other).
They can produce a general diary or choose a particular
type of person (Woman, Child, Jew, Priest, working Class
Man etc.)
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4
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Indian Independence - Which figure played the biggest role
in helping India gain her independence? - Students need to
research the main figures involved with the fight for independence
(should be covered in class) and then decide who they think
was most important. They will then need to produce a documentary
(using media player), newspaper article or written report
on their choice of the greatest/most important figure.
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What if Hitler had never been born? - Using their knowledge
on Hitler's actions and impact on Germany students need to
consider how the world might have been different today. They
could also take into consideration how his ideas still influence
politics and society around the world today (with possible
research into Neo-Nazi/BNP activities today) .
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5
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Impact of War - After finding out about conditions in Germany
after the war students are to research war torn areas in modern
day society. Students then to consider the areas of similarity
and difference between these modern states and Germany in
the early 20th Century. Findings to be produced in the format
of students' choice.
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Ancient Medicine - students are to compile a medical handbook
for an Ancient doctor, summarising information about the human
body, causes of disease and suggested cures. They can also
then compare Ancient medicine and how these ideas are still
used around the world today, with examples of parts of the
world that still heavily follow/use these beliefs.
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Extra- curricular activities
School Visits
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Year Group
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Visit Details
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Date
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Cost |
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7
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Kentwell Hall - Tudor re-enactment day - to enhance and improve
students' knowledge and understanding of topics studied. To
improve empathy skills.
Medieval Re-enactment Day - As part of Humanities Specialism
all Year 7 students involved in various activities to increase
their knowledge and understanding of the medieval period and
to improve their empathy skills.
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June
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£10
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December
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Free of charge (possible voluntary contribution)
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8
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Batttlefields Visit - Visit to the WWI battlefields of Belgium
and Northern France - to enhance and improve students' knowledge
and understanding of WWI soldiers' experiences. Empathy skills
also improved.
National Portrait Gallery - to enhance knowledge of portraits
of Elizabeth I and symbolism used therein.
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Approx £40 |
| Summer Term |
£5-10 |
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9
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Jack the Ripper Walking Tour - students have
the opportunity to visit the London Dungeons and then participate
in a Jack the Ripper walking tour. This will give them an
insight into the suspects and scenes of the murders. Also,to
increase their understanding of life in the East End of London
in Victorian Times.
UEL sessions - Rise of the Nazis - either on or off campus
at the Docklands campus. To improve subject knowledge and
gain an insight into University life.
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£15 |
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Spring term
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Free
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10
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Visit to the Imperial War Museum - including free time with
exhibitions. Holocaust exhibition - enhance knowledge and
understanding and empathy skills.
Blood and Guts Summer School - UEL - to gain an introduction
to the Medicine through Time course as well as spend time
living on campus.
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January
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£8 |
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End of summer term
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11
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Science Museum & Old Operating Theatre trip - to enhance
knowledge and understanding of the GCSE topic.
Revision sessions with examiners at Bloomsbury theatre
UEL visit - medicine and the Renaissance lecture - to enhance
knowledge and provide experience of University style lesson/lecture.
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Spring Tern
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£10
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Spring Term
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£16
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Start of Spring term
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12&13
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University Visits - students have the chance to participate
in visits to University campuses and gain an insight into
university life from a general perspective, as well as subject
specific point of view.
Oxford University Debate Chamber - Students have the chance
to attend a Saturday session at the University of Oxford,
with one the History interviewing panel, and have experience
of debating and discussing the value and purpose of History
as a subject to help improve their communication skills, as
well as improve their confidence for university interviews.
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Second half term
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Approx £5
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November
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£75 (School should be able to pay half the cost - dependent
on funding)
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After school clubs and enrichment activities
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Year Group
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Details
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Date/Venues
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7&8
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History Club - wide variety of activities available (creative
pieces - role plays, detective work, use of GCSE materials
etc.)
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Tuesdays - L27
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All GCSE groups
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Homework Club
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To be announced after half term
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All GCSE groups
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History Society
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To be announced after half term
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All GCSE groups
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Film Sessions - at relevant places in the curriculum students
are offered the opportunity to watch a variety of films to
enhance their understanding of the topics studied - including
foreign films.
