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Gifted and talented policy

Appendix A


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Appendix B


Appendix C


Appendix D




This policy has been produced as an example and is intended to provide a basis for any primary schools that have yet to write their own policy.  It may also prompt some schools to review what they have previously written or inform work in progress.


In order to be of any use at all, a policy has to reflect specific practice within a particular environment.  Obviously, it is not possible to write a single catch-all policy in which every part of it will be applicable to all schools and I have tried to be mindful of this when writing this draft.  Although this policy is not intended to be prescriptive, of necessity I have had to be quite specific on occasion.  I recognise that certain sections of the policy are over-detailed – a strategy that is intended to furnish schools with useable ideas.  I anticipate that schools will want to omit, re-write or adapt certain sections of this draft to suit their own circumstances.  (Where sections are to be omitted, it is useful to consider replacing them with more accurate descriptions of what your school actually does.)


This draft policy was originally produced by myself in my role as Gifted and Talented Innovator within “The Zone” (the David Lister Learning Partnership Action Zone, Hull).  I am happy for schools to use this work to further the development of their own school policy so that it accurately reflects each school’s commitment to providing maximum opportunities for all pupils to realise their potential.  I would appreciate being informed how this policy has been used.


This draft policy is available as a Word document file or as a text file, on request.  Go to the Contact & Feedback page on this site.


John Fewings

April 2004



LINGUISTIC  (Linguistic intelligence)


Children with strong linguistic intelligence are likely to “always have their head in a book”.  Not only do they like reading, they also write (stories, poems and letters) for pleasure.  They usually mention things they have read about.  They will have a wide vocabulary, be good at spelling, and are often fascinated by words and their meanings.  They explain themselves well and like to teach others.  They enjoy word games & puzzles (Scrabble, crosswords, etc.) and may also enjoy quizzes.  They may be talkative (but not necessarily).


MATHEMATICAL  (Logical-mathematical intelligence)


Children with strong logical intelligence are likely to score highly in Maths tests.  They are good at mental arithmetic and most aspects of Maths.  They are interested in science and how things work.  They will often count things for no apparent reason.  They may have particular ways of doing things (even to the point of obsession).  They can become frustrated by people who cannot see their point of view or way of doing things.  They are likely to be well-organised  and punctual.  They may make lists (perhaps of things to do).  They may also enjoy jigsaws and mazes.  They often prefer to work alone.


NATURALIST  (Naturalist intelligence)


Children with strong naturalist intelligence like all kinds of animals and may be responsible for looking after a pet.  They may be interested in gardening and the countryside and will probably prefer to be outside.  They may show an interest in insects, dinosaurs or archaeology and will enjoy nature programmes on TV.  They probably collect things (such as cards, etc. but especially insects, bits of rock) and may keep a scrapbook.  They may be tidy and well-organised.


VISUAL-SPATIAL  (Visual-spatial intelligence)


Children with strong visual-spatial intelligence are “natural artists”.  They notice small differences in detail and have a good visual imagination.  They will be good at drawing and enjoy drawing sketches, cartoons & doodles.  They have a strong sense of colour.  Given the opportunity, they will enjoy taking photo’s and making videos.  They can find their way around easily.  They use their hands when talking or explaining.  They may also enjoy jigsaws & maze puzzles.


MUSICAL  (Musical intelligence)


Children with strong musical intelligence like a wide range of music.  They recognise tunes easily and quickly and are quick to learn songs.  They may play a musical instrument (if provided with opportunity).  They will probably be good singers.  They are likely to hum or sing to themselves (or out loud) whilst doing other things.  They may tap out rhythms.  They are fascinated by different sounds.


PHYSICAL  (Physical / bodily / kinaesthetic intelligence)


Children with strong physical intelligence are good at sport & physical activities.  They like practical activities (such as model-making, sewing, cooking, making things).  They cannot help touching things and probably use their hands when talking.  They have expressive facial features and may be good at drama.  They are well co-ordinated with a good sense of balance, and may be good dancers.


SOCIAL  (Interpersonal intelligence)


Children with strong interpersonal intelligence get on well with people.  They are friendly and outgoing and relate well to people both older and younger than themselves.  They are good listeners, patient – and may be a “peace-keeper” amongst their friends. They notice how people are feeling and may act as a “comforter”.  They have a number of close friends and may be the “leader” of the group (albeit subtly).  They prefer team games and working in groups.  They are likely to be a member of a club.


PERSONAL  (Intrapersonal intelligence)


Children with strong intrapersonal intelligence are “thinkers”, though they may be seen as “dreamers”.  They prefer to “keep themselves to themselves” and may appear shy and withdrawn.  They may not respond in class but prefer to talk to the teacher about the topic after the lesson.  They usually have a clear idea about their future and will set themselves personal targets & challenges.  They are interested in life stories and may keep a personal diary.