Gifted scientists are likely to show competence in a wide range of areas, such as linguistic, logical-mathematical, visual-spatial, kinaesthetic, and sometimes interpersonal and intrapersonal skills. Schemes of work and lesson plans need to allow for differentiation of task, inputs and outputs, for example through a range of learning outcomes (as included in the QCA/DfES schemes of work for science).

Schools need to ensure that extension work does not overlap unduly with work that pupils will do in later years. The science curriculum is designed to revisit and develop key concepts in new contexts, and it would be demotivating for pupils to have to repeat work. It is better to provide extensions in breadth, for example by applying scientific concepts to novel and unusual contexts.

Pupils who are gifted in science may have particular aptitudes for evaluating both what they are learning and how they are learning. Opportunities to develop thinking skills can be planned into schemes of work through activities that involve reviewing, self-evaluation and making reasoned judgements.

Inclusion issues in the general guidance

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