Gifted & Talented
Aims and objectives
The aim of the department policy is to identify and provide for gifted students within mathematics. It is to be read in conjunction with the school policy.
The policy is guided by the belief that gifted students in mathematics should be given work that is challenging, interesting and stimulating and the opportunity to develop their mathematical interests beyond the classroom.
Identification
Students who are gifted in mathematics are likely to have achieved a Level 5 in mathematics at Key Stage 2 or a Level 8 in mathematics at Key Stage 3. Additionally, gifted students can be identified by looking at those scoring in the top 5% on their year 7 or year 9 Cognitive Ability Tests.
The following are descriptions of some specific mathematical skills that a gifted student in mathematics may display. Gifted students are likely to:
• learn and understand mathematical ideas quickly
• work systematically and accurately
• be highly analytical
• think logically and see mathematical relationships
• make connections between the concepts they have learned
• identify patterns easily
• apply their knowledge to new or unfamiliar contexts
• communicate their reasoning and justify their methods
• ask questions that show clear understanding of, and curiosity about, mathematics
• take a creative approach to solving mathematical problems
• sustain concentration throughout longer tasks and persist in seeking solutions
• be more adept at posing their own questions and pursuing their own lines of enquiry
Other methods of identification include teacher assessment, teacher nominations and identification by provision. Identification by provision involves giving all students the opportunity to be a part of enrichment activities and may allow some students to demonstrate skills which they have not yet shown in lessons.
Teaching Groups
Year 7
Students are taught in mixed ability groups. After October half-term, students have one lesson per week in ability-based numeracy groups. These groups are determined based on CAT scores, year 7 tests and teacher assessment. Regardless of groupings, teachers provide differentiated lessons to all year 7 pupils.
Years 8, 9, 10 & 11
Students are grouped strategically, using CAT data, KS2 data, test data and teacher assessment. Each cohort consists of one group made up of the most able mathematicians.
Students in the most able groups in years 10 and 11 work towards a Free Standing Qualification (FSMQ) in Additional Mathematics, in addition to completing the Higher GCSE course. These students are set high targets of A/A* in GCSE mathematics.
Throughout their time at SVC, all pupils are considered for the G&T register on at least an annual basis. It is understood that this is a dynamic register. Students move on and off the register during their time at SVC.
Provision
Teachers always engage and challenge every student in the classroom. The teaching group structure used in the department provides opportunities for students of all abilities to broaden their mathematical ideas and understanding of key mathematical concepts. Mixed ability teaching in maths applies the concept of ‘limitless learning’ where classes work on rich mathematical problems, accessible to all but with many outcomes. Students experience such tasks and extended activities as a part of everyday maths lessons and are often encouraged to work in groups to promote the sharing of ideas, discussion and development of convincing explanations.
Gifted students thrive in this setting as they are challenged to explain and justify methods and solutions to their peers, and to connect mathematical ideas to develop and explore problems in a greater depth. Their ability to work independently to lead or contribute effectively to a class or group activity is developed alongside their ability to apply their mathematical knowledge to unfamiliar situations. These skills are invaluable as they progress to further study in mathematics, at GCSE and beyond, as well as supporting their use of mathematics in everyday situations.
Additionally, Mathematics teachers:
• set high standards for gifted students to attain (level 7/8 at KS3 and A* at GCSE)
• expect students to use precise mathematical language
• expect students to present written work clearly and accurately
• expect students to produce solutions at speed
• provide opportunities for students to pursue some topics in greater depth, for example using materials above their current level
• set problems that present students with greater cognitive challenge
• include proof within their lessons wherever possible
• set problems which require students to apply their mathematics in new situations
• pose questions that encourage students to think more deeply about mathematics (“What if…?” “What if not….?” “Why…?” “How do you know….?” )
We recommend these excellent websites for gifted and talented students:
• www.nrich.maths.org - this website is designed specifically for enriching mathematical thinking and has numerous maths problems, puzzles, games and articles.
• www.cut-the-knot.org - this is an amazing website with numerous proofs (43 proofs of Pythagoras’ Theorem!), a good selection of games and puzzles and a vast supply of enrichment ideas by topic.
• www.1000problems.com - this is a supply of 1000 problems, arranged by topic and year group, with extension problems available. This is an excellent supply of problems for all classes and all abilities.