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Throughout the school year.
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All years
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A/A* Homework/Revision sessions in the weeks/months
(depending if Yr 9, 10 or 11) prior to examinations - activities
to stretch the most able and examples of A* answers etc.
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Year 11 - After half term - Every Monday - 3pm in History
3.
Years 9 & 10 - 1 month before examinations.
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Useful resources
DfES: Gifted and talented
This site is a good starting point for information on the national
strategy, suggestions on how to improve the identification, education
and support of gifted and talented children, resources, weblinks
and guidance.
DfES: Key stage 3 national strategy
This site contains publications and resources as well as subject-specific
and whole-school resources. It also contains 'Teaching able and
gifted pupils', a series of optional modules to help schools evaluate
and develop provision for able, gifted and talented pupils. Schools
and departments can choose to use some or all of the modules within
a planned programme of professional development.
London Gifted and Talented
London Gifted and Talented is the Gifted and Talented Education
Arm (GATE A) of the London Challenge. It is a centre of excellence
that delivers personalised learning opportunities to raise the aspirations
and attainment of gifted and talented pupils from 4 to 19. GATE
A works across the whole of London's education sector to share effective
practice and, with its parent initiative the London Challenge, prioritise
the needs of gifted and talented students from disadvantaged backgrounds
and underachieving groups.
Maths in Education and Industry (MEI)
MEI recognises that pupils who are mathematically gifted need the
opportunity to develop their talent. They produce resources targeted
at these pupils. The resources are targeted at mathematics AS and
A level materials.
National Academy for Gifted and Talented Youth (NAGTY)
NAGTY, based at the University of Warwick, has been established
by the government to develop, implement, promote and support educational
opportunities for gifted and talented children and young people
aged up to 19, as well as providing support for parents and educators.
It will also provide a nationally and internationally recognised
centre of expertise from which to develop and help improve the delivery
of gifted and talented education in England.
National Association for Able Children in Education (NACE)
NACE aims to assist able, gifted and talented children and young
people to achieve their full potential by raising awareness amongst,
as well as giving support to, teachers, other professionals and
the wider educational community.
National Association for Gifted Children (NAGC)
NAGC is a national charity whose objective is to ensure that appropriate
provision is made for gifted and able children to develop their
gifts and talents to the maximum.
Ofsted: Providing for gifted and talented children: an evaluation
of Excellence in Cities and other grant-funded programmes
This report (2001) is concerned with the use made by schools of
the opportunities presented by the grant-funded programmes. It highlights
points for consideration about the nature of the programmes and
their relationship to mainstream school provision. In the section
'What does good teaching of gifted and talented pupils involve?'
the features of effective teaching are followed by subject-specific
examples.
QCA: Gifted and talented
This part of the QCA site provides guidance for teachers, coordinators
and others involved in teaching the gifted and talented in the context
of an inclusive curriculum. It includes general guidance, which
covers:
•identifying gifted and talented learners
•institutional and subject policies
•roles and responsibilities
•managing provision
•matching teaching to learners' needs
•transfer and transition
•case studies.
There is also subject guidance and a list of resources and organisations.
QCA: Tasks for the more able/gifted and talented
These tasks provide schools with optional resources that can be
used to support teacher assessment of more able pupils. They have
been designed for pupils working above the levels of the statutory
national tests in English, mathematics and science. They are not
sufficient on their own to give a level of attainment and should
be used in conjunction with other evidence of pupils' achievements.
Research Centre for Able Pupils (RECAP)
The Research Centre for Able Pupils explores issues related to the
education of able pupils. It supports and shares ideas with schools
and others who wish to develop or extend their practice in this
field.
The Support Society for Children of High Intelligence (CHI)
CHI provides advice and support for those concerned with the well-being
of children of high intelligence.
ygt.dcsf.gov.uk/
Staff contact details
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Name
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e-mail
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Jo Brunskill
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BrunskillJ@babbey.bardaglea.org.uk
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