Subject policies that are developed to meet the needs of gifted and talented learners can be developed within a particular subject, department or faculty context. Regardless of the scale, they should present a holistic approach to provision.

They should show how the different measures taken relate to each other.

They should be developed in conjunction with the institution-wide policy.

Activities beyond the classroom should mesh coherently with learners' classroom experience.

Colleagues from different departments or representing different subject interests should communicate and collaborate as much as possible, so that they appreciate the similarities and differences between their subject contexts. This can enhance the provision made and, in turn, help learners to understand the relationship between subjects.

What should be included?

Subject policies for gifted and talented learners should be set in the context of the institution's approach to teaching and learning. They should cover the same areas as the institution-wide policy, but give focus to subject-specific provision for the gifted and talented. So, for example, subject policies should describe:

• how the subject contributes to young people's academic and personal development, and the distinctive qualities and/or context of the subject for gifted and talented learners;
• the opportunities for faster pace, more breadth and greater depth in the subject, how these work together (particularly with study support and out-of-class activities) and how they are communicated to young people;
• the thinking skills needed for the subject;
• the range of appropriate teaching and learning styles and the importance of problem-solving for these learners;
• targets for higher level attainment, for example level 3 at key stage 1, level 5 at key stage 2, levels 7/8 at key stage 3, grades A/A* at GCSE; proportion in progressing to AS/A2;
• how teaching groups can be organised to benefit all learners;
• how homework and independent study can be exploited to support gifted and talented learners;
• how teachers can work with young people to build on their strengths and address areas of weakness;
• how to make the most of cross-curricular links;
• how schemes of work and lesson plans are to reflect the demands to be made of able learners;
• how to deal with transfer, transition and progression issues;
• how the effectiveness of provision in the subject will be monitored and evaluated;
• the roles and responsibilities of different subject staff, including teaching assistants;
• the role of staff development, particularly in enhancing teachers' subject knowledge and wider reading.

The subject guidance and case studies include information and ideas that schools and colleges could use to help them put together subject policies for gifted and talented learners

The case studies address many of the policy-related issues.

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Making a start

A secondary school's gifted and talented coordinator started the process of developing subject policies by asking each year team to nominate six to ten students who were beginning to stand out in lessons. These students were then asked to write about their preferred ways of learning for a booklet, Celebrating excellence and achievement.

The students were asked:

• What are your favourite subjects?
• What is it about these subjects that you particularly like?
• What ways of working or activities do you find most:
• easy?
• challenging?
• frustrating?
• Give your reasons.
• What ways of working do you think you should have more opportunity for?
• In what circumstances do you feel you do your best work?
• Give examples of ways in which your teachers have:
• helped you
• helped you to help yourself
• ensured you can make progress
• distracted you from making progress.
• How could your teachers help you more?
• What are your short-term and long-term goals for the future?
• What are you doing to make sure you reach these goals?
• What more could the school do to help you?

The booklet was distributed among all staff not just to alert them to the presence of gifted and talented individuals, but also to highlight issues of teaching and learning that had implications for every subject team. This prompted useful discussions about what to include in subject policies.

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Subject focus in inter-institutional or area-wide policy 14-19

When formulating policy to underpin wider local provision, individual subject sections will need to address issues such as:

• the expected proportion of students enabled to access level 7/8 in the key stage 3 tests and teacher assessments through appropriate provision in terms of resources and learning experiences;
• the expected proportion of students prepared for higher tier GCSE (where applicable);
• access to separate science GCSE's;
• recruitment to AS/A2.

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