From key stage 3 to 4 (transition to 14 to 19)

Effective planning for gifted and talented students throughout key stage 3 will strengthen the bridge to 14 to 19 learning. Assessment data generated at the end of key stage 3, often in conjunction with further use of cognitive ability tests (CATs) towards the close of year 9, provides a further opportunity to identify gifts and talents or to identify those emerging at this later stage. The widening choice and increased variety of subject and course options will provide opportunities for students to demonstrate new gifts and talents.

As curriculum flexibility and local partnerships increase the range of 14 to 19 learning opportunities available, students will need to make complex decisions about what courses to begin in year 10 and their intended progression and goals at 19. Early experience of the learning and assessment approaches linked to different courses and of the contexts for learning can enable gifted and talented students to consider their options independently.

For example:

Three schools and a college working in partnership have developed a 'Get your eye on HE' course for year 9 students, offered in an activities week. Students work for a day in each of the schools, the college and the local university on challenges and experiences related to a range of advanced level courses and degree level specialisms. The year 9 students work with advanced level and university students, academics and employers, as well as teachers and lecturers from the partnership institutions. The course is linked to a number of summer schools in related areas.

All of a school's year 9 students take part in a ten-week GNVQ taster course as part of a wider carousel. The course enables students to challenge themselves in a more applied setting and there are opportunities for independent research, team activities, and presentations to peers and visitors. All students are encouraged to find innovative ways of presenting their work, often through mixed media. Some students plan to meet some of the assessment requirements for the qualification. As a result, the school has attracted students of a much wider ability range to GNVQ courses in year 10. It has also been able to provide talented students with opportunities to pursue the courses in less time than their peers, and so to maintain a wider range of optional subjects.

In some cases, students begin courses in year 9 and complete them in year 10, with a range of progression opportunities available to them within and outside the subject. For example:

A group of talented linguists add Japanese to their French studies in year 9. In year 10, many progress directly to AS level French and a GCSE in Japanese. The range of post-16 provision locally includes opportunities to progress to the AS/A2 in French, German, Spanish, Italian and Japanese, or to the advanced vocational language units in French, German and Spanish.

A school has a policy of preparing all students for the ICT GCSE short course at the end of year 9. They then have the opportunity to top-up to the full course during year 10. Students who achieve the higher grades and who can manage their own learning confidently are encouraged to work across their GCSE courses. An option group works over years 10 and 11 towards vocational AS level in ICT.

A school's modular curriculum in years 9, 10 and 11 offers students a wide range of courses, allows them to choose curriculum areas and determine how much time to spend in them, and gives them an opportunity to specialise. Modules enable students to broaden their curriculum, pursue individual interests and work towards GCSE and GNVQ qualifications. In year 9, the modular programme contributes 16 per cent of the curriculum. In years 10 and 11, it incorporates option choices and contributes 28 per cent. The freedom to make choices is highly motivating and the knowledge that students will continue to make choices leads to innovative teaching and learning approaches. The modular programme also allows students to work towards qualifications in different amounts of time, with fast-track routes in some subjects. In addition, some modules provide a challenging extension of work in the core curriculum, while others provide support.

As students move into year 9, many schools extend the focus on building their skills. The focus for gifted and talented students is likely to be on developing their ability to recognise their own skills, to apply these skills to new areas, and to select activities that will develop and challenge them. For example:

In conjunction with a community partner, a school gives year 9 students an opportunity to run an enterprise project with a social goal. The students identify a need and take responsibility for setting targets, putting plans into action and reviewing achievements. The project runs for one term as part of the PSHE programme and the students are encouraged to reflect on the skills and qualities they demonstrate. An enterprise summer school provides an opportunity for selected students to extend their learning.

A school invites year 10 students to become mentors for year 9 students during the second two terms of the year. Students are interviewed for the posts by year 11 students who were mentors the previous year. The selection is made against a checklist of attributes and skills, devised by the outgoing mentors, and interviewees are invited to identify these in themselves and exemplify them from their own experience. The year 10 mentors have the same focus with the year 9 students, supporting them in identifying their own skills, strengths and interests and matching them to courses that are on offer in year 10 and beyond.

For another example of this, see Case study 24: Developing vocational gifts and talents.

From key stage 4 to 5 (within 14 to 19)

For most students, age 16 remains a key transition point as they complete courses and qualifications and make choices about their next steps. For many, this may involve a change of learning environment or setting. Again, experience between 14 and 16 of the full range of learning and progression opportunities can both extend students' learning skills and capacity, and support them in making independent and informed decisions. For example:

A school includes one of the new GCSEs in vocational subjects as part of its curriculum for all students. As a planned part of the course, all students undertake a link course in a further education college and those aiming for the highest grades participate in a number of workshops and seminars at a university. This contributes to their assessment for the GCSE and gives them insight into the higher-level learning, skills and demands of the vocational sector.

During the early part of year 11, students in schools in a sixth-form consortium have the opportunity to shadow advanced level students for a day in any of the participating schools. In their tutor groups, students agree a structure for what they want to compare between courses and institutions and each student makes a presentation to their peers on these issues on their return.

To secure their progression and confidence in managing their own transitions, students can be encouraged to make connections across their learning and to transfer the skills learnt from one subject or context to others. For example:

A school introduces the key skills of communication, application of number and IT (and their assessment) as part of students' induction to key stage 4. Students can elect to work towards a qualification in one or more of the key skills. In particular, those who have achieved higher levels in English and mathematics at key stage 3 are encouraged to work towards at least level 2, and sometimes level 3, in communication and application of number. The emphasis is firmly on students taking responsibility for their own progress, although there is a weekly drop-in session at which they gain feedback and advice about evidence they are collecting. Local progression arrangements ensure that wherever students continue their learning post-16, they are able to progress to the next level of key skills certification.

A 16 to 19 consortium identifies the development of students' thinking and learning skills as a priority. Teachers within each of the partner institutions work on a common plan to build these skills into the 14 to 19 curriculum. They devise modules to raise students' awareness of these skills and to encourage students to develop them further. The modules are used in each partner school during key stage 4, schools choosing whether to incorporate the work in PSHE/tutorial programmes or in subject learning. Each school has a process of monitoring and mentoring students and target-setting, and mentors reinforce the importance of skills development. In year 11, some students from each school come together for several half-day and twilight sessions to study unit 1 of the AS in Critical Thinking. The group stays together to complete the AS in year 12.

Increasingly, as flexibility within the phase is more fully used, students will have opportunities to complete courses, take qualifications and access new experiences at different points within the phase. Gifted and talented students, in particular, may progress more rapidly through some of their courses, accessing qualifications earlier than their peers and progressing to higher-level qualifications or new learning opportunities.

For example, a school has designed its curriculum to enable about 30 per cent of its students to complete their key stage 3 tests in the core subjects at the end of year 8. All students continue with the three core subjects in year 9 but are also able to choose from a range of options, giving more or less weight to each subject over the next two or three years. The choices include: GCSEs in Mathematics, Statistics, English, English Literature, Drama, Media Studies, and single, double and triple Science. In year 11, those who have attained GCSEs in the core subjects are able to choose an AS level in English or mathematics, or to take up courses in new curriculum areas. See Case study 27: Amy's story.

In some cases schools have agreed with sixth-form and further education colleges that prior attainment of units or modules of advanced level qualifications can be built on in pupils' post-16 programmes.

The Excellence Challenge website includes several examples of schools combining with institutions of higher education (IHE) to raise aspirations and provide support, particularly for those from backgrounds less likely to move to higher education. Examples include:

The South West Connexions project

The North East Easington and Seaham and Peterlee Project

The East of England University of Cambridge Colleges programme

The London School of Economics Programme

Research suggests that the quality and consistency of mentoring can make all the difference: '… providing a key person who monitors and guides the student over a long period of time -- a mentor, program director, faculty member or guidance counsellor' was a highly effective strategy. (See the report on the US K-12 Intervention Programs for Underrepresented Youth)

The North East Newcastle Excellence Challenge Partnership has written up its systems of progression coaches, who support those with 'potential for higher education but whose background would not lead them to necessarily consider this option'.

For an example of mentoring, see Case study 16: Stretching sixth-form scientists.

Transition to post-19 learning

Many gifted and talented students will progress to higher education at 19. Sixth forms and colleges often establish links with higher education institutions, both to extend students' skills and understanding related to their courses and to raise their awareness of the demands, expectations and patterns of university life. For example:

An FE college sixth-form centre has links with a local higher education institution. Undergraduates work with a group of students to plan and deliver a module for the tutorial programme on 'life and work in HE'. By arrangement with the HEI, materials prepared to help new students understand the skills they will need to succeed in their degree courses are also accessed by the college students.

A cluster of school sixth forms organises workshops for students planning to progress to specific subjects in HE. Each workshop provides information about the subject at undergraduate level and new directions in research. Students discuss the skills and knowledge they will need to be successful and identify how best to develop and practise these. In some subjects, the workshops also pose 'challenges' for the students, giving them the opportunity to work with academics and representatives from relevant industries. They also develop skills in line and project management, teamwork and presentation.

Those with talents in vocational areas may progress to higher education courses, often including work placements, or may progress to higher-level vocational courses or Advanced Modern Apprenticeships. Many colleges' vocational departments have established links with employers to inform and ease this transition and to make students more aware of the challenges they will face. More broadly, employers often contribute to learning activities focused on leadership and management. For example:

The technology faculty of a college organises a two-day 'Introduction to management' course, run by managers from local manufacturing companies. Through a series of business simulations and problem-solving activities, students gain understanding of design and development, human resources, sales and marketing. Planning, decision making, risk taking and communication are key focuses. The course prompts a number of students to take work placements with the companies.

A 'student apprenticeship' scheme offers school and college students the opportunity of day release into a company, on a weekly basis, for one to two years. A training plan, negotiated by employer and student, sets out what the students will learn and the job roles they will experience. The majority of students attain an NVQ at level 2, alongside their school/college-based qualifications, attesting to their workplace competence. At the end of the scheme, students have the opportunity to progress to a Modern Apprenticeship with the company or to a higher education course.

